CULTURAL
ANTHROPOLOGY
Spring 2012 |
|||||
|
|||||
Required Textbooks:
1. Napoleon Chagnon, Yanomamo (Fifth Edition), Holt, Rinehart & Winston, 2. Orna Johnson & Marvin Harris , Cultural Anthropology (seventh edition). Pearson, 2007. 3. Asen Balikci, The Netsilik Eskimo. Prospect Heights, IL: Waveland Press, 1970. |
|||||
Course Description:
Anthropology is most simply defined as the study of humankind. The term, anthropology, derives from the Greek word anthropos meaning "man". There are three sub-fields of anthropology: biological anthropology, cultural anthropology and archaeology. Cultural anthropology is that sub-field within anthropology that examines the variety of human societies and cultures throughout different times and places. Among other things, anthropologists are interested in how various peoples have interacted with their environments, how they have provided for their material needs, how they have organized themselves into social groups, the different types of families that have existed, the various gender roles that different peoples have adopted, the different forms of government that have evolved, and how different people have viewed the world around them and their place in it.
However, as a science of human behavior, cultural anthropology attempts to explain, not just describe, the diversity of societies that exist today and that have existed in the past. In other words, anthropologists want to understand the processes that have created the immense variety of human lifestyles over the past two million years. This course will introduce the student to some of the concepts, principles and methods used by cultural anthropologists in their study of human social systems, as well as to many of the issues that have been raised as a result of anthropological research. The general goal of the course is to acquaint the student with the unique perspective that cultural anthropology offers towards an understanding of the human condition. More specifically, the course will present students with a systemic, scientific understanding of human social behavior, diversity and evolution. By reading and discussing studies about specific groups of people with lifestyles quite different from that of urban and suburban United States, it is hoped that the student will come to appreciate and understand the causes of human social and cultural diversity and the rational basis of alternate social behaviors. At the same time, the course will adopt an evolutionary approach and emphasizes the importance of taking a longitudinal view of contemporary issues rather than approaching them from rather limited short term social of political perspectives.
But cultural anthropology is not just about "primitive" peoples living exotic lifestyles in far away places. Studying the lifestyles of other peoples should provide the student with a new understanding of the behavior, organization and values that prevail in our own society. As a science of human behavior, cultural anthropology has as much to say about the workings of American society as it does about the Inuit, the Pygmies, the Dobe Ju/'hoansi, the Yanomamo and the many other peoples traditionally studied by anthropologists. An important objective of the course, then, will be to apply anthropology as a tool for examining issues and topics in contemporary American society.
Teaching Methods:
Course Unit Instruction:
Examinations:
Written Assignments: 1. Each student will write a 6-page (1,500-1,800 word) essay that provides a systematic anthropological explanation of the material presented in class. The purpose of this essay is to determine how well the student understands the material discussed throughout the course and is able to apply the concepts and principles presented in class to that material. This paper will be treated as a research paper (meaning that it must be detailed and referenced) in which the sources used will be the course readings and class presentations. The essay is due on Thursday, April 26th.
2. All written assignments MUST be typed. Handwritten materials will NOT be accepted.
3. Although the primary concern is with the quality of the ideas and analysis presented, essays and other written assignments will also be evaluated in terms of their adherence to accepted writing standards. They must be typed clearly and legibly. They must also be organized, grammatically correct and free from spelling errors. Papers must, therefore, be carefully proof read before they are submitted. A sloppy and poorly written paper will not receive as high a grade as a comparable paper which is neat and clearly written, which expresses a coherent theme, and which contains few spelling and grammatical errors. Having an idea that you cannot express clearly and concisely is little better than not having the idea at all. Developing good writing skills is, thus, very important.
Grading Policy:
1. ALL assignments and examinations must be completed or taken at the time scheduled. Late essays will only be accepted and make-up tests will only be given in the event of an emergency and will receive a 10-point reduction in grade for each day they are late, i.e., a score of 80 on a make-up test will be recorded as a 70, 60, 50, etc. (Computer problems or printer dysfunction are NOT valid excuses for a late paper. They indicate that the student waited until the very last minute to complete an assignment.) Similarly, incomplete course grades will be reduced by 10 points when they are completed. The grade on any exam not taken or assignment not completed will be zero. Plagiarized assignments will also receive a grade of zero.2. ALL materials assigned for reading, presented or discussed in class (including films) or distributed in class and/or by email will be potentially included in examinations.
