edpolicyОбразовательная политикаEducational Policy2078-838X2949-0987Российская академия народного хозяйства и государственной службы при Президенте Российской Федерации (РАНХиГСedpolicy-338Research ArticleСтатьиДжордж и Луиза Спиндлеры и задачи антропологии образования. Часть 2*George and Louise Spindler and the tasks of the educational anthropology. Part 2ГУСЕЛЬЦЕВАМарина СергеевнаGuseltsevaMarina Sergeevna

д. псих. н., доцент, ведущий научный сотрудник Школы антропологии будущего

ведущий научный сотрудник лаборатории психологии подростка

Sc. D. (Psychology), associate professor, leading research associate

 

ms7gus@gmail.comРАНХиГС ФГБНУ «Психологический институт РАО»РоссияRANEPA Russian Academy of Education Psychological InstituteRussian Federation2023230920260194105Copyright © ГУСЕЛЬЦЕВА М.С., 20262026ГУСЕЛЬЦЕВА М.С.Guseltseva M.S.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://edpolicy.ranepa.ru/jour/article/view/338

Статья знакомит читателя с антропологией образования в США и основоположниками этого исследовательского направления — супругами Джорджем и Луизой Спиндлер. На протяжении пятидесяти лет Спиндлеры занимались четырьмя взаимосвязанными сферами деятельности: психологической антропологией, антропологией образования, преподаванием антропологии и редактированием серий этнографических монографий и учебников. Их первые полевые исследования стартовали с изучения процессов культурных изменений в резервации индейцев Меномини (Menominee), а в области образования — трудностей обучения в американской школе детей мексиканского происхождения. Основные исследовательские темы, которые Дж. и Л. Спиндлеры разрабатывали на протяжении всей жизни, касались вопросов образова­тельной антропологии, трансмиссии культурного опыта от поколения к поколению, особенностей обучения разных социальных групп в контексте американской культуры, нерелевантного восприятия учителями поведения детей, а также культурной терапии. Полевые исследования в школе, антропологический анализ случаев в учебных учреждениях продемонстрировали, что работа антрополога позволяет вскрывать в системе образования культурные предпосылки и предубеждения, обнаруживает подводные камни невидимости и непонимания ценностей разных социальных групп. Для решения этих проблем разрабатывалась теория и практика культурной терапии как одна из разновидностей клинической антропологии. В концепции Дж. и Л. Спиндлеров образование рассматривалось в качестве процесса культурной трансмиссии, а учитель выступал как ее культур­ный агент. В конкретных антропологических исследованиях образовательных учреждений было обнаружено, что социальные системы школьной жизни могут основываться на иллюзиях относительно различного рода учебных ситуаций и существует немалый риск того, что на этом основании будут приниматься неверные административные решения. Одной из ключевых задач культурной терапии являлось сделать антропологическое исследование инструментом лучшего понимания культурных ожиданий в образовательных ситуациях.

The article is devoted to the anthropology of education in the United States and the founders of this direction — the spouses George and Louise Spindler. For fifty years, the Spindlers have been involved in four interrelated fields of activity: psychological anthropology, educational anthropology, teaching anthropology, and editing a series of ethnographic monographs and textbooks. Their first fieldwork began with the processes of cultural change on the Menominee Indian Reservation and, in the field of education, the difficulties of teaching Mexican children in an American school. The main topics that J. and L. Spindler developed throughout their lives concerned the issues of educational anthropology, the transmission of cultural experience, the peculiarities of teaching different social groups in the context of American culture, teachers' irrelevant perception of children’s behavior, as well as cultural therapy. Field studies at school, anthropological analysis of cases in educational institutions have shown that the work of an anthropologist allows you to reveal cultural prerequisites and prejudices in the education system, reveals the pitfalls of invisibility and misunderstanding of the values of different social groups. To solve these problems, the theory and practice of cultural therapy was developed as one of the varieties of clinical anthropology. In the concept of J. and L. Spindler, education was seen as a process of cultural transmission, and the teacher acted as its cultural agent. In specific anthropological studies of educational institutions, it was found that the social systems of school life can be based on illusions about various kinds of educational situations and there is a considerable risk that incorrect administrative decisions will be made on this basis. One of the key objectives of cultural therapy was to make anthropological research a tool for better understanding cultural expectations in educational situations.

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The authors declare that there are no conflicts of interest present.