阿平 asked in 社會與文化語言 · 1 decade ago

翻譯英文..這是一篇文章須翻成中文

THE ‘NATURAL’ CHILD

Perhaps because of this seemingly all-encompassing character of the phenomenon as a social status and because of the essentially personal character of its particular articulation, common-sense thinking and everyday language in contemporary society are rife with notions concerning childhood. Being a child, having been a child, having children and having continuously to relate to children are all experiences which contrive to render the category as ‘normal’ and readily transform our attribution of it to the realm of the ‘natural’ (as used to be the case with sex and race). Such understandings, within the collective awareness, are organized around the single most compelling metaphor of contemporary culture, that of ‘growth’. Stemming from this, the physical signs of anatomical change that accompany childhood are taken to be indicators of a social transition, so that the conflation of the realms of the ‘natural’ and the ‘social’ is perpetually reinforced.

All contemporary approaches to the study of childhood are clearly committed to the view that childhood is not a natural phenomenon and cannot properly be understood as such. The social transformation from child to adult does not follow directly from physical growth and the recognition of children by adults, and vice versa, is not singularly contingent upon physical difference. Furthermore, physical morphology may constitute a form of difference between people in certain circumstances but it is not an adequately intelligible basis for the relationship between the adult and the child. Childhood is to be understood as a social construct; it makes reference to a social status delineated by boundaries that vary through time and from society to society but which are incorporated within the social structure and thus manifested though and formative of certain typical forms of conduct. Childhood then always relates to a particular cultural setting.

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  • 泠凊
    Lv 4
    1 decade ago
    Favorite Answer

    您好:

    的'自然'兒童

    也許是因為這個看似無所不包的性質,這種現象是一種社會地位和由於基本上是個人性質,其特殊的銜接,常識性的思維和日常語言在當代社會是充滿了概念關於童年。作為一個孩子,被一個孩子,生孩子,並不斷地涉及到兒童都經驗諆使類別'正常' ,並隨時把我們的歸屬到境界的'自然' (如用於這種情況與性別和種族) 。這些認識,在集體意識,是圍繞一個最引人注目的隱喻當代文化,即'增長' 。源於此,體徵解剖變化,伴隨童年是採取指標的社會轉型,使混為一談的境界的'自然'和'社會'是不斷加強。

    當代各種辦法來研究兒童的明確承諾認為,兒童不是一個自然現象,不能正確地被理解為這樣的。社會轉型從兒童到成人並不直接從身體發育和承認兒童的成年人,反之亦然,不是取決於身體奇差。此外,身體形態可能構成一種人與人之間的差異,在某些情況下,但它不是一個充分的理解的基礎之間的關係,成人和兒童。童年是可以理解為一種社會建構,它提到了一個社會地位劃定邊界,通過不同的時間和因社會而但屬於納入社會結構,從而表現雖然和形成的某些典型的形式進行。童年然後總是涉及到某一特定文化背景。

    Source(s): 以上是我的回答
  • 1 decade ago

    `NATURAL孩子或許因此表面上現象的最大峰值的字符作为一個社会地位和由於它的特殊清楚的發音本質上個人字符,常識認為和在當代社會的每天語言是流行與關於童年的概念。 是孩子, 有是孩子,有孩子和連續地有與孩子关连计划回報類別的所有經驗,当`normal和欣然變換我們的歸屬它對`natural的領土(如过去常常是與性和种族的实际情形)。 这样理解,在集體了悟之內,在當代文化附近唯一最強制的隱喻被組織, 源於此的`growth'.,伴隨童年解剖變動的物理標誌被採取是社會轉折的顯示,因此`natural的領土的conflation 并且永恆地加強`social。 對童年的研究的所有當代方法明顯地承诺给看法童年不是自然现象,并且不可能同樣地適當地被瞭解。 社會變革从孩子到成人不 直接地從物理成長跟隨,并且孩子的公認由成人的,反之亦然,不是單一地视物理區別而定。 此外,物理形態學也许構成區別的形式之間人们在某些情況下,而是它不是為關係的一個充分地可理解依據成人和孩子之间。 童年将被瞭解作为社會修建; 它做参考给描述的一個社会地位變化通过时间和从社會到社會在品行的某些典型的形式之內社会结构和雖則因而被體現和形成被合併的界限,但是。 童年與特殊性总是然後关连文化設置。

    Source(s): Yahoo!奇摩翻譯-中文版
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