3. Attendance will not be taken, but absence from class is NOT an acceptable excuse for a student's failure to complete an assignment or examination. It is the student's responsibility to obtain the necessary information on days that he or she misses class. In addition, a student who regularly misses class cannot expect special consideration in the event of poor grades.
4. In the final analysis, responsibility for completing all course requirements rests with the student. If the student has any doubt on any matter regarding the course, he or she should contact the instructor BEFORE the problem becomes insurmountable. One of the benefits of the small size of the Muhlenberg Campus is the potential that exist for easy faculty-student contact.
5. Plagiarism constitutes a violation of the Academic Behavior Code and will be dealt with VERY STRICTLY. The Sociology and Anthropology Department treats plagiarism cases very seriously. Depending on the nature of the plagiarism, a student could receive a failing grade for the course; be referred to the Dean's Office for judicial review; and have a "VF" (violation of Academic Behavior Code) grade entered on their transcripts. If a student is in doubt about a specific situation, it is his or her responsibility to consult the instructor or some other appropriate person (such as a librarian or writing tutor) for clarification.
Extra-Credit Option:
1. Students may also choose to complete a research paper for up to 10 extra points on the final grade for the course. (The grade received on the research paper will be added to a student's grade after all of the other calculations have been made.) The research paper should be approximately 12 pages long (3000 words) and must be written on a topic approved in advance by the instructor. The research paper will be strictly graded according to the guidelines described at the end of the syllabus. All research paper topics must be approved by Thursday, October 13th. NO UNAPPROVED PAPERS WILL BE ACCEPTED.All students working on extra-credit papers are expected to meet with the instructor to discuss the progress of their research papers. The paper is due on Thursday, May 3rd (the last day of class). NO LATE PAPERS WILL BE ACCEPTED.2. Students writing research papers will need to obtain research materials that are not available in the Trexler Library in order to complete a satisfactory paper. This will necessitate either travel to other libraries in the Lehigh Valley or extensive use of Interlibrary Loan services through the Trexler Library. Students should be aware that obtaining research materials through Interlibrary Loan may take several weeks and should, therefore, start their research papers as soon as possible. Not receiving adequate sources in time to analyze your subject and write your paper will seriously affect the quality of the paper you submit and the grade your paper receives.
Additional Comments:
1. I believe that students learn better with fewer distractions. Please do not use laptops, cell phones, PDAs or other texting devices during class. The use of these devices in the classroom represents a distraction not only to the student using them, but also to other students in the class and results in students being less engaged in class discussions and presentations. The use of these devices also constitutes a distraction to the instructor. If you need to use a computer, etc. for note taking, you must supply a written note from the Academic Resource Center stating that it is necessary due to a specific disability.
2. Students frequently approach social science classes with preconceived ideas about the subject matter to be covered. Due to the familiar nature of some of the topics and issues discussed, students often rely on socially acquired concepts and explanations, many of which are simplistic and ethnocentric. Cultural anthropology offers specific concepts and methods of social analysis. Students are expected to learn the concepts and methods presented in class and to use them within the confines of the course. |
* * * * *
SCHEDULE
Unit:
|
TOPIC |
READING ASSIGNMENTS* |
|||||||||||||||||||||||
1 |
Introduction: Taking an Anthropological Perspective |
Life is a comedy to those who think and a travesty to those who feel. |
|||||||||||||||||||||||
!!! One Hundred Percent American !!!
"Philosophy: unintelligible answers to unsolvable problems"
--Henry Adams
|
1. Miner, Body Ritual among the Nacirema.. 2. Hughes, The Sacred Rac. 3. Chagnon, "Prologue" & Chapter 1.
Film: Mondo Cane
* * *
5. Harris & Johnson, Chapters 1 & 2. 6. Sharp, "Steel Axes for Stone-Age Australians." (R) 9. Furedi, North Waging Cultural War against South. 10. Abruzzi, You are a Fluke of the Universe
(ppt)
|
||||||||||||||||||||||||
Elaine Davidson, the most pierced woman in the world, shows off some of her 2,520 piercings at the 50th anniversary of the Guinness World Records in London.
American Anthropological Association
* * * * *
|
|||||||||||||||||||||||||
2 |
Thinking Critically |
Militant Agnostic! I don't know and you don't either. |
|||||||||||||||||||||||
"THE NEW LOGIC: It would be nice if it worked. Ergo, it will work." -- H. L. Mencken
Bottled Water: Pure Drink or Pure Hype?
Snopes.com: Urban Legends Reference Page
"The aim of scientific
research is to formulate explanatory theories which are: (1)
predictive (or retrodictive), (2) testable (or falsifiable), (3)
parsimonious, (4) of broad scope, and (5) integratable or cumulative
within a coherent and expanding corpus of theories."
