The Place of Archaeology in British Education
The Place of Archaeology in British Education
复制标题
考古学在英国教育中的地位
DOI：
10.1017/s0003598x00018512
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发表时间：
1944
期刊：
影响因子：
1.8
通讯作者：
A. Fox
中科院分区：
文献类型：
--
作者：
A. Fox
1943 年 9 月，格雷厄姆·克拉克在《古代》中雄辩地呼吁将人的研究作为全世界教育的基本特征——创造一种压倒一切的人类团结意识，这种意识只能来自共同起源的意识；在他看来，仅此一点就可以确保文明的生存。他故意推迟对实际细节的考虑，并集中精力制定涵盖教育的“宏伟设计”，例如贝弗里奇社会保险计划，从摇篮到坟墓。我写这篇文章的目的是更仔细地考虑英国考古学在未来这个国家的教育中适合并准备发挥什么作用。因为如果考古学要在学校课程中占据应有的地位，如果要在大学（考古学家主要必须接受培训）和成人教育中心需要它，那么考古学家和教育家都必须明确界定和理解它的作用。必须消除某些误解——例如，考古学是史前史的同义词，或者是对燧石或陶片的研究——认为它是一门特殊的学科，有点像老式学院中的音乐或绘画。让我们认识到，它本质上是一种恢复、研究和重新创造过去的方法，一种向所有人开放的方法，它将在我们的教育体系框架内落实到位。它自然是与过去、古典研究、英国文学（1），尤其是历史有关的其他知识分支最常使用的方法。
In ANTIQUITY, September 1943, Grahame Clark put forward an eloquent plea for the study of man as a basic feature of education throughout the world—to create an overriding sense of human solidarity such as can come only from consciousness of common origins ; this alone, in his opinion, can ensure the Survival of civilization. He deliberately deferred consideration of practical details and concentrated on setting out ˋthe vast design ˊ covering education, like the Beveridge social insurance scheme, from the cradle to the grave. It is my purpose in this article to consider more closely what part British archaeology is fitted and ready to play in education in this country in the future. For if archaeology is to take its rightful place in school curricula, if it is to be in demand in Universities (where archaeologists mainly must be trained) and in centres of adult education, its role must be clearly defined and understood by archaeologists and educationists alike. Certain misconceptions must be cleared away-for example that archaeology is synonymous with prehistory, or the study of flints or potsherds-that it is a special subject, something ˋ extra ˊ like music or drawing in the old fashioned academy. Let it once be realized that it is essentially a method of recovering, studying and re-creating the past, a method that is open to all to use, and it will fall into place within the framework of our educational system. It will naturally be a method that is most used by other branches of knowledge concerned with the past, Classical studies, English Literature (1), and above all History.