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Bronislaw Malinowski
Trobriand Islanders
ANTHROPOLOGY 200-OIO
Introduction to History of Anthropological Theory
Spring 2008
Dr. Donna Budani
Class Time: 9:30 am to 10:45am
Room: 217 Willard Hall
Dr. Budani’s Office: Department of Anthropology, 138 Munroe Hall
Office Hours
Email: budani@udel.edu
Web Page: http://www.udel.edu/anthro/budani
Voice Mail: 831-1859
PART I
COURSE DESCRIPTION
This course is design to introduce students to the history of anthropological theory from
the beginnings of anthropology to the present. Theories structure a discipline’s inquiry
and define what is important. Theory is also important because it shapes the kinds of
questions anthropologists ask in the field. The purpose of the course is to provide a
foundation in anthropological theory and insights into the relationship between theory,
method, and social context as each contribute to a particular theoretical perspective.
Contemporary research questions, and the theories used to explain them, are based on
more than 150years of anthropological research and theory building. What are the
research questions that guided anthropological inquiry since its beginning? What are the
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research questions that guide social cultural research today? By focusing on the research
questions, we will explore the history of ideas and theories that inform contemporary
practice of social cultural anthropology. This course is a prerequisite for the Anth 486
Seminar in Social Cultural Anthropology, (a requirement for anthropology majors for
graduation).
COURSE LEARNING OUTCOMES
At the end of this course, students will be able
• To describe and evaluate the major theoretical perspectives in cultural
anthropology from the 19th century to the 21st century
• To compare and contrast leading sociocultural theories and identify the premier
theorists associated with each theory
• To critically assess the contributions of theorists and theories covered in the
course.
• To demonstrate that ethnographic research is an interpretative exercise
• To debate the effectiveness of postmodernism as a theoretical orientation in
social cultural anthropology
• To examine and debate the utility of theory in anthropology given some of the
premises of postmodernism.
• To identify theoretical issues in ethnographic fieldwork studies assigned in other
cultural anthropology courses
REQUIRED BOOKS:
Anthropological Theory: An Introductory History Fourth Edition R. Jon McGee and
Richard Warms, editors.
Readings For a History of Anthropological Theory. Second Edition Paul A. Erickson
and Liam D. Murphy, editors
Coming of Age in Samoa Margaret Mead, author
The Chrysanthemum and The Sword Ruth Benedict, author
Myth and Meaning: Cracking the Code of Culture Claude Levi-Strauss
The Gift Marcel Mauss, author
Stranger and Friend Hortense Powdermaker, author
The Vulnerable Observer: Anthropology That Breaks Your Heart. Ruth Behar
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Too Many Books?
At first glance, you might say that the readings assigned for this class are excessive
and I might agree with you. However, I have selected books with reader-friendly
prose and most of the assigned readings from Anthropological Theory and
Readings for a History of Anthropological Theory can be done in under an hour.
Some of the ethnographies will take longer but not much longer. See Part III of the
Syllabus for specific aids for efficient reading of course material. There is
also a reading guide in that immediately follows this paragraph.
E.E.Evans Pritchard. Social Anthropologist who favors a historical approach
Required Reading on Electronic and Traditional Reserve: Please note that on
your course schedule where daily reading assignment are listed there are some
readings label On Electronic and Traditional Reserve. You are responsible for these
readings. I will give you the class code so that you will be able to access readings
electronically or if you want, the readings are available at the Reserve Desk in
Morris Library
University and Department Policies
Plagiarism
Plagiarism occurs when you take the words and ideas of another without giving
credit to the original author. Even if the paper uses original language but the
ideas belong to another, it is still plagiarism. If I find instances of plagiarism in
your written material, you will receive a failing grade. It is easy to avoid
plagiarism: do your own work, use your own words and give credit to the
sources of your ideas whether that source is an author of a book or article or any
information you obtain from the Internet. Do a Google search to find examples of
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criteria to apply to evaluate web based sources and apply the most rigorous
model you find.
Email
Sending emails to the class about readings, assignments, and other matters is
something I do often. I will send emails to the class using the UDEL official class
designation for this course. I will use the UDEL mail box designation for
students in the class. If you have mailboxes other than UDEL it is your
responsibility to see that your UDEL emails are forwarded to your mail box.
Search the UDEL page for network [www.udel.edu/network] and follow
instructions for forwarding your mail to your other mail box. I will not send mail
to mailboxes other than UDEL.
Class Start-Up Time
Class begins promptly at 9:30am. Students are expected to arrive in class
promptly. If there is a valid reason for lateness, please speak to me as soon as
possible. Repeated tardiness will result in a deduction of 10 points per occasion
for repeated tardiness.
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Class Format
This class will follow a combined lecture, presentation and discussion format.
Class opens with student lead discussion and presentation. Also, I will give
informal lectures and depart from my lecture to call upon students to answer
relevant questions or to comment on something I mentioned. Students in this
class should be aware that my teaching philosophy is called learner-centered. I
pay attention to the different learning styles students’ exhibit in class. Students
are held responsible for their own learning. I facilitate learning by using teaching
tools of active-learning. Together we form a team that is dedicated to providing
and experiencing a stimulating learning experience.
