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首页> 外文期刊>The journal of the Royal Anthropological Institute >Making knowledge: Explorations of the indissoluble relation between minds, bodies, and environment
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Making knowledge: Explorations of the indissoluble relation between minds, bodies, and environment

机译：创造知识：探索思想，身体和环境之间不可分割的关系

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摘要

There is growing recognition among social and natural scientists that nature or nurture should not be studied in isolation, for their interdependence is not trivial, but vital. The aim of this volume is to progress anthropology's thinking about human knowledge by exploring the interdependence of nurture with nature; and more specifically the interdependence of minds, bodies, and environments. This introductory essay begins with an overview of the (often conflicting) positions that dominated the 'anthropology of knowledge' in the closing decades of the last century before proceeding to a discussion of recent convergences between cognitivists, phenomenologists, and practice theorists in their 'thinking about knowing'. In the following section I use my own studies with craftspeople to reflect on apprenticeship as both a mode of learning and a field method, since the majority of authors included in this volume also took up apprenticeships of one form or another. Next, the idea that 'cognition is individual' is firmly established, but it is equally conceded that 'making knowledge' is a process entailing interaction between interlocutors and practitioners with their total environment. Before concluding with a summary of the scope and contents of the volume, I briefly present a theory of 'shared production' in knowledge-making that draws upon recent literature in cognitive linguistics and neuroscience. Making knowledge, after all, is an ongoing process shared between people and with the world.
机译：社会和自然科学家越来越认识到，不应单独研究自然或养育，因为它们之间的相互依存不是微不足道的，而是至关重要的。这本书的目的是通过探索养育与自然的相互依存关系来发展人类学对人类知识的思考。更具体地说，是思想，身体和环境的相互依存。这篇介绍性文章首先概述了上世纪末几十年主导“知识人类学”的（通常是相互冲突的）立场，然后继续讨论认知学家，现象学家和实践理论家之间在“思想”方面的最新融合。关于知道”。在下一部分中，我将与工匠一起进行自己的研究，以将学徒制作为一种学习方式和一种实地方法进行反思，因为本卷中的大多数作者还从事了某种形式的学徒制。接下来，“认知是个人的”这一观念得到了牢固确立，但同样也承认，“创造知识”是一个过程，要求对话者和从业者与其整个环境相互作用。在总结本卷的范围和内容之前，我简要介绍知识的“共享生产”理论，该理论借鉴了认知语言学和神经科学方面的最新文献。毕竟，获得知识是人与世界之间共享的持续过程。

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