Contemporary Education Of Traditional Culture Of The Miao Heritage

With the acceleration of economic globalization, a number of traditional culture are facing growing inheritance issues among young people, some of the traditional cultures of ethnic minorities are facing a crisis. Most of minority cultures descend not through school education, but through mouth and heart in everyday life. Miao nationality not only has a long history with a long-suffering and unique culture, but also has language without words. The development of school education is lagging behind, the traditional culture descends mainly through various forms of family education and community education.Based on the field work of inheritance education of Miao traditional culture, this article finds that Miao has a unique traditional culture, and its heritage takes family, festivals, meetings and other venues as the major locations. The means of cultural heritage are in various ways and do not stick to one pattern. This is exactly why the unique traditional culture of Miao nationality could descend from generation to generation and keep the essence of strong national characteristics, even if the school education is relatively poor and lacking in national cultural heritage.This article is trying to investigate the education inheritance of traditional culture of Miao nationality in the west of Hunan province in detail from the educational anthropology perspective. It points out that the Miao traditional culture heritage systems contain four different types of education, that is, family education, community education, school education and the State presence education. Among these four forms of education, school education is a conscious education based on certain social requirements, and using specific means for specific populations. The content of this education is very prescriptive and embodies the mainstream values of the society. But the family, community and the state presence education are unconscious education, which normally descend through unconscious behavior to achieve it's purpose, reflecting the integration of national values and national mainstream values. This article also points out that each form of education plays an irreplaceable role, but there are different degrees of problems.The fifth chapter analyses the changing representations and the reasons for the education heritage in Miao nationality's traditional culture. It points out that the inheritage education system of Miao traditional culture is an organic whole just as the society is a fully functional community as a whole. Each part plays a different function at the same time. There is close contact between these different parts. In the context of the state presence, family education, community education and school education constitute the mainstream of national heritage of traditional forms of education. Family education is the basic unit of community education, and community education is the extension of family education. Schools, as a formal education, have specific education practitioners, specialized education establishments, and a clear direction. However, in the course of their daily teaching, there is a "hidden curriculum" in school education which is affected by social strata, ethnic, local factors and so on, which means that schools are permeated with family and community education,On the basis of fully understanding of the status and function of the traditional culture in Miao nationality, chapter six points out that the educational heritage methods are diverse thanks to the diversity of traditional culture and the complex development and changes. We have been experiencing countless problems and failures over the years, which requires us to draw lessons, and make appropriate adjustments for different situations to improve the means and methods of cultural education heritage.Finally, the paper points out that like the national development, the development of national culture also has a general law of generation, development and extinction. As time goes on, the three trends of national cultural development can coexist at the same time, showing three states of innovation, development and disappearance. The direction of the development of national traditional culture can be spontaneous choice according to internal reasons, but according to external factors, the education can play a very active role.Education is the basic method and means for national traditional culture's heritage. Cultural heritage is just a teaching and learning process. It can be achieved by different forms of education in different places. For example, in the traditional society, Miao nationality's traditional cultural knowledge passes down in the forms of word and mouth, or in the forms of song, dance, taboo in the places like family, clan, community, religious ceremony. The people who participate in the activities are educated unconsciously. In the new society, the establishment of modern school system and the borrowing of traditional cultural resources promote the education of national culture in the school classroom.From the overall view of the whole traditional cultural heritage system, the acceptance of national traditional culture can be achieved consciously or unconsciously. Conscious education contains the subjective values of the educators, which to some extent bring value play to the traditional cutural education. The educators'choice of educational content, praise, belittle or abandoning of cultural issues often influence the growth or reduction of the culture.