Internet Resources
Do a Google search on “Theory in Anthropology”. You will find two sites: one site is
identified as from the University of Alabama—A Guide for Students by Students. The
second web site is based at the University if Illinois. The University of Alabama site is
very comprehensive and contains student papers Printout the theories and use them as
a resource. Be careful of Plagiarism
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PART II
Reading Guide and Guide For Discussions About Texts
* How to Work Through Long Reading Assignments. *Source: MIT University
Please note: Do follow this guide and the guide for reading strategies found
in PART III of this syllabus for it will save you much time in reading.
It is rarely practical to read everything word for word and line for
line. Although close textual reading and interpretation is part of social science
tradition, it is often not possible, especially for introductory and intermediate
level survey courses. Instead of trying to read every line and word, consider the
following suggestions for more efficient and effective course reading. See Part III
of Syllabus for specific directions for reading and studying.
HOW TO MANGE READING LOAD FOR THE COURSE
I. *Organize Reading over the Weeks and Months
Look over the material to be covered (syllabus and tables of contents in assigned
books). Estimate the amount of reading for the semester and try to divide the
work on a weekly basis. Some weeks may have more reading assigned while
other weeks less. Although the assignments vary, try to keep your work and
pace steady. It will become less burdensome and easier to manage. Make sure to
build into your schedule time for written assignments (including first, second
and third drafts with time in between for other people's comments, rethinking
and revision).
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II. Begin Any Reading Assignment by Reading the Abstract, Preface,
Introductions, and Conclusions
These are often the most important parts of any text because the author often
signals his or her major themes and arguments. It is necessary, however, to look
over, sometimes very carefully and completely, the central portions of the text to
identify the evidence provided for the major themes/theses. Often, the topic
(first) sentences of paragraphs provide the links in the author's argument.
Inspectional reading (of a book or article):
Look at the title page and the preface.
1.
2.
3.
4.
Study the table of contents to obtain a general sense of a book's structure.
Check the index.
Read the publisher's blurb.
Skim the summary statements in the opening and closing paragraphs of
pivotal chapters.
5. Formulate what you think you know about this issue. What do you
consider the essential points and key explanatory factors? You may know
nothing about the topic; use this ignorance to devise a list of what you
need the author to tell you in order to become informed.
6. Look at the title page and the preface.
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7. Study the table of contents to obtain a general sense of a book's structure.
8. Check the index. Make two lists. First list are entries with many categories.
This list should reflect the major argument and subjects of the book. Your
second list should be shorter; it comprises a listing of entries for
theoretical, abstract, conceptual and idea terms. Look up the entries of
your lists. Be sure you read the paragraph preceding the index entry, the
paragraph in which the term(s) is embedded and the paragraph following
the previous paragraph. The lists should generate notes that give you a
good basic understanding of the text. See Reading Indexical Guide in
9. Read the publisher's blurb.
10. Skim the summary statements in the opening and closing paragraphs of
pivotal chapters.
11. Formulate what you think you know about this issue. What do you
consider the essential points and key explanatory factors? You may know
nothing about the topic; use this ignorance to devise a list of what you
need the author to tell you in order to become informed.
Mechanics of Reading and Note Taking
Read the text and make marginal notes (on post-its or separate piece of paper)
indicating what seemed like the strongest parts of the text. When you read, think
of it as a conversation between you and the author. What is the author saying?
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Is it important? Why? Is this something I should know? Write on the margins of
the page. Underlying and highlighting a text is a passive activity. All you
accomplish is coloring the page. Before you reach for a highlight pen ask
yourself: Is this section important? Why? Then write about it in the margins. As
with any conversation, you will interrupt with questions and want
explanations. Write these kinds of things in the margins and make them the
basis of your questions. When you have completed reading once through the
text, go back and take notes in outline form, by paraphrasing sentences or
paragraphs until you have reduced the many pages of text to a few pages. (Make
sure to keep an accurate citation to the work so that any future use of these notes
and paraphrases can be appropriately cited. You do not want to find yourself
engaged in plagiarism.) Do not rely on underlining. This is insufficient. In order
to "know" a text, you need to convert it into your own words, or your own
organization of the text. The text needs to be processed in several different ways
in your brain. Underlining is passive and does not help you learn the material.
Analytical Reading:
1. Classify the book or article according to kind and subject matter. Into
what paradigm or research program (genre) does that work fit? What is
the book about as a whole?
2. Enumerate the major parts in their order and relations, outline these as
you have outlined the whole.
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3. Define the specific problem or problems the author has tried to solve.
What question does the author claim to address? You might also want to
think about how this reading fits into the course. Why did the instructor
place the reading at this point in the course? What is the topic on the
syllabus? How does this reading provide an answer or information for
this topic?
4. What theoretical statements does the author make? A theoretical
statement proposes a relationship. For example, structural theories of
deviance suggest that deviance (that which is to be explained) is a
consequence of the structure (organization of the parts) of a society. In
other words, social structure produces deviance.
5. What are the concepts and variables used? Become familiar with the
author by defining key words. Know the details of the argument. In the
example above: what is social structure? What is meant by deviance? Do
structural theorists/writers assume the reader knows what is meant by
social structure? Do you need to find out what this means in order to
understand the reading.