--Marvin
Harris (1994)
|
1. Holmes, It's Awful! It's Terrible! It's . . . Never Mind
2.
3.
Abruzzi,
The Myth of Chief Seattle
4.
Zindler,
Did Jesus
Even Exist?
5. Abruzzi,
The Jesus Movement.
7.
Bible
Gateway:
Genesis 1-2 & Exodus 9-14.11
8.
Silberman,
Who Were the Israelites?
Critical Thinking (ppt)
Film: From Jesus To Christ
(part 1)
* *
*
10.
Sagan, The
Fine Art of Baloney Detection
11.
Abruzzi,
Science and Anthropology
12.
Abruzzi,
Aristotelian vs.
Galilean Forms of Explanation
13.
14.
Kurin,
Doctor, Lawyer, Indian Chief
Methods (ppt)
* *
*
Film: "A Man Called Bee" (R)
* * *
"Sacred Cows make the best hamburger." --Mark Twain
|
||||||||||||||||||||||||
* * * * *
* * * * *
|
|||||||||||||||||||||||||
And Jesus said . . .
"Give not that which is holy unto the dogs, neither cast ye your pearls before swine."
--Matthew 7:6
* * * * *
* * * * *
* * * * *
First Exam:
* * * * *
|
|||||||||||||||||||||||||
3 |
Ecology, Adaptation and Evolution |
Ecology begins at home: Clean up your room. |
|||||||||||||||||||||||
Every minute
"Psychiatry:
the care of the id by the odd."
--Anon.
Working
Time Needed to Buy a Big Mac
The Good Life!
According to
The Economist (August 9, 2003), Americans receive an average of
16 vacation days per year (but most workers only take 14). By
contrast, Europeans receive far more vacation days per year than do
Americans: Italians receive 42; French receive 37; Germans
receive 35; and the British receive 28. Over the past 20
years, average annual working hours have increased in the U.S., but
decreased in Europe. America's higher level of productivity is
attributed by many economists not to our greater economic
efficiency, but rather to the fact that we work more hours than
anyone else. Americans now work, on average, 200 hours per
year more than the Japanese, the world's former most industrious
nation.
Climate Change Skeptics
Bet
$10,000
"It takes approximately 3,000 liters of
water to grow enough food to feed one person for one day -- or about 1
liter for each calorie consumed."
(The
Economist,
Sept. 2, 2006)
|
1. Harris & Johnson, Chapters 5, 6 & 7, plus pages 290-291. 2. Chagnon, Chapter 2.
3. Lee,
Environment and Settlement &
Subsistence: Foraging for a
Living.
4
5. Abruzzi,
Population Pressure and Subsistence Strategies among
the Mbuti Pygmies
6. Balikci, Chapters 1 - 2.
Film: Nanook of the North
The Hunters
(R)
* *
*
5.
Abruzzi,
Infanticide.
6. Balikci, Chapters 7 - 8.
7. Mowat, "The Blood in Their Veins."
(R)
Inuit Infanticide (ppt)
* * *
The following four readings will NOT be included on the exam.
9. "Experts Predict Global Population Will Plateau," Spiegel
11 .
|
||||||||||||||||||||||||
|
|||||||||||||||||||||||||
"Sociology is the outhouse in the grove of academe."
--H.L. Menken
|
|||||||||||||||||||||||||
4 |
Kinship and Social Organization |
It is one of the cruelties of life that you don't get to choose your relatives. |
|||||||||||||||||||||||
A young Ju'hoansi woman nearing the age of marriage.
|
1. Harris & Johnson, Chapters 8 & 9. 2. Chagnon, Chapter 4.
3.
Balikci, Chapters 3 - 6.
* * *
4. Hillman, "The Occurrence of Polygamy." (R) 5. Goldstein, When Brothers Share a Wife. 6. Cohen, "Disappearance of the Incest Taboo." (R)
Kinship and Social Organization (ppt)
(ppt)
Incest (ppt)
|
||||||||||||||||||||||||
* * * * *
* * * * *
Second Exam:
* * * * *
|
|||||||||||||||||||||||||
5 |
Gender-Related Behavior |
The most effective way to remember your wife's birthday is to forget it once. |
|||||||||||||||||||||||
"There are more methodological problems in regards to the study of cognitive sex differences and sex differences in general than there are actual sex differences."
