BHSC235 Culture, Place, and Interdependence
Summer 2014 Study Tour Version
Course Description
Uses and integrates concepts from anthropology, geography and other sciences to help students
understand how human cultures and natural habitat create regional, ethnic, religious and other social
groups. Examines origins of group conflict and considers avenues of responsible action for resolution.
Course Pre/Co-requisites
No other courses are required.
General Class Information
Location: Andrews University and the Hashemite Kingdom of Jordan
Time/Day: Arranged
Credits: 3 Semester Credits
Instructor Contact Information
Instructor: Øystein S. LaBianca, Ph.D.
Telephone: 1-269-471-1290
Email: labianca@andrews.edu
Office Location: Buller Hall 205
Office Hours: Email to set up appointments during summers
Course Objectives
At the conclusion of this course, the student will be able to

Explain what is meant by the concepts of culture, world view, civilization, great and little traditions,
and empire and why these are important to understanding interactions between different
civilizations, nations and ethnic groups.

Explain how the civilizations in the Ancient Near East originated and how their legacies continue
to influence and shape how we, in the Western world, live our lives today.

Explain how “globalization” is helping to export Western and American culture around the world
and discuss the consequences of this process for other people’s lives.

Discuss the impact of globalization on a particular foreign country or region (such as the Middle
East or Jordan) based on observations made during travel to foreign places and cultures.

Discuss the concepts of “clash of civilizations” and “orientalism” and their relevance for
understanding the various narratives that shape Western perceptions about Islam and the Arab
world.