6. How does the author's argument/position compare with that of others
who address the same question or related questions? Where are the points
of similarity and difference?
7. What normative statements (value judgments) does the author make?
What values does the author assume readers will share? What
assumptions do the author make that may be contestable?
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8. What is the author's methodology? (Here you should be concerned not
only with the methods used but the kinds of arguments implied or given
about what methods are more or less appropriate.) What constitutes
evidence in this reading? Know the author's arguments by finding them
in, or constructing them out of, sequences of sentences.
9. Determine which of the problems the author has solved and which s/he
has not; and of those not solved, decide which the author knows s/he has
failed to solve. If you disagree with the author, on what basis do you rest
your disagreement? Is the author uninformed, misinformed, illogical,
imprecise, or incomplete? Criticize fairly; do not pass judgment based on
personal opinion, taste, or preference. Is the argument internally
consistent? Does the evidence (both that presented by the author and
other evidence in the field) support the argument?
Interpretive Anthropologist Clifford Geertz
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Anthropologist Margaret Mead in Samoa
Course Attendance Policy
Consistent consecutive attendance is required. Class starts on time and excessive
tardiness will result in a loss of points toward your final grade. Attendance will be taken
regularly at each class session and recorded per student for the class session. Attendance
will also be taken on those days I collect and return student work. I assume that if a
student has not either turned in their work or picked up their work then they are absent.
The material presented in lecture is not easily learned from someone else's notes. To do
well in this course, you will need to attend class regularly. See above for procedure to
follow if class is missed or if you know you will miss class in the future. For an absence to
be excused,, students must inform me of the absence and obtain my permission for the
absence.
All un-excused absences will count toward a deficit in points towards your final grade.
Each un-excused absence will result in the loss of 4 points. Reasons for excused absence
include religious observance; illness (a medical doctor’s note or copy of prescriptions must
be given to me); family emergency that are verifiable; required absence due to university
participation, i.e., conferences, actual sports events but not practice and court
appearances (lawyer’s note or legal documentation is required.)
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PART III
Course Performance Requirements
Class Reading and Student Participation
Students are expected to read the assignment for each class session and come
prepared to engage in active participation in class. Each week two students will
work together as discussion leaders who provide a formal presentation and then
select five topics for class discussion which they will lead. Some of the readings
are difficult to understand and present challenges. I expect you to have
problems with understanding the readings. If you have difficulty, contact me
before your presentation and come to class prepared to acknowledge that you
did not understand the assigned readings. Not to be concerned for if you have
difficulties others are also having difficulties.
Discussion Leaders:
To moderate the free flow of class discussion, we will use student discussion
leaders. Discussion leaders will work in teams and each student will participate
in a discussion team two times during the semester. Discussion leaders are
decided for each week by lot, drawn by myself prior to the first night of class. See
the course schedule for your discussion week assignments.
Presentations: 250 points per presenter
Discussion Leaders will coordinate with each other to guide each discussion with
a formal presentation on the assigned readings, raising key issues and posing
questions and problems concerning the assigned readings. The formal
presentation 20-25 minutes in length must be professionally presented and
should include visual aids (hand-outs, transparencies, or Power Point
presentations). When presenting a theorist or a theory associated with particular
anthropologist(s), it is important to include within the presentation some
biographical information
Discussion Leader Questions: 125 points per 5 questions/issues per
presentation per Discussion Leader.
Each discussion leader must formulate a list of five key issues or questions to discuss
after their presentation. Questions must be distributed to the class at least 24 hours
before we meet. Each discussion leader must send their five issues or questions to me via
email by two o’clock pm the day before the class meets. I will then arrange for the
questions to be posted to my web page under the course heading. You should have access
to the discussion issues and questions by 3pm on the day before class meets. Remember
it is your responsibility to read and think about the discussion questions and formulating
your response and thinking about your own comments and questions derived from the
assigned reading for the upcoming class session.
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The rest of the students in the class have the responsibility to read the readings, to review the
discussion team questions prior to class, and contribute to the class discussion after the
discussion presentation.
Discussion Leaders Please Note: It is up to each discussion team to decide how they will
organize the class presentation for their assigned class session. However, individual discussion
questions must be handed in for each member of a discussion team. Questions cannot be done
as part of a group.
Non-Presenting Students
Students not presenting are also responsible for preparing two thoughtful
questions from the assigned reading. Questions can be based in one or several
readings or a question about the assigned readings taken as a whole. Questions
about definition of terms or meanings can best be answered by reference to
Internet Resource “Theory for Students by Students”. Students who are not
presenting must hand in a typed copy of their questions to me at the beginning
of each class. Non-presenting students are responsible for preparing a two page
summary of the key points of the presentation. Summaries of the presentation
are due in class the following week. Non-Presenting Students Questions valued
at 50points. Summaries of Presentations valued at 75 points.
Failure to bring discussion questions to class results in the automatic loss of 10
points for each this happens. Class Questions cannot be emailed to the
professor either before or after class.
Four Objective Exams valued at 25 points each
Four multiple choice, identification, match up and short answer exams will be given during
the term to test understanding of basic concepts and ideas, recognition of theorist and their
ideas and other relevant matters. See course schedule for Objective Exam Dates.
