I. ASCRC General Education Form (revised 9/15/09)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
(submit separate
III Exception: Symbolic Systems * VIII: Ethics & Human Values
X
forms if
IV: Expressive Arts
IX: American & European
requesting more
V: Literary & Artistic Studies
X: Indigenous & Global
than one
VI: Historical & Cultural Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education group
designation)
*Courses proposed for this designation must be standing requirements of
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program
Anthropology
Course #
ANTH 403
Course Title
Prerequisite
Ethics and Anthropology
ANTH 101H or 220S, or consent of
instructor
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
G.G. Weix
Phone / Email
6319
Program Chair
John Douglas
Dean
Christopher Comer
III. Type of request
New
One-time Only
Reason for Gen Ed inclusion, change or deletion
Date
Change x
Remove
Course has been an ethics course for 40
years, instructor did not request new
designation until this year.
Description of change
Add designation for Group VIII
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
ANTH/ANTY 403 is part of the sequence of foundational courses at the upper division level
that integrate and cross sub-fields (e.g. ANTY 400 history of anthropology). The course
introduces upper division students to ethical reasoning and concepts as they apply to the four
sub-fields of anthropology. The course presumes some basic understanding of cross-cultural
social sciences, but no background in the study of ethics; hence, it attracts both majors in
Anthropology as well as upper division students and transfer students who are fulfilling GE
requirements. Readings include Ebel’s Ethics and Anthropology, which surveys broad
debates about moral relativism, personhood, social conflict, with ethnological examples from
North American indigenous societies. As such, the course has been taught since 1995 by this
instructor and proven to be a valuable course for majors and non-majors alike to synthesis the
major debates in ethics in a cross-cultural and comparative context.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable
learning goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Students must identify the primary concepts and approaches to ethical reasoning, including
the underlying premises of different traditions of argument, including rationale, justification
and criteria for validity, in light of descriptions of comparative norms and values. Students
must be able to articulate the differences between moral relativism and cultural relativism,
where the latter is a tenet of cultural anthropology. Finally, students must how philosophy
and anthropology approach the study of universals in human societies, and the ways crosscultural case studies engage ethical decision-making in a variety of contexts.
VII. Justification: Normally, general education courses will not carry pre-requisites, will
carry at least 3 credits, and will be numbered at the 100-200 level. If the course has more than
one pre-requisite, carries fewer than three credits, or is upper division (numbered above the
200 level), provide rationale for exception(s).
403 is in the first sequence of upper division courses because it is a foundational course for
majors. It has only one prerequisite (not a Group VIII course) and is therefore open and
attractive to all majors across campus—typically transfer students and those from
professional schools seeking to complete their GE requirements find 403 a challenging, but
accessible course, because it introduces them to ethical reasoning in a cross-cultural context.
It is an introductory course at a sophisticated level of discussion because the case studies and
readings presume at least sophomore status, however the course presumes no familiarity with
ethics. The course evaluation (for enrollments of 40-60) is both in class writing exercises,
small group discussion of problems, and short essay exams, both in class and take home.
Students who attend class find their ability to apply the basic concepts and modes of ethical
reasoning to unfamiliar ethnographic case examples is simultaneously an aspect of general
education (open to all majors), and also a synthesis of their college education, since the
majority of students are juniors and seniors. In the 15 years I have taught this course, it has
drawn the most diverse student enrollments, and has garnered the most thoughtful exam
responses of any course I teach. I realize that it is unusual to ask for GE designation for a 400
level course, but this is one course that both meets the need of more Group VIII courses, and
is foundational in its introduction to ethics, even though the readings are sophisticated
discussions of ethnology. I do not recommend the course to freshmen unless they are taking
an introductory course in anthropology at the same time.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.
ANTH 403E: Ethics and Anthropology
Time & Place: TR 9:40-11:00 a.m.
Professor G.G. Weix
Phone:243-6319
Spring 2009
Office: SS 223
Office hours: TR 11:10-2:00 p.m.
Email: GG.Weix@mso.umt.edu
Description
This course juxtaposes ethics (the study of moral conduct, or action) with the discipline of anthropology,
and its aims to describe and to compare ways of life, past and present. How does anthropological
knowledge engage ethics? We will examine the anthropological and the ethical as aspects of topics
common to both: personhood, the problem of suffering and loss, local vs. universal knowledge, the
difference between cultural and moral relativism, agency, and responses to violence. This course is
designed as a general education course for perspective V.
Goals
1. Students should be able to state the major debates and issues common to ethics and anthropology, and to
cite examples in which the fields mutually engage questions and possible avenues for decision-making and
action.
2. Students should be able to identify, analyze and evaluate the ethical dilemmas and issues in each of the
four sub-disciplines of anthropology, the field as a whole.
Disability accommodation If you are registered with Disability Services and need accommodation for
taking exams, please notify the instructor by the end of the second week of the course. The last day the
course may be added or dropped by cyberbear is February and the last day to drop a course without a
petition is
.
Course Requirements and Grading Criteria
A
92-100%
B- 78-80%
D+ 65-67%
Exam 1
30%
A- 89-91%
C+ 75-77%
D
61-64%
Exam 2
30%
B+ 85-88%
C
70-74%
D- 55-60%
Final Exam
35%
B
81-84%
C- 68-70%
F
0-54%
Attendance
(5% penalty, 3 absences)
No Pass/Fail option is available. You must be passing in order to be considered for receiving a
grade I (incomplete). (http://www2.umt.edu/catalog/acpolpro.htm)
Policies and Agreements
Attendance/Absence Policy
 . When you miss four class meetings or more unexcused, you will lose 5% of your final grade.