Discuss lessons learned from this course in terms of self-understanding, sense of life-mission,
and future plans
Learning Materials:
Articles and Books:
1.
Friedman, T. L. 2000 Lexus and the Olive Tree: Understanding Globalization. Anchor Books.
2.
Huntington, Samuel P 1993 “The Clash of Civilizations” in Foreign Affairs; Summer
3.
LaBianca, O.S. 2007 “Tells, Empires, and Civilizations: Investigating Historical Landscapes in the
Ancient near East.” Near Eastern Archaeology 69 (1): 4-11.
4.
LaBianca, O. S. & Witzel, K. 2007 “Nomads, Empires and Civilizations: Great and Little Traditions
and the Historical landscape of the Southern Levant.” In BAR International Series 1657,
Archaeopress Publishers of British Archaeological Reports, London.
5.
Leyne, L. 1994 Home and Homeland: The Dialogics of Tribal and National Identities in Jordan.
Princeton: Princeton University Press. ISBN: 0691094780
6.
Richard, Carl J. 2010 Why We’re All Romans: The Roman Contribution to the Western World. Rowman
and Littlefield. ISBN: 9780742567795
7.
Sedgwick, M. 2006. Islam and Muslims: A Guide to Diverse Experience in a Modern World. Boston:
Intercultural Press. ISBN: 9781931930161
8.
Shanks, Hershel 2012
Review 38:04, Jul/Aug
“First Person: LaBianca’s Four Different Kinds of Past.” Biblical Archaeology
Films and videos:
9.
Legacy: The Origins of Civilization. British documentary series by Michael Woods (Netflix).
10. “Deep Time at Tall Hisban” (YouTube)
11. “The Clash of Civilization Hypothesis” by Edward Said (YouTube)
12. “Orientalism” by Edward Said (You Tube)
Credits:
This 3 credit course is normally offered during summers over 15 weeks starting the second week of May
and ending the third week of August. It is expected that you will devote about 135 hours to activities
related to this course as follows:
•
•
•
•
•
Preparatory readings, viewing of films and videos: 45 hours
Pre-tour and on-location lectures: 15 hours
On-location experiential learning (tours/fieldwork): 15 hours
Course related journaling and/or blogging: 15 hours
Six expository essays and a 12 page research paper: 45 hours
Course Requirements
a) Course Components
• Preparatory readings, films and videos are listed under course materials above. The two weeks
before the tour should be devoted to reading and viewing these materials.
• Pre-tour and on-location lectures: Pre-tour lectures aimed at preparing you for the tour will be
scheduled and delivered during the semester preceding the tour. On-location lectures are an
integral part of the field-school and all weekend tours. Attendance is required at all these events.
• On-location
experiential
learning
(tours/fieldwork):
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Among
the
most
exciting
learning
opportunities provided by the field-school is the opportunity for active learning that come with
being a part of a task-specific project team. In the case of the Jordan Field School this includes
being assigned to work in an excavation or assisting with ethnographic interviews and surveys.
• Course related journaling and/or blogging is a great way to record impressions and reflections
stimulated by course related readings, viewings, lectures and experiential learning. It is also a
good way to keep track of aha moments and cumulative understandings as they happen and to
document your learning exertions on behalf of this course.
• Expository Essays: You will be required to write and submit six brief expository essays, one each
on the following seven topics: 1) origins of civilization; 2) tells, empires and civilizations; 3) great
and little traditions; 4) why we are all Romans: 5) globalization; 6) orientalism; and 7) local Islam
in Jordan. The main function of an expository essay is to explain something, or to demonstrate
your understanding of a particular topic. The essay should be about 500-600 words and should
fit on a single page. It should include a paragraph introducing the topic, two or three paragraphs
that develop the topic, and a conclusion. On the back page of the essay you should include any
and all citations and sources used in researching or writing the essay.
• Research Paper: You will be required to complete a twelve-page double spaced (11pt font)
research paper that examines, from the perspective of a particular geographic location, the local
dynamics of globalization. The paper should review previous research on this topic, describe the
process of participant observation by means of which you collected your data; and findings
resulting from your research. Your conclusions should be highlighted in a discussion section. The
paper should include at least five peer reviewed sources.
b) Course Content
As already indicated, several themes will provide a framework for understanding the globalization
as a long-term cultural process. First, this course will explore the concepts of culture, civilization,
empire, great and little traditions and how these continue to shape global interactions today.
Second, the course will interrogate the notions of “orientalism” and “clash of civilizations” as a
step towards. Finally, the course will examine the similarities and differences that shape relations
between Islamic and Western civilizations and the challenges created by conflicting ideologies
and belief systems.
c) Teaching Strategies
The course is normally offered in connection with an annual study tour to Jordan organized by
Andrews University’s Behavioural Sciences Department. Teaching strategies include preparatory
readings and lectures, films and videos, weekend field trips, project assignments requiring library
research and on-location experiential learning and last but not least, opportunities for sharing
reflections orally and in writing.
Critical Thinking
The study of anthropology, which this course involves, introduces the student in a compelling manner
to the reality that there are many ways to be human. This realization, in turn, inspires critical thinking,
discussion and reflection on what it means to be “ourselves” (“the same”) and what it means to be
“other.” The most enduring take-away from this course is thus not merely expanded knowledge about
far-away peoples and their strange and exotic practices, but a new perspective on what it means to be
human and a new appreciation of other ways of being human than our own!
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Schedule/Course Outline
13.
14.
15.
16.
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18.
March-May
March-June
May-June
May-June
March-August
August 20
Preparatory readings, viewing of films and videos
Pre-tour and on-location lectures
On-location experiential learning (tours/fieldwork)
Course related journaling and/or blogging
Completing six on-page expository essays and a 12-page research paper.
Deadline for completion of all written assignments
Evaluation of Student Performance
 Your participation at scheduled events such as preparatory lectures, film viewings, on-location
lectures and tours is critical to your success in this course. Your instructors will be keeping record
of your participation, including noting patterns of on-time arrival to scheduled events.
 Course related journaling and/or blogging will serve not only to facilitate student learning but also
to document completion of preparatory readings, film viewings, attendance at lectures and onlocation experiential learning. To earn a grade of S (Satisfactory) on this component you will need
to demonstrate that you have composed a minimum of 15 entries—one each week over the 15
weeks of the duration of this course. Each entry must be a minimum of 100 words.
 Experiential learning activities will be evaluated based on the following criteria: your exertions to
master the skills needed to perform your assignment; your punctuality and dependability in
carrying out your assignment; your contribution to the esprit de corps (group spirit) of the team
to which you have been assigned. Your immediate supervisor will advise the instructor of this
course of his/her evaluation based on these criteria.
• Expository essays will be evaluated on the basis of five main criteria: development, meaning that
the paper has a central idea that is logically developed; organization, meaning that the essay has
a beginning, a body and a conclusion; paragraphs, meaning that paragraphs are organized,
unified and coherent in their organization and add support to the central idea; mechanics,
meaning that the essay contains minimal grammar or spelling problems; and punctuality,
meaning that the essay is ready in time for the panel discussion and that a hard copy of it is
turned in at the conclusion of the panel discussion. A strong essay is one that provides compelling
evidence of significant exertion on the part of the student to acquaint him/herself with the
relevant reading; that the student has engaged in serious reflection about what he/she has read;
and that he/she has given thought to how best to convey his/her thoughts about the topic in
writing. Essays will be scored on a scale of 0-10, where a 10 is awarded for a singularly
exceptional essay (A); a 9 represents a very strong essay (A-); 8 represents a good essay (B); a
7 an adequate essay (C), and a 6 or below signals a less than adequate essay.
• The ten-page research paper will be evaluated on the basis of your exertions to immerse yourself
in your chosen topic; the strength of your research design and data analysis; and your efforts to
follow a particular compilation of writing standards such as APA or Chicago Manuel of Style. The
topic of your research should be agreed with the instructor during the month of May. You should
be collecting during your travels with the tour. The write-up of the research should take place
during July and August.
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Assessment and Grading Scale
Assignment
Participation (punctual participation at all scheduled events)
Experiential learning performance
Course-related blogging/journaling
Six one-page expository essays
One twelve-page research paper
TOTAL
%
Noted
10
10
60
20
100
Course Policies
Attendance Policy
Regular attendance at all classes, laboratories and other academic appointments is required of each
student.
Class Absences. Whenever the number of absences exceeds 20% (10% for graduate classes) of the
total course appointments, the teacher may give a failing grade. Merely being absent from campus
does not exempt the student from this policy. Absences recorded because of late registration,
suspension, and early/late vacation leaves are not excused. The class work missed may be made up
only if the teacher allows. Three tardies are equal to one absence.
Academic Integrity Policy
Honesty in all academic matters is a vital component of personal integrity. Breaches in academic
integrity principles are taken seriously. Acts of academic dishonesty as described in the University
Bulletin are subject to incremental disciplinary penalties with redemptive intent. Such acts are tracked
in the office of the Provost. Repeated and/or serious offenses will be referred to the Committee on
Academic Integrity for further recommendations on penalties.
Disability Accommodation
If you qualify for special assistance under the American Disabilities Act, please contact the Student
Success office at Nethery Hall 100 or disabilities@andrews.edu.
Professionalism
To prepare students for the professional world, certain behaviors/activities are not allowed in the
classroom.

