第三部分：教育人类学访谈实录。
The third part: in-depth interview record of educational anthropology.
文化教育人类学则偏于具体细节，侧重现状问题而缺乏整体的深层开拓。
Culture Educational Anthropology is biased towards the specific details, focusing on current problems and being lack of a whole deeply extension.
美国作为文化教育人类学的代表，它特殊的文化环境是教育人类学产生的前提条件。
For America as representative of cultural educational anthropology, its special cultural environment is the prerequisite of emergence of educational anthropology.
田野研究方法逐渐被广大研究者认同，并作为一种重要研究方式在教育人类学研究中普遍使用。
As an important method of research in education anthropology, the mthod of the fieldwork study has been recognized gradually.
教育人类学是人类学应用于教育领域并且为教育的研究方法和对人的本质的认识提供了新的视角。
The study of anthropology offers a new point of view for educational research and the cognition of the nature of humans.
从教育人类学的角度看，民族文化传承对人的影响体现在知识和观念的层面，体现在对人的智力因素及非智力因素形成上。
In the view of educational anthropology, inheritance of ethnic cultures influences men in their knowledge and ideas, as well as in their formation of intellectual and non-intellectual faculties.
教育人类学是一门以人为研究对象的应用性边缘学科，虽具有悠久的思想渊源，但在教育科学知识的分类中，仍属年轻学科。
Although educational anthropology is an applied frontier discipline with a long ideological history, it is still comparatively young in the classification of education science knowledge.
教育人类学是一门以人为研究对象的应用性边缘学科，虽具有悠久的思想渊源，但在教育科学知识的分类中，仍属年轻学科。
Although educational anthropology is an applied frontier discipline with a long ideological history, it is still comparatively young in the classification of education science knowledge.
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