 Attending to every class meeting is very important not only for your points but also for the
information given in class. Information given in class is not always the same as what is in the
textbook. Some information given only in the class may reflect topics in exam.
 Your absence affects your grade and your own class experience. You are expected to collect
missing information from your classmates.
 You should turn in your absence excuse document (e.g. a doctor’s note, a letter from your other
class instructor due to field training or fieldtrip, etc.). An excuse note is important in order for me
to keep in track what happened on days you missed. Verbal communication on this matter does
not guarantee that your excuse will be recorded.
Class Preparation
 The lecture will be based on the book and, handouts.
 Read the chapters before class.
Makeup Exam Policy
 Make-up tests are given when your reasons for missing the test meet the University’s rules. For
example, you may arrange a makeup exam when you miss a test because of your medical
condition and submit a note from your doctor. You will not be considered for a make-up exam for
your family reunion, vacation, etc.
Extra Credit Policy
 There is no extra credit opportunity other than extra questions provided during the exams.
Academic Misconduct (http://www.umt.edu/studentaffairs/sccAcademicConduct.htm)
 Academic misconduct is subject to an academic penalty by the course instructor and/or a
disciplinary sanction by the University. Academic misconduct is defined as all forms of academic
dishonesty, including but not limited to: 1) Plagiarism, 2) Misconduct during an examination or
academic exercise, 3) Unauthorized possession of examination or other course materials, 4)
Tampering with course materials, 5) Submitting false information, 6) Submitting work previously
presented in another course, 7) Improperly influencing conduct, 8) Substituting, or arranging
substitution, for another student during an examination or other academic exercise, 9) Facilitating
academic dishonesty, and 10) Altering transcripts, grades, examinations, or other academically
related documents.
Required and Recommended Readings
Edel, A. and Edel, M. Anthropology and Ethics (Springfield: Charles Thomas Pub., 1959).
Meskell, Lynn and Peter Pels. Embedding Ethics (Berg Press, 2005)
Reid, Anthony. Verandah of Violence: Background to the Aceh Problem (Singapore U. Press, 2006)
wk
1
T
R
T
R
T
Jan. 27
Jan. 29
Feb. 3
Feb. 5
Feb. 10
4
R
T
R
Feb. 12
Feb. 17
Feb. 19
5
T
Feb. 24
6
R
T
R
Feb. 26
Mar 3
Mar 5
7
T
Mar 10
R
Mar 12
T
Mar 17
R
Mar 19
T
R
T
Mar 31
Apr 2
Apr 7
2
3
8
9
10
11
Topic
Introduction
Notes
1 Staking the Field
2 The Mark of the Moral
3 The Range of Moral Differences and the Quest for Univerals
Optional: Embedding Ethics, Introduction
4 On Being a Good Mother
5 The Prohibition Against Incest
6 Control of In-Group Aggression
7 Distributive Justice
Optional: Embedding Ethics
Your Body, My Property: Colonial Genetics in Postcolonial World
A Science of the Gray: Crop Biotechnology
8 A few reflections midstream
Optional: Embedding Ethics
Where there ain’t no Ten Commandments: Redefining Ethics
Documenting Ethics
Exam 1
March 21-29
9 The Moral Community and the Person
10 System: Ethical Concepts
Optional: Embedding Ethics
Anthropology’s Malaysian Interlocutors: Cosmopolitan Ethics
The Morality of Exhibiting Indians
11 System: Ethical Generalization
Optional: Embedding Ethics
Sites of Violence: Terrorism, Tourism, and Heritage
The Promise and Perils of an Ethic of Stewardship
12 Justification
Optional; Embedding Ethics
Pain, Politics, and Epistemological Ethics
13 Sanctions and Moral Feelings
Optional: Embedding Ethics
Situational Ethics and Engaged Practice: Archaeology in Africa
Solid Histories for Fragile Nations: Cultural Patrimony
15 Evaluation
Spring Break No Class
Review
Exam 2
Chap 2“Indian and Indonesian Elements in Early N. Sumatra”
Chap 3 “Aceh in the 16th and 17th centuries”
R
Apr 9
T
Apr 14
R
Apr 16
13
T
R
Apr 21
Apr 23
14
T
Apr 28
15
R
T
R
Apr 30
May 5
May 7
12
Chap 4 The Pre-modern Sultanate’s view of its place in the world”
Chap 5 “Aceh at the time of the 1824 Treaty”
Chap 6 “Colonial Transformation: a bitter legacy”
Chap 7 Aceh and the Holy War (Prang Sabil)”
Chap 8 “From Autonomy to Periphery”
Chap 9 “Violence and Identity Formation in Aceh”
Chap 10 “Sentiments Made Visible”
Chap 11 “Military Business in Aceh”
Chap 12 “Insurgency and Counter-Insurgency”
Chap 13 “Democratisation, Indonesian Armed Forces”
Chap 14 “What’s Special about Special Autonomy”
Chap 15 “Local Leadership and the Aceh Conflict”
Review
Evaluation
Final Exam