Cell Phones, Personal Laptops, and Recording devices: Cell phones should be turned off before
entering the classroom. Picture-taking during class is not allowed. Recording devices are
allowed only if pre-approved by instructor, and if approved, under no circumstance are
recordings—visual or verbal—to be posted on a public website.
Laptops should not be used for surfing the web or watching movies during class. It is disrespectful and
unprofessional to use these devices inappropriately during class.

Late Assignments are unacceptable unless prearranged with instructor.

Tardiness on a regular basis will be noted and may affect the final grade
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
Eating in class: Please do not bring food or beverages to class. Water is permitted.
Presentation is important. Your attention to detail, demeanor, and attire factor into how you are
perceived as a professional. Active participation in class discussions and critiques is an essential part of
learning. Without participating and expressing opinions and thoughts, it is impossible to clarify your
goals and develop a personal style.
Emergency Protocols
Andrews University takes the safety of its student seriously. Signs identifying emergency protocol are
posted throughout buildings. Instructors will provide guidance and direction to students in the
classroom in the event of an emergency affecting that specific location. It is important that you follow
these instructions and stay with your instructor during any evacuation or sheltering emergency.
Late Submission of Assessment
All work for this class should be completed and submitted by the 20th of August. Work completed after
this date will be accepted through the end of the following semester, but such late submissions will be
penalized by the final grade being dropped by one mark (for example from A to A-).
Excused Absence
“Excuses for absences due to illness are granted by the teacher. Proof of illness is required. Residence
hall students are required to see a nurse on the first day of any illness which interferes with class
attendance. Non-residence hall students should show written verification of illness obtained from their
own physician. Excuses for absences not due to illness are issued directly to the dean’s office. Excused
absences do not remove the student’s responsibility to complete all requirements of a course. Class work
is made up by permission of the teacher.”
Teacher Tardiness
“Teachers have the responsibility of getting to class on time. If a teacher is detained and will be late,
the teacher must send a message to the class with directions. If after 10 minutes no message has been
received, students may leave without penalty. If teacher tardiness persists, students have the right to
notify the department chair, or if the teacher is the department chair, to notify the dean.”
Instructor Profile
Dr. LaBianca is Professor of Anthropology in the Department of Behavioral Sciences. His other duties
include serving as graduate programs coordinator for the department and senior director of the Hisban
Cultural Heritage Project and the Jordan Field School. In his capacity as Associate Director of the Institute
of Archaeology, Dr. LaBianca conducts anthropological and archaeological fieldwork in Jordan and
Palestine. His research examines the causes of instability and collapse of local food systems and the
nature of indigenous knowledge in coping with uncertainty and change. His research has been funded by
Andrews University, the National Endowment for the Humanities, and the National Geographic Society.
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