菲利普·阿里萨斯,《童年与日常》

Q3 Social Sciences
Nidhi Gulati
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引用次数: 0

摘要

这篇评论通览了阿里萨梅斯关于童年、家庭、私人生活和死亡的全部作品,重点是对“谁是孩子?”与当时流行的思想史不同,阿里萨姆斯采用了心理成因的方法来研究儿童和家庭的文化史。他研究了美学的日常经验和其他文化文献,以揭示“人们在想什么”,即从11世纪到19世纪的童年和家庭的心态。阿里萨姆斯挑衅性地提出,童年是一个现代概念,强调儿童并不总是被视为宝贵的、依赖的和需要成年人保护的。他的智力冒险的规模仍然存在争议,特别是在儿童研究方面。这篇评论包括对阿里萨姆斯的方法和对童年的见解的分析,这些方法和见解打破了折射我们如何看待、理解和教育孩子的狭隘棱镜。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Philippe Ariés, Childhood and the Everyday
This commentary navigates the oeuvre of Ariés’ writings on childhood, family, private life and death, with a focus on interrogating ‘who is a child?’ Departing from the intellectual history prevalent at the time, Ariés deployed the psychogenic approach to study the cultural history of childhood and family. He examines the quotidian experience of aesthetics and other documents of culture to reveal ‘what was thought about' viz. the mentalities’ of childhood and family spanning a vast canvas from the eleventh to the nineteenth centuries. Ariés provocatively proposes that childhood is a modern construct, highlighting that children were not always seen as precious, dependent and in need of adult protection. The magnitude of his intellectual adventure continues to be debated, particularly in childhood studies. The commentary includes an analysis of Ariés’ methods and insights about childhood that unsettle the narrow prisms that refract how we see, understand and educate children.
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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