--Dr. Carolyn N. Jaklin
Black Widows: Female Murderers
A Woman's Mouse
|
1. Abruzzi, On Gender Difference Research. 2. Fausto-Sterling, Two Sexes Are Not Enough
Jenna Talackova
Film: Fight to Be Male
* * *
4. Harris & Johnson, Chapter 14. 5. Friedl, Society and Sex Roles 6. Qadiri, The Afghan Girls Who Live As Boys 7. Cronk, "Parental Favoritism towards Daughters," (R)
8.
9.
Films: Paradise Bent (R) Bombay Eunuch (R)
Sex and Gender (ppt)
* * *
10. Soitoti, "The Initiation of a Maasai Warrior." (R) 11. Sillah, "Bundu Trap." (R) 12. Pfeffer, Confessions of a Jewish Infant Genital Mutilator 13. Abruzzi, Circumcision
Films: Female Genital Mutilation Womanhood and Circumcision: Three Maasai Women Have Their Say LA Mohel
* * *
"What's the point of having this superior military you're always talking about if we can't use it?" --Madeleine Albright (former Secretary of State) to Colin Powell (former Secretary of Defense).
Armed Iraqi women assembled in Tikrit
to demonstrate their
readiness for a possible war.
|
||||||||||||||||||||||||
* * * * *
|
|||||||||||||||||||||||||
6 |
Politics, Political Organization, Conflict and Warfare |
Stop repeat offenders! Don't re-elect them! |
|||||||||||||||||||||||
Yanomamo Warriors
"Revolution: an abrupt
change in the form of misgovernment."
--Ambrose Bierce
|
1. Harris & Johnson, Chapter 10. 3. Balikci, Chapter 9. 2. Chagnon, Chapters 5, 6 & 7. 3. Anderson, "Drugs, Violence and Street Crime." from Code of the Street. (R)
Films: The Feast (R)Among the Wild Chimpanzees (R)
Yanomamo Warfare (ppt)
* * *
ON POWER
"Henry Kissinger was guilty of
understatement when he said that power is the ultimate aphrodisiac. In
fact, power is the ultimate life-improver tout court. Powerful people
not only have more friends than the rest of us. They also enjoy better
health. Numerous studies demonstrate that low status is more strongly
associated with heart disease than physical hazards like obesity and
high blood pressure.
in North America and Palestine
ON TERRORISM "There are those who say
that to kill Martin (a British sergeant) is terrorism, but to attack
an army camp is guerrilla warfare and to bomb civilians is
professional warfare. But I think it is the same from the moral point
of view. Is it better to drop an atomic bomb on a city than to kill a
handful of persons? I don’t think so. But nobody says that President
Truman was a terrorist. All the men we went for individually — Wilkin,
Martin, MacMichael and others — were personally interested in
succeeding in the fight against us. So it was more efficient and more
moral to go for selected targets. In any case, it was the only way we
could operate, because we were so small. For us it was not a question
of the professional honor of a soldier, it was the question of an
idea, an aim that had to be achieved. We were aiming at a political
goal. There are many examples of what we did to be found in the Bible
— Gideon and Samson, for instance. This had an influence on our
thinking. And we also learned from the history of other peoples who
fought for their freedom — the Russian and Irish revolutionaries,
Garibaldi and Tito."
--Yitzak Shamir
SOURCE: Bethell Nicholas, The Palestine Triangle: The
Struggle between British, Jews, and the Arabs, 1935-48 (1979), p.
278. * * *
---Yitzak Shamir was a former Israeli Prime Minister who was also
one of the leaders of Lehi [a.k.a. "The Stern Gang,"], an
Israeli "terrorist" organization that fought both the British and the
Palestinians during the Israeli struggle to establish the State of
Israel in the 1940s. In this quote, he is responding to charges that
by performing assassinations, bombings and attacks on Palestinian
civilians, Israeli independence fighters were committing terrorism. Is Shamir's argument any different than that used by Hamas, Hezbollah and
Al Qaeda?
|
||||||||||||||||||||||||
* * * * *
* * * * *
|
|||||||||||||||||||||||||
7 |
Religion and World View |
God protect me from your followers! |
|||||||||||||||||||||||
|
1. Harris & Johnson, Chapter 16. 2. Chagnon, Chapter 3. 3. Balikci, Chapters 3 - 6. 4. Harris, "Phantom Cargo" (R)5. Abruzzi, The Jesus Movement.
Film: Ghost Dance (R)
|
||||||||||||||||||||||||
Billboard in Farmington, New Mexico
* * * * *
Third Exam
|
|||||||||||||||||||||||||
* * * * *
|