Exams: Four take home essay exams are valued 150 points for a total of 600 points.
Essay exams focus on class lectures, films, assigned readings and presentations up to the
prior class meetings. Through exams students can demonstrate an understanding of the
subject. Exams are composed of take-home essay questions. Some library research may be
required by particular questions on the exam. Exam dates are contained within the
course syllabus. See course schedule for due dates for Essay Exams.
Class Participation valued at 200 points for class participation for the term.
Each student who is not presenting is expected to engage and interact with the
Discussion leaders for the class session and with other students who are not
presenting. Keep in mind that it is not possible to earn an “A” or “A-“unless you
actively participate in each class session.
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Active Learning
Active learning requires the full participation of Professor and students. It is my
teaching style to place less emphasis on teaching – as something the professor does - and
more on learning and understanding as something we do together. My teaching
philosophy is learner-centered. Students are responsible for the learning accomplished
in this course. My role is to facilitate learning by providing material in ways suited to
your learning styles and to teach materials in ways that fulfill the course learning
outcomes. It is your responsibility as much as it is mine to make this course enjoyable
and stimulating. This requires your active participation in class discussion.
PART III
READING A BOOK THROUGH ITS INDEX
HOW TO READ A (GOOD) BOOK IN AN HOUR: STRATEGIES FOR
GETTING THE MOST OUT OF READING ANTHROPOLOGICAL THEORY
AND OTHER ANTHROPOLOGICAL BOOKS.
Use to aided heavy reading load
Source: http://savageminds.org/2007/10/01/how-to-read-a-good-book-in-onehour//
Posted by C. Kelly, Harvard University, under Bibliomania
1. Skim read the whole book at once. Start by flipping through it, read the
Table of Contents, the Preface and Foreword, and, if there are any, look
for subheadings and for a general sense of whether the book has an
internal division (parts, chapters, subheadings that do not appear in the
Table of Contents) and whether it has a conclusion or other kinds of
sections or breaks in the text. Browse the notes to see if they contain
merely references or extended parts of the argument. If the book does not
contain an index, you can stop here. The only thing to be done is to sit
down and read the book from cover to cover.
2. Turn to the Index
3. You will make two lists. Begin by looking for the largest entries, those
indented with sub-headings and lots of page references. Write them all
down in the order in which they appear in the index. Examples would
include, people, concepts, terms/ideas and things. In a normal academic
book, this list can range from 5 long entries to 100 or more. It is important
that you start with the longest and most detailed which should yield a
good list. This is your list of the main subjects/topics/problems of the
book.
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4. Now go through the index again and look for the entries that do not have
subheadings but have more than three or four page entries. Some authors
go crazy with subheadings, so the first list might be a lot longer than the
second. Other authors are content to list every thing once, with page
references. You have to exercise some judgment here. If your first list is
very long, then for your second list, pick out those entries which are not
people, institutions, or events but are analytic or conceptual designators—
i.e., look for listings that are analytic sounding—“evolutionism” or
“psychic unity” or “culture/cultural”. If your first list is very short, it may
be either incomplete or might already contain the terms and the second
list will be a list of people, places, or things that reappear through out the
book. Note at this point you have two lists of terms, concepts and facts
which you can use in class to remind you of the details, even if you
haven’t read all the entries on your two lists.
5. With your lists in hand, turn to the Introduction but do not start to read at
the beginning. Instead, read the last few paragraphs deciding what the
content is for the following chapters. Read carefully, noting which
chapters relate to which entries on your lists. If your author has chosen to
express their individuality here and forgo such a chapter list, you can
wing it by carefully reading the beginning and end of each of the chapters
to see whether the author gives you a hint. Note that you still haven’t
“read” very much yet but that you should already have a deepening sense
of the main themes of the book and a “map” (subjects/topics with page
numbers) of where to find what you need to know about the main subjects
of the book.
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6. Now read the introduction carefully. Make sure you are clear about what
the author thinks the main argument and sub arguments are, and that you
could reconstruct them if asked, even if you can’t offer any details behind
them.
7. If there is a conclusion, read it carefully. I know this sounds like cheating
but it isn’t. It is a rare scholarly book that demands of its reader that they
wait until the end for the argument to make sense. Read the conclusion for
how it tries to tie up the argument presented in the text (which you
haven’t read yet) with the promises made in the introduction. Note
especially, if the author makes clear what the significance of the argument
is beyond the text which will help you in case you care about the details.
8. Now turn to your two lists. The shorter of the two lists—the one with the
analytic entries of the book—should now give you a very good guide to
where the theoretical meat of the book lays. Read the entries paying
particular attention to analytic and conceptual terms and make notes from
the text. Be sure to cite each entry to avoid occasions for potential
plagiarism. Having read the introduction and conclusion, you can now
turn to each of the entries and read from “the inside out”. The longer list
in turn gives you a good sense of where the data is and how it is
distributed across the chapters (evident if you go back an look at all the
subheadings in the index).
