Original paper

Education Science and Biological Anthropology

Krebs, Uwe

Anthropologischer Anzeiger Volume 71 No. 1-2 (2014), p. 15 - 19

published: Mar 1, 2014

DOI: 10.1127/0003-5548/2014/0372

BibTeX file

ArtNo. ESP140007101003, Price: 29.00 €

Download preview PDF Buy as PDF

Abstract

This contribution states deficits and makes proposals in order to overcome them. First there is the question as to why the Biological Anthropology – despite all its diversifications – hardly ever deals with educational aspects of its subject. Second it is the question as to why Educational Science neglects or even ignores data of Biological Anthropology which are recognizably important for its subject. It is postulated that the stated deficits are caused by several adverse influences such as, the individual identity of each of the involved single sciences; aspects of the recent history of the German Anthropology; a lack of conceptual understanding of each other; methodological differences and, last but not least, the structure of the universities. The necessity to remedy this situation was deduced from two groups of facts. First, more recent data of the Biological Anthropology (e.g. brain functions and learning, sex specificity and education) are of substantial relevance for the Educational Science. Second, the epistemological requirements of complex subjects like education need interdisciplinary approaches. Finally, a few suggestions of concrete topics are given which are related to both, Educational Science and Biological Anthropology.

Keywords

educational aspectshuman species-specific behaviourinterdisciplinary approachesmethodological differencesstructures of the universities