ANT 411/511 Anthropological Theory ● Dr. Nora Haenn Fall 2010
Office Hours: Tues & Thurs 1:00-2:30
Office Locale: 1911 Bldg., Room 229
Telephone: 513-2705
Email: nora_haenn@ncsu.edu
COURSE OBJECTIVE: This course offers a detailed introduction to anthropological theory, interpretive styles and
research techniques of major nineteenth and twentieth century anthropologists working within the analytic frameworks of
their times. As Laura Nader describes in her brief history of the field, the class examines the shift from the 19th to the 20th
century: “from the library to the field, from diachronic to synchronic study, from the search for origins to relativism, from
physical measurement to biological understanding, and from structure to function. The major achievements of 20th century
sociocultural anthropology moved away from piecemeal reportage to an identification of patterns and the idea that culture
is made rather than received.”
PREQUISITE: ANT 252 and one of the following: ANT 310, 325, 330 or 346.
LEARNING OUTCOMES: At the end of this course, students will be able to:
• define the major theories that anthropologists use to study human culture,
• identify key thinkers in anthropological theorization and their impact on the discipline,
• compare and contrast the analytical and explanatory power of different anthropological theories,
• assess the social and historical context in which the major theories developed, and
• evaluate the contributions of the major theories to contemporary dialogues and debates in
anthropology.
REQUIRED READING
1) Erickson, Paul A. and Liam Murphy. 2008. A History of Anthropological Theory, 3rd ed. Ontario,
Canada: Broadview Press. ISBN: 1-55111-526-3
2) Erickson, Paul A. and Liam Murphy, eds. 2006. Readings for a History of Anthropological Theory,
2nd ed. Ontario, Canada: Broadview Press. ISBN: 1-55111-760-6
3) Moore, Henrietta and Todd Sanders, eds. 2006. Anthropology in Theory: Issues in Epistemology.
Oxford: Blackwell Publishing.
GRADES: Grades will be based on the following assignments.
Seat time: For each class attended, students will receive 2 points toward their final grade. To receive this, students must
be in their seats at the beginning of class when attendance is taken. Total seat time is worth 56 points.
Reading responses: Reading responses entail one, 250-word page of writing that summarizes the reading assignments and
poses 3 questions for discussion. Like the papers, reading responses should be written in 12-point font with one-inch
margins. Students may use the reading responses to explore the questions listed below under “Synthesis Papers.” By
doing so, the reading responses will function as early drafts of the synthesis papers. Reading responses will be collected
on Thursdays for grading and returned on Tuesdays. Each reading response is worth 4 points. Grading will based on how
close the submissions fulfill these directions. (I.e. 100% complete = 4 points; 75% complete = 3 points, etc.) Points will
be deducted for changes in font, margin, and other means that attempt to make a contribution appear longer. There are 21
reading responses which equal a total 84 points.
Expert panels: Each student will participate in one panel during the course of the semester. Expert panels include 4
students, a combination of graduate and undergraduate students. Each panel will be assigned 20 minutes of class time.
Student panelists may use this time as they wish to demonstrate their expertise in the topic, respond to class questions, and
otherwise reinforce the topic under discussion. Student participation in each panel is worth 50 points. The 50 points will
be divided into 2 parts. The presentation itself will be worth 30 points based on a rubric that will be handed out in class.
The remaining 20 points will be based on each student’s individual effort toward the group project based on my
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assessment as well as the peer evaluation attached to the end of this syllabus. Further directions on the peer assessment
will be provided during class.
Synthesis Papers: Four synthesis papers due over the course of the semester. In each paper, students should review the
writings in the previous section(s) and synthesize the theories described using any or all the following questions. These
same questions will provide a touchstone for our discussions throughout the semester:
How does this author define culture? Where does the author say we should we look for culture?
How does this author define the “individual”? How does this author define the “group”? What does the author
say holds the two together?
See writing and editing directions for more help with composition. Students can also get help with writing at the Tutorial
Center: http://www.ncsu.edu/tutorial_center. Undergraduate papers should be 5-7 pages in length, double-spaced, 12point font, with one-inch margins (i.e. 1,250-1,500 words). Graduate student papers should be 7-10 pages in length,
double-spaced, 12-point font, with one-inch margins (i.e. 1,500-2,000 words). Papers will be graded according to a
grading rubric to be distributed during class. Additional instructions on developing a synthetic perspective for the paper
will be offered in class.
Late Papers: I mark late papers down 25% for each 24 hours the paper is late. For example, if the paper is due on
Tuesday at 10:30, the paper will be marked down 25% if handed in anytime between 10:31 on Tuesday and 10:30 on
Wednesday. The paper will be marked down 50% if handed in anytime between 10:31 on Wednesday and 10:30 on
Thursday, and so on. If a paper arrives at 10:31, I will likely assign it the higher grade. However if the paper arrives
closer to 11 a.m., I am unlikely to sway.
Class Discussion: In order to reward people’s contributions to class, I will keep a rough track of how often students speak
up. In order to give everyone a fair chance to contribute, whenever I call on students, I will give first preference to those
who have not yet had a chance to speak. Also, I recognize that in a class that includes both graduates and undergraduates,
the undergraduates sometimes prefer to be quiet. As such, undergraduates will receive bonus points for their contributions
to class discussion. Graduate students may earn up to 50 points for class discussion. Undergraduates may earn up to 75
points.