9. Read the entries from the “inside out” and take notes. Again, be sure to
cite these references to avoid plagiarism. Reading from the “inside out”
means you are identifying the precise place where the author has made it
a point to connect theory and data. Read paragraph(s) leading up to the
entry you have noted from the index. When you make a note from the
index entry, situated it in the context provided by the preceding
paragraphs and the paragraph in which the entry is embedded. Reading
the paragraph leading up to the index entry and text following the entry,
note the details/concepts mentioned and decide which of data you need
to read more about—i.e., turn to list two and find the place where you can
follow up. After running through the entries of the shorter list, you will
have read a fair amount of the most important part of the book. But do
read and make notations of every entry on each list and remember to read
preceding paragraph(s) and the paragraph in which the entry referenced
appears.
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10. Please Note that this approach is factual in nature: with a good index
you can make progressively longer and more focused lists that give you
“random access” to the text and allow you to dig deeper and deeper
until you approximate the actual cover to cover manner in which a text
(wrongly I hope I’ve convinced you) that it was meant to be read.
Franz Boas, Founder of American Anthropology
Class Etiquette
The University is a place for adults. I expect that students will act accordingly.
• Turn off Cell Phones and Other Electronic Devices before Class begins. If a phone rings
during class, I will confiscate the phone
• Sitting in class doing work for another class or being otherwise engaged [sending or
receiving text messages]will result in the loss of 10 points toward your final grade for each
time one is doing work that is not related to this course.
• Once the class has started, I expect quiet and your attention. You may think you are
whispering but your whispering is loud and I can hear you. It is distracting.
• I expect that once you enter class you intend to stay. If you think you really do not want to
be in class or that you could use the time for studying for an upcoming exam or any other
excuse, DO NOT COME TO CLASS and take the point deduction from your final grade
• If you leave class while I am lecturing, I will identify you and deduct 15 points from your
final grade. If you must leave class early, please notify me before the being of class. Please
sit near the door, and when you leave please take care so that the door does not slam. If
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you must leave class for a few minutes, please leave and re-enter class as quietly as
possible.
• There is no talking/ socializing during permitted during class.
• Important matters, such as missing classes, must be discussed with me in person, either
after class or during office hours NOT VIA EMAIL OR PHONE
Student Performance Assessment
Task
Points
Presentation
300 points per
presenter per
presentation
Presenter
175 points per
Discussion
presenter per 5
Questions
questions
Essay Exams
600
Class
200
Participation and
attendance for the
term
Non-Presenting
Up to 10 points
Student
per each question
Questions
Non-Presenting
Up to 50 points
Student
each
Summaries
4 Objective
100 total points
Exams
Total Points
*1435 points
* The total is not accurate since it does not take into account the total number of
summaries written by non-presenting students or the total number of nonpresenting student questions.
A = 93% and plus of total
B+ - 88%-86% of total
B- = 82% - 80% of total
C = 76% - 73% of total
D+ = 69% - 67% of total
D- = 62%= 60% of Total
A- = 92% - 89% of the total
B = 85% - 83% of the total
C+ - 79% - 77% of the total
C- - 72% - 70% of the total
D = 67% - 63% of the total
F= 59% and below of total
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Margaret Mead in Samoa
Academic Dishonesty
Citations are critically important in college papers. Failure to adequately or
completely cite a source used in research papers is considered plagiarism by the
University. Plagiarism is a form of stealing. Be aware that Academic dishonesty
will not be tolerated and University policies on Judicial Review will be followed.
See previous section on plagiarism which explains it in more detail
Citation Policy For Essay Exams
Follow citation format for Anthropology. Go to American Anthropological
Association web page and search for citation format. Follow AAA format for
books, for chapters in books, for articles and for the internet. Essays can include
notes. See AAA policy on notes at the bottom of the page
Format for Essay Exams must meet the following Standards
1. Cover page for each question answered. Question centered on page. This
is to be done for each question answered. Cover sheet and response to
question must be stapled. If your essay exam and cover sheet are not
stapled, I will not accept your paper
2. Class designation i.e., Anthropology 200-010 placed in upper left corner. e
3. Under class designation, place your email address. I require you email
address so that you can quickly receive grades and comments for the
essay exam.
4. Text must be 12 font Book Antiqua
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5. One inch margins left and right, up and down
6. Page numbers bottom of paper and centered
7. Double spaced or 1.5 spaced
Submission: Papers must be submitted in hard copy (paper) form on the date
specified within this syllabus. Please, see course schedule for due dates of all
submissions. Late abstracts, outlines, drafts and final papers will not be
accepted. No exceptions.
Bronislaw Malinowski (1884-1942)
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Compelled anthropology out of the armchair
advocated participant observation, learning the language--the modern methods of
ethnography
focus on 3 main types of data:
1. institutions and customs
2. the imponderabilia of everyday life
3. narratives, folklore, myths
Themes:
1. cultural aspects must be understood in their context (like Boas)
2. "Primitive" man just as reasonable as western man, given the cultural context
3. Have to look at behavior and beliefs: the two do not always mesh
4. Individual needs-functionalism
Functionalism
synchronic (rejection of history)
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basic and derived needs
Examples:
magic and gardens and canoe building
the family: functions and revision of oedipal conflict hypothesis
Kula trading: gift exchanges with armbands traveling counter-clockwise and necklaces
traveling clockwise
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Ruth Benedict
*Course Schedule
* Please note: This schedule of class topics and student assessments (i.e.. exams
and essays) are subject to change. If for pedagogical reasons, I decide to
change or amend any part of the course schedule, I will give students ample
time to make the required changes and adjustments. Students will be
informed in class or via email about changes and/or re-adjustments.
