Analyses Of Educational Anthropology

Based on plentiful documents and reference data, the research carries out a systemic study and case analyses on the Moso's rite of puberty with depth interviews, field notes and comparative discussions. What the research has found are that 1,there are rich educational implications in the Moso's rite of puberty, which contain educational contents, methods and receivers of education, etc.; 2,the basic goals of the rite of puberty and the educational implications in the rite are to make a young person become an adult, who has the rights of engaging in religion, economy, law, marriage and sexual activities, and who has responsibilities and obligations for his/her family and society; 3,teaching and educating emerge from the interaction of educator, educational effect and learner on the rite of puberty; 4,a young person may realize his/her active learning that demonstrates his/her initiative in the learning process on the rite; 5,the relationship between space and time, and the rich implications, demonstrated by the rite, show that one realizes his/her genuine transform from childhood to adulthood, from family to clan, and from individual to society through his/her rite of puberty.The research also studies deeply the issues of school education in the Moso. The issues include that educational goals of basic knowledge and basic skill, and of popularization of 9-year education can not be well reached, that the curriculum design separates from the Moso's traditional culture, that the educational practice has its own limitations, and so on. To resolve such issues, the educational implications in the rite of puberty must be employed as a valuable reference. The considerations and suggestions, drawn from analyses and discussions of educational anthropology on the rite of puberty, are that one's developmental possibilities and one's realization of returning to education should be concerned with in the process of school education; that the receiver's role in education should be changed in some ways, the single pattern of education and the educational practice must be reformed; and that it is necessary to re-inspect the boundaries among school, family and society, in stead, to have these boundaries dynamically integrated. Consequently, the individual should be given the all-round education.