Small Population Of National Cultural Heritage, Educational Anthropology

In the midst of modernization, due to the absence of synchronism in economic and cultural development, many nations encounter predicaments in passing on cultures to the younger generations. Education, as an inseparable means of carrying on the cultures, could promote cultural communication and innovation as well. How to make reasonable use of educational means to achieve the cultural inheriting has become a question worth contemplation at this time.Among 55 ethnic groups in our country, 22 of them have a population less than 100,000, which are located in the west and along the boundary with relatively low economic levels. Our government has stressed in its "Eleventh Five-year Plan" on the development of economy and education in the areas where ethnic groups have a little population, which is quite crucial to the cultural development in those areas. For their different ways of development and environment, educational strategies should be taken accordingly.The reason for choosing Oroqen nationality as a case study is that Oroqen nationality is a typical one transforming from primitive society to modern world in less than half a century during which their culture was confronted with great challenge. This study is trying to make proposals of education for the cultural development of Oroqen nationality with the hope of providing some useful reference and experiences for other nationalities with less population.The study will examine the current situation of cultural inheriting and education of Oroqen nationality, seek for the problems in school educations and social education modes and put forward relevant counter-measures, based on which educational strategies will be made for the future cultural development of this nationality.To achieve these targets, the paradigms of interpretation and structural functionalism are applied to this study, assisted by literature review, fieldwork and comparison. The study is divided into four parts. Part one is the general review of the Oroqen society before and after the transformation which includes the introduction to origins of Oroqen nationality and cultural ecological system of their society before the transformation and to their regional distribution and development.Part two is the overall examination on the cultural inheriting and education situation of Oroqen nationality. The field work is quite broad, which interviews visiting villages, schools, local cultural research institutions and cultural inheritors, with the aim of getting to know the influence of school and social educations on Oroqen nationality's cultural inheriting and the existing problems.Part three is to make a comparative analysis on the educational inheriting modes of the Oroqen cultures in two different areas, point out the problems, elaborate on their roots and make attribution analysis. Since after they decided to settle down, they belong to two administrative regions of Heilongjiang Province and Inner Mongolia Provinces, local national policies and the contacts with neighboring nationalities have great impact on Oroqen nationality of the two regions. This study uses comparison in examining the educational modes of cultural inheriting of two regions, trying to discover and explain problems, both common and individual, with the development of the same nationality in different areasPart four will be proposals from three aspects for educational strategies of Oroqen nationality's cultural inheriting. The three aspects indicate the cultural inheriting, development and innovation. The first one is to put forward countermeasures for the existing problems in the present educational modes; the second is to come up with educational initiatives for the cultural development of Oroqen nationality; the third is to make proposals of how to understand cultural innovations of Oroqen nationality.Through the systematic analysis of school and social educations of Oroqen nationality, the main arguments are achieved as follows:1. Due to the influence of systematic, economic and cultural surroundings, inside the Oroqen nationality, regional difference of cultural inheriting has appeared which are mainly demonstrated in three aspects: a. different inheriting carriers in the school education of the two regions; b. different external motivation of social education; c. different ideas of inheriting subjects.2. Loss of students and inadequate internal motivation of social education have become the main issues that Oroqen cultural development is facing and will deepen with the development of regional economy.3. Provide necessary intelligent support in the cultural inheriting of school education, which includes the introduction of national culture teachers to the research institutions and the organization of communication on course planning between experts and professors to ensure the scientific course arrangements and diversified contents in school cultural courses.4. Offer financial guarantee to the cultural and educational courses in minority areas. Push the social education forward with the assistance from the government and all social sectors.5. Strengthen the cultural communication between the Oroqen people in two regions. Cultural inheriting isn't equal to restoring to ancient times. The national modernization and cultural innovation should be treated rationally.