本研究採用教育詮釋學方法，進行Dieter Lenzen教育人類學的探究。本研究的目的如下：首先探討Lenzen教育人類學的思想淵源；其次闡明Lenzen教育人類學的主要內涵；接著評價Lenzen教育人類學的優劣得失，最後提出Lenzen教育人類學的重要啟示，以作為我國建立教育理論和改善教育實務的參考。Lenzen教育人類學的思想淵源來自Lyotard的後現代主義、Foucault的權力關係哲學、Luhmann的社會系統理論、Rorty的新實用主義和Baudrillard的擬像理論。其教育人類學的主要內涵包括歷史人類學的起源與目的、歷史人類學的方法與意義、兒童的本性與童年神話學、父親角色的演變與新的父性和文化中醫療的介入。Lenzen的教育人類學具有許多優點，當然也存在著一些問題。儘管如此，其教育人類學仍然可以提供我國作為建立教育理論和改善教育實務的參考。因此，相當值得我們加以重視。

This study used method of educational hermeneutics to investigate Lenzen’s educational anthropology. The research aims as following: First, to discuss the thought beginning of Lenzen’s educational anthropology. Second, to explain the main contents of Lenzen’s educational anthropology. Third, to evaluate the advantages and disadvantages of Lenzen’s educational anthropology. Fourth, to address the important implications of Lenzen’s educational anthropology, to be a reference for establishment of educational theory and improvement of educational practice in Taiwan. Lenzen’s educational anthropology was affected by Lyotard’s postmodernism, Foucault’s power relations philosophy, Luhmann’s social system theory, Rorty’s new pragmatism and Baudrillard’s simulation theory. The main contents include the origin and aim of historical anthropology, the methods and meanings of historical anthropology, child’s nature and childhood mythology, the development of father’s roll and new fatherhood, the medical intervention in culture. There are some advantages and problems regarding Lenzen’s educational anthropology. Nevertheless, It can as reference for establish educational theory and improve educational practice. Therefore, it deserves us to pay attention to his educational anthropology.