Tuesday, February 12, 2008
Review of the Syllabus and Introduction to the Course
Review of Texts
Guides to Reading
Why Study the History of Theory in Cultural Anthropology?
FILM: VHS STRANGERS ABROAD SIR WALTE BALDWIN
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Thursday, February14, 2008
Topic Victorian Anthropology
Reading Assignment:
On Reserve in Morris Library: (electronic and reserve reading)
In, Victorian Anthropology George Stocking, author. Chapter 1 The Idea of
Civilization Before the Crystal Palace. Pages 8-45
In, Victorian Anthropology George Stocking, author Chapter 3 Travelers and
Savages : The Data of Victorian Anthropology?
Does anything appear strange to you?
Why did people think the way they did?
Do people still think some of these things?
Tuesday, February 19, 2008
Topic: 19th century Evolutionist
Reading Assignment:
In, McGee &Warms:
Introduction: Why Study Theory pp1-4
Nineteenth Century Evolutionism Page 5-11;
Chapter 2 Sir Edward Burnett Tylor, “The Science of Culture” pages 28-42. Also,
read editors’ notes for Chapter 2
Chapter 3 Lewis Henry Morgan, “Ethnical Period” Pages 43-53. Also read
editors’ notes for Chapter 3
(Also on electronic and traditional reserve reading).
Begin Reading “The Gift” by M Mauss
Thursday, February 21, 2008
19th century Alternative Theories
Reading Assignment:
In, McGee &Warms:
Nineteenth Century Evolutionism
Chapter 4 Karl Marx and Friedrich Engels “Feuerbach: Opposition of the Materialist
and Idealist Outlook”, page 53- 66
Required Reading on Electronic and Traditional Reserve
Chapter 16 The Poverty of Philosophy: The Materialist Conception of History In, Karl
Marx Selected Writings David McLellan, editor
OBJECTIVE TEST 1 GIVEN IN CLASS
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Tuesday, February 26, 2008
The Foundation of Sociological Thought
In, McGee &Warms:
Introduction
Emile Durkheim, What is a social fact?
Max Weber, Class Status and Party
Marcel Mauss, The Gift
If you had to explain Mauss’s ideas to your Mother and Father, what would you say?
If you had to identify the Mauss’s key point in The Gift to your 14 year old sister what
would you say?
If your parents asked you what you learned from reading Mauss, what would you say?
What were the hardest idea/ concept/ethnographic data in The Gift for you to grasp?
What were the easiest idea/ concept/ ethnographic data in The Gift for you to grasp?
Thursday, February 28, 2008
Foundation of American Anthropology
In McGee and Warms:
Historical Particularism
Chapter 9 Franz Boas, “The Methods of Ethnology”
On Reserve at Morris Library and Electronic Availability
Race, Culture and Language In, “The Mind of Primitive Man” Franz Boas, author
Pages 137-149
The Limitations of the Comparative Method in Anthropology In Race, Language and
Culture Franz Boas, author. Pages 270-280
The Aims of Anthropological Research In, Race, Language and Culture Franz Boas,
author Pages 243 – 259
Chapter 11 Paul Radin, “Right and Wrong”
What does Boas mean by the phrase “Comparative Method”?
What are some of the criticisms that Boas offers?
Did the evolutionist use the Comparative Method? If so what did they get wrong?
If you had to explain to your best friend, what the aims of anthropological research were,
according to Franz Boas, what would say?
Who are Franz Boas and Paul Radin? Why are they important?
BEGIN READING “THE CHRYSANTHEMUM AND THE SWORD”
ESSAY EXAM 1 DISTRIBUTED IN CLASS
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Tuesday, March 4, 2008
Boas’s Influence
On Electronic and Traditional Reserve in Morris Library
Chapter 9 Diffusion and Culture History In, A History of Ethnology Fred Voget,
author.
Chapter 11 The Integration of Culture In, A History of Ethnology Fred Voget,
author
What does the term “Ethnology”? How is the term used in anthropology??
What does the tern “diffusion” mean? Why is it significant in anthropology?
Does Boas have anything to do with “diffusion?”
What does the phrase “Culture History mean—most especially what does the term
“history” mean in this context?
If you had to get up and speak to the class about “diffusion” and “culture history”—what
would an outline of your talk look like?
What does the phrase “integration of culture” mean?
Why does Voget use this phrase—what is he trying to explain?
If you were to write Fred a letter, what would you identify as the hardest part of the
reading?
Do you know why you are reading this material—besides my assigning it? Why would I
assign it.
FILM STRANGERS ABROAD WILLIAN RIVERS VHS 5435
Thursday, March 6, 2008
Ruth Benedict’s “The Chrysanthemum and the Sword”
Assignment
Do a Google search and then a Scholar Google search on Ruth Benedict, The
Chrysanthemum and the Sword, National Character Studies, WWII and anthropologist.