Assignment
Graduate
Points
Seat time (12%)
Reading responses (17%)
Expert panel (10%)
Synthesis papers (4 in all; 50%; 41%)
Seminar Discussion (10%; 15%)
Bonus points
TOTAL
56
84
50
240
50
5
485
Undergraduate
Points
Final grades will be based on the following scale
Percentage
Grade
Points
56
97 --100 =
A+
471-485
84
94 -- 96 =
A
456-470
50
90 -- 93 =
A436-455
200
87 -- 89 =
B+
421-435
75
84 -- 86 =
B
407-420
20
80 -- 83 =
B388-406
485
77 -- 79 =
C+
373-387
74 -- 76 =
C
359-372
70 -- 73 =
C340-358
67 -- 69 =
D+
325-339
64 -- 66 =
D
310-324
60 -- 63 =
D291-309
Below 60 =
F
Below
GRADING PHILOSOPHY
What perspective do I bring to student grades? I generally combine 2 points of view, one that is simple and is based on
different levels of knowledge and one that considers a student’s performance as a whole.
First point of view: Grades can reflect different levels of knowledge, as follows:
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D=comprehends material when text is at hand
C=comprehends material and is able to communicate that understanding without the aid of original text, i.e. has
memorized and can verbalize the content of assignments
B= has memorized and can verbalize the content of assignments and connects the material at hand with other aspects of
the class
A= achieves all the above and is able to say something new about how this material connects to other material
Second point of view: Grades consider the whole of a student’s performance, as follows:
A: Outstanding. Excellent.: Indicates a student who demonstrates thorough knowledge of concepts and frameworks and
exceptional skill in the application and articulation of those concepts and frameworks in satisfying course requirements.
Demonstrates the ability to analyze and synthesize materials from both inside and outside the classroom. Participates
thoughtfully and extensively in class discussions and group exercises. Is not late for or absent from class.
B: Good. Competent.: Indicates a student who has good, above average, level of knowledge of concepts and frameworks
together with considerable skill in using them to satisfy course requirements. Participates regularly in class discussions
and group exercises. Is rarely late for or absent from class.
C: Average. Fairly Competent:
Indicates a student who has a basic, acceptable level of knowledge of concepts and frameworks together with some skill
in using them to satisfy course requirements. Follows assignment directions and meets deadlines. Participates in class
discussions and groups exercises. Is not late for or absent from class more than three times.
D: Below Expectations. Passing: Indicates a student who has minimal knowledge of concepts and frameworks and below
average ability to use them to satisfy course requirements. Communication skills below what is expected of a college
student. Fails to attend regularly and to participate appropriately in class exercises.
F: Well Below Expectations. Failure: Indicates a student who shows little or no understanding of concepts and
frameworks and is unable to relate materials from inside and outside the classroom. Student fails to seek assistance from
appropriate resources for improvement; is consistently late in meeting course requirements; and is habitually late for or
absent from class. Fails to participate appropriately in classroom discussion and group exercises.
ADDITIONAL COURSE POLICIES:
Incompletes: Incompletes will only be given if the student meets the university requirements outlined in the following
document: http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.13.php
Late Arrivals, Absences, and Attendance: Attendance is required. There will be no makeup of missed assignments,
exams, presentations and except as defined by University policy on excused absences. Anticipated absences must be
cleared with the instructor before missing class. For more information on excused absences please consult:
http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.4.php
Academic Integrity: Assignments in this class are intended to assess individual knowledge and understanding of the
subject material addressed in this class. Cheating or plagiarism will not be tolerated. All individuals involved in an act of
academic dishonesty will be reported to the Office of Student Conduct. If you have any questions about what constitutes
academic integrity and the potential penalties incurred therein, please consult:
http://www.ncsu.edu/policies/student_services/student_conduct/POL445.00.1.htm
Open Learning Environment: The intention and structure of university level courses are to provide open, thoughtful
forums for a wide variety of topics. While discussing these topics, students shall not discriminate on the basis of “race,
color, religion, creed, sex, national origin, age, disability or veteran status” as outlined in the University’s Unlawful
Harassment Policy, available at: http://www.ncsu.edu/policies/campus_environ/non-discrimination/REG04.25.4.php
If you have a concern in this regard, please contact the Equal Opportunity Office at 515-3148, or contact the instructor.
Physical or Learning Disabilities: Reasonable accommodations will be made for students with verifiable disabilities. In
order to take advantage of available accommodations, students must register with Disability Services for Students at 1900
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Student Health Center, Campus Box 7509, 515-7653, and present the instructor with a letter indicating what types of
accommodations will be required. Please consult: http://www.ncsu.edu/provost/offices/affirm_action/dss . For more
information on NC State’s policy on working with students with disabilities, please consult:
http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php
ASPECTS OF THIS SYLLABUS MAY CHANGE IN ACCORDANCE WITH UNFORESEEN CIRCUMSTANCES. ANY
CHANGES WILL BE ANNOUNCED IN CLASS AND POSTED ON THE COURSE’S VISTA SITE.
ALWAYS BRING ASSIGNED READINGS TO CLASS, AS WE WILL USE THEM IN OUR ACTIVITIES
COURSE SCHEDULE:
(an asterisk * denotes optional readings for undergraduates)
(online articles are located on the course VISTA site)
Thurs, Aug 19
Introduction and Course Overview
Tues, Aug 24
The Enlightenment and Positivism
Readings:
Erickson and Murphy/History: 17-42
Erickson and Murphy/Readings: 3-10 [Hereafter denoted as ‘E&M’]
Boas, Franz (1932): The Aims of Anthropological Research (M&S)
I. Foundations of Social Theory
Thurs, Aug 26
The Collective Conscience: Durkheim
Due: Two responses due for Aug 24 and Aug 26 assignments
Readings:
Erickson and Murphy/History: 78-81
Durkheim, Emile (1915): Introduction to The Elementary Forms of Religious Life (E&M)
Durkheim, Emile (1938): Rules for the Explanation of Social Facts (M&S)
Tues, Aug 31 Evