The societies studied in early social and cultural anthropology were by default considered what we would now call sustainable, in that they were assumed to be capable of reproducing themselves indefinitely, changing only incrementally and almost imperceptibly. Change was considered to be caused by exogenous factors such as colonialism. The contrast with the contemporary practices and theories of anthropology is striking: The anthropology of the Anthropocene accepts globalisation as a fact, seeing societies as interlinked and culture as unbounded, and threats to sustainability are mainly conceptualised in terms of ecological devastation and climate change. The notion of sustainable development, introduced in 1987 and later elaborated in the UN Sustainable Development Goals, shares the global vision of contemporary anthropology but presupposes economic growth and brackets cultural diversity. To this discourse and its associated practices, anthropology is making major contributions, profiting from the methodological advances made a century ago, but contextualising ethnography in the global Anthropocene, using the tools of the discipline to critique facile universalism, engaging in dialogue with local worlds and showing that there are many alternatives. The methodologies devised for research in ostensibly unchanging village societies are still relevant for research on global crises, but the new anthropology is by necessity interdisciplinary.
本期专题为“语言政策话语研究”，旨在通过对这一崭新话题的探索，助推中国语言规划学自主知识体系的构建。在后现代主义思潮的影响下，“话语”概念渗透到人文社会科学的诸多学科，由于其巨大的理论张力，引起了20世纪社会科学研究的“话语转向”。在这个大背景下，语言政策研究越来越重视话语研究。在这个新的范式中，话语被视作一种行为，能够建构社会关系、参与社会活动，甚至建构社会事实。
ChatGPT作为一种基于预训练语言模型的人工智能聊天产品，一经推出便引起了全球各行各业的强烈反应。欢呼者以积极的心态思考如何应用；悲观者担心自己的工作被抢走；更多的是旁观者，尚不知ChatGPT为何物，无知者无畏，无知者亦无忧。
20世纪80年代以来，中国边疆研究成为我国学术界普遍关注、多学科参与的“显学”。“中国边疆学”学科体系、学术体系、话语体系建设则在呼吁、争鸣、交流中缓慢前行。中国边疆治理研究是中国边疆学的重要研究内容之一，长期受到学术界重视，无论是中国历朝历代边疆治理的研究，还是当代中国边疆治理的研究，专家学者们都发表过一批高质量的论著。（（1））当前，世界面临百年未有之大变局，当代中国边疆治理火热的实践呼唤专家学者持续拓展、深化边疆治理的历史与现状研究，把论文、著作书写在我国边疆的大地上。
加快推进中国特色国际中文教育学科体系、学术体系、话语体系构建，已成为新时代新征程国际中文教育领域科学工作者的重要使命。“三大体系”相互联系、相互作用、相互制约，三者之间各有侧重，又彼此呼应，形成动态平衡，共同寓于国际中文教育的学科建设当中。其中，学科体系是“三大体系”建设的基础工程，为学术体系和话语体系的建构提供了理论基础和现实依据。