Anthropologist working with the military during WWII Find out all you can about
Benedict and the book so if called upon you will lots to tell the class
Reading Assignment
Foreword, Chapter 1, Chapter 2 and Chapter 3 in Ruth Benedict’s “The
Chrysanthemum and the Sword”
ESSAY EXAM 1 DUE IN CLASS
FILM STRANGER ABROAD: THE SHACKLES OF TRADITION Franz BOAS
VHS 5455
Tuesday, March11, 2008
Reading Assignment
Benedict’s The Chrysanthemum and the Sword
Chapter 4 through Chapter 8
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Thursday, March 13, 2008
British Social Anthropology
Key Anthropologists Bronislaw Malinowski and A.R. Radcliffe Brown
Do a Google and Scholar Google search on both Malinowski and RadcliffeBrown, British Social Anthropology, Social Anthropology, Anthropology and
Functionalism, Anthropology and Structure-Functionalism, Trobriand Islands,
Trobriand Islanders; Trobriand Islanders and Kula Exchange.
What kinds of things do you find out?
If you had to make a presentation based on one or two of your searches, what would the
outline look like? Can you deliver a part of your presentation if called upon?
If you had to explain to your grandparents who Malinowski and Radcliffe-Brown were
and why they are important in the study of theory in anthropology, what would you say?
What is all the fuss about Malinowski’s diary when it was published in the mid 1970’s?
Reading Assignment
On Electronic and Traditional Reserve
a. “The Subject, Method and Scope of this Inquire” Bronislaw Malinowski,
author In, Argonauts of the Western Pacific Pages 1 – 25
b “From Fieldwork to Functionalism: Malinowski and the Emergence of British
Social Anthropology” In, After Tylor, George Stocking author Pages 233 - 297
1. If you viewed “The Subject, Method and Scope of this Inquiry” as essentially a field
manual or “What to do in the field” or “How to go about collecting information
about your field site?” what does Malinowski tell you to do. Be sure to know in case
you are called upon
2. If you had to summarize the reading “From Fieldwork to Functionalism” what
would be the five most important things you would tell Dr, Karen Rosenberg,
Chairperson, Department of Anthropology.
3. What’s Functionalism anyway?
In McGee and Warms Read:
Chapter 13 Bronislaw Malinowski “The Essentials of the Kula”
What are “the essentials of the Kula”
What is the Kula and why is it important to Malinowski to know about it?
BEGIN READING HORTENSE POWDERMAKES’S “STRANGER AND
FRIEND”
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Tuesday, March 18, 2008
Read In McGee Warms,
Chapter 14 Radcliffe-Brown, A. R “On Joking Relationships
Chapter 15 Gluckman, Max “The License in Ritual”
Readings on Electronic and Traditional Reserve in Morris Library:
1.“Anthropology and History” Evans-Pritchard, E.E author 1950. Social
Anthropology and Other Essays (contains a critique of Radcliffe-Brown’s
functionalism from the perspective of historicism.)
“2. The Mother’s Brother in South Africa” Radcliffe-Brown, author In Structure
and Function in Primitive Society”
“3. E.E. Evans Pritchard, The Nuer of Southern Sudan In, African Political Systems
Fortes and Evans Pritchard, authors
FILM STRANGERS ABROAD VHS 5435 “STRANGE BELIEFS” E.E. EVANSPRICHARD.
Thursday, March 20, 2008
Reading Assignment:
Stranger and Friend
What do we learn about Hortense Powdermaker—who she is and how she became an
anthropologist?
What does she plan to study? What is her new “world” like? What is the name of the
tribe. What is a tribe anyway? What are some of the things she has to adjust to? How
does she spend her days? If your grandparents asked you to describe what a cultural
anthropologist does in field work and they asked you to use Powdermaker as an example
what would you say?
FILM STRANGERS ABRAD MALIOWSKI VHS5435
ESSAY EXAM 2 DISTRIBUTED IN CLASS
Tuesday, March 25, 2008
Continue to read Powdermaker
OBJECTIVE EXAM 2 GIVEN IN CLASS
Thursday, March 27, 2008
Topic: Culture and Personality
Read In Mc Gee & Warms:
Chapter 16 Ruth Benedict, “Psychological Types in the Cultures of the Southwest”
Chapter 17 Margaret Mead “Introduction to Sex and Temperament in Three
Primitive Societies.”
Read in Coming of Age in Samoa
Acknowledgements, Words for a New Century, Introduction to the Perennial
edition, Foreword by Franz Boas, Introduction
Do a Google search then a Google Scholar search on “culture and personality in
anthropology” “Margaret Mead and culture and personality” “Margaret Mead
and Sex and Temperament” “Sex and Temperament and Margaret Mead”
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“Margaret Mead and Coming of Age in Samoa” “Samoa and Margaret Mead”
“Critic and Criticism of Margaret Meads work in Samoa” See what you can find
out. Bring list of things you find to class.
ESSAY EXAM 2 DUE IN CLASS
SPRING BREAK
Tuesday, April 8, 2008
Have Read Chapters 2 through Chapter 7 In “Coming of Ag in Saamoa
Lecture: Margaret Mead and Samoa
Coming of Age in Samoa
Thursday, April 10, 2008
Lecture: Margaret Mead and Her Critic.
