Educational Anthropology

What activities do we call "education" in the first place?

Research Topics
■ Basic theories of historical pedagogical anthropology and their application
Knowledge concerning education and humans consists not only of scientific knowledge but also of philosophical, aesthetic, and practical systems of representation and symbols that are intertwined with one another in a complex manner while having separate and unique functions, structures, origins, and history. All pedagogical scientists and all educators already have such knowledge on education and humans. Without such knowledge, no pedagogical scientists can conduct research and no educators can engage in pedagogical practice. Such knowledge about education and humans is not necessarily recognized clearly all the time, however, and it often remains latent. If such is the case, it would make it difficult to investigate and solve problems of education. Pedagogical scientists and educators, therefore, have to develop the explicit awareness of such knowledge, which guides their intellectual and pedagogical practices. Pedagogical anthropology’s goal is to investigate the individual elements that constitute this knowledge about education and humans as well as the complex relationship among these elements from a historical anthropological perspective. Alongside the students’ individual research projects, we are currently conducting a joint study using “Dramaturgy of education and welfare” (see the image) as the theme.