Thinking Diversity with Animals. Adolescents’ Ideas of Diversity and Anthropomorphisms

与动物的思维多样性。

• 批准号: 500049621
• 负责人: Professor Dr. Ulrich Gebhard
• 金额: --
• 依托单位: Arbeitsgruppe 4: Schulentwicklung und Schulforschung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/500049621?language=en
• 关键词: Thinking; Diversity; Animals.; Adolescents; Ideas

Summary of the reseach project “Thinking Diversity with Animals. Adolescents’ Ideas of Diversity and Anthropomorphisms”Animals seemingly represent nature. Yet, animal representation is necessarily caught up in anthropomorphic discourses. For example, the animal is always implicitly structured along the lines of human social categories such as race, gender, and sexuality. Thinking with Animals (Daston/Mitmann 2005) is common and this project aims to take it as a starting point and to provide a qualitative analysis on how adolescents think with animals about human diversity.The project investigates how anthropomorphic depictions of animals in biological learning environments as well as adolescents’ reflections on these depictions intersect with adolescents’ ideas of (human) diversity. It will collect everyday life ideas and myths of adolescents about diversity, that are connected to meaning transfers between humans and animals. The analysis will answer two main questions: Which biological knowledge, concepts, and theories about animals are entangled with everyday life ideas and myths about (human) gender, sexuality, and cultural diversity in pupil’s Thinking with Animals? Which meanings about diversity emerge, and how, when adolescents think with animals? Our project provides detailed insights into the formation, maintaining, and transformation of two categories of difference in biological learning situations: gender and cultural diversity/migration. At the same time, the project advances the research on functions and effects of anthropomorphisms. With respect to scientific literacy, the project also explores the potential of Thinking with Animals to reflect on social categories of difference, on processes of biologizing, and on the socio-cultural situatedness of biological knowledge production. These nexuses will be investigated in a zoological garden. Following guided tours in a zoological garden, adolescents will discuss diversity in small groups.

“与动物思考多样性。青少年的多样性和拟人化观念”研究项目摘要 动物似乎代表着自然。然而，动物的表现必然陷入拟人化的话语之中。例如，动物总是隐含地按照人类社会类别（例如种族、性别和性取向）来构建。 “与动物一起思考”（Daston/Mitmann 2005）很常见，该项目旨在以此为起点，对青少年如何与动物一起思考人类多样性进行定性分析。该项目研究了生物学习环境中对动物的拟人化描述以及青少年对这些描述的反思如何与青少年的（人类）多样性观念相交叉。它将收集青少年关于多样性的日常生活想法和神话，这些想法和神话与人类和动物之间的意义转移有关。该分析将回答两个主要问题：哪些有关动物的生物学知识、概念和理论与学生的《与动物思考》中有关（人类）性别、性行为和文化多样性的日常生活观念和神话纠缠在一起？当青少年与动物一起思考时，多样性的哪些含义会出现？又是如何出现的？我们的项目提供了对生物学习情境中两类差异的形成、维持和转变的详细见解：性别和文化多样性/迁移。同时，该项目推进了拟人化功能和作用的研究。在科学素养方面，该项目还探讨了“与动物一起思考”的潜力，以反思差异的社会类别、生物化过程以及生物知识生产的社会文化情境。这些联系将在动物园中进行调查。在导游的带领下参观动物园后，青少年将小组讨论多样性。