Reading Assignment
Coming of Age in Samoa Chapters 8 through 13:
On Electronic and Traditional Reserve
American Anthropologist Vol.90 (no.3) 1988. “Margaret Mead and Samoa: Coming
of Age in Fact and Fiction.” Pages 656-663
Tuesday, April 15, 2008
Reemergence of Evolutionary Thought
Reading Assignment
In McGee and Warms
Chapter 18 Leslie White “Energy and the Evolution of Culture”
On Electronic and Traditional Reserve
Marshall Shalins, “Evolution: Specific and General”
Julian Steward, “Multilinear Evolution: Evolution and Process”
Thursday, April17,2008
Neomaterialism: Evolutionary, Functionalist, Ecological and Marist
Read In McGee and Warms
Chapter 20 Morton H Fried “On the Evolution of Social Stratification and the
State”
Chapter 21 Marvin Harris “The Cultural Ecology of India’s Sacred Cow”
Do a Google search then a Scholar Google search on the following: “Marvin
Harris” “Marvin Harris and Cultural Materialism” “Cultural Materialism” See
what you can find out. Bring your list of things to class.
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Tuesday, April 22, 2008
Neomaterialism continued
Read In McGee and Warms
Chapter 22 Roy Rappaport “The Ritual Regulation of Environmental Relations
Among a New Guinea People”
Chapter 23 Eric Wolf “The Peasantry and Its Problems”
Begin Reading Claude Levi-Strauss’s “Myth and Meaning
OBJECTIVE EXAM 3 IN CLASS
Thursday, April 24, 2008
Ethnoscience and Cognitive Anthropology
Read in McGee and Warms
Chapter 27 Harold Conklin “Hanunoo Color Categories”
Chapter 28 Stephen Tyler “Introduction to Cognitive Anthropology”
Do Google search and Google Scholar search on the following: “cognitive
anthropology” “Tyler and Cognitive Anthropology” “Ethnoscience and
Anthropology” “Ethnoscience” “Harold Conklin and Ethnoscience” Bring your
lists to class.
ESSAY EXAM 3 DISTRIBUTED IN CLASS
Tuesday, April 29, 2008
Claude Levi-Strauss and Structuralism
Do a Google and Google Scholar search on the following: “Claude Levi-Strauss”
“Structuralism and Anthropology” “Claude Levi-Strauss and Structuralism”
“Claude Levi-Strauss and The Savage Mind “ “Claude Levi-Strauss and Myths”
“Claude Levi-Strauss and Myths” “ Structuralism and Myths” Bring your lists
of information to class
Read in McGee and Warms
Chapter 24 Claude Levi Strauss “Linguistics and Anthropology
Read in Levi-Strauss “Myth and Meaning” Chapter 1 and 2
OBJECTIVE EXAM 4 IN CLASS
Thursday, May 1, 2008
Continue Reading Claude Levi-Strauss “Myth and Meaning: Cracking the Code
of Culture
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Tuesday, May 6, 2008
Symbolic and Interpretive Anthropology
Chapter 37 Clifford Geertz “Deep Play: Notes on a Balinese Cockfight”
On Electronic and Traditional Reserve
Clifford Geertz “Thick Description: Toward an Interpretive Theory of Culture
Do a Google Search and Scholar search on the following categories:
“Interpretive Anthropology” “Clifford Geertz” “Clifford Geertz and
Interpretive Anthropology” “Clifford Geertz and Thick Description”
Bring your lists to class
Begin Reading “The Vulnerable Observer”
ESSAY EXAM 3 DUE IN CLASS
Thursday, May 8, 2008
Symbolic Anthropology
Read in McGee and Warms
Chapter 36 Victor Turner “Symbols in Ndembu Ritual”
Do Google and Google Scholar search on following categories: “Symbolic
Anthropology” “Victor Turner” “Victor Turner and Symbolic Anthropology”
“Victor Turner and Social Dramas” See what you can find out. Bring list of things
to class
Should read Chapter 1 and Chapter 2 in “The Vulnerable Observer”
ESSAY 4 DISTRIBUTED IN CLASS
Tuesday, May, 13, 2008
Postmodernism and Its Critics
Do Google search and Google Scholar search on the following:
“Postmodernism and Anthropology” “Postmodernism Anthropology and James
Clifford” “Postmodernism Anthropology and George E. Marcus” “Anthropology
and James Clifford” “Anthropology and George E. Marcus” Bring your list of
things to class
Read In McGee and Warms:
Chapter 38 Renato Rosaldo “Grief and the Head Hunters Rage”
Chapter 39 Lila Abu-Lughod “ A Tale of Two Pregnancies”
On Electronic and Traditional Reserve Read
James Clifford “Partial Truths” in Writing Culture: The Poetics and Politics of
Ethnography
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Thursday, May 15, 2006
Read: “The Vulnerable Observer”
Be prepared with list of things from your reading of Chapter 1 and Chapter 2 in
“The Vulnerable Observer”
Have Read Chapter 3 and Chapter 4 for Today
Tuesday, May20, 2008
Read for Today
Chapter 5 and Chapter 6 in “The Vulnerable Observer”
What does Behar mean by vulnerable observer?
How would you describe the anthropology that “breaks your heart”?
ESSAY 4 EXAM DUE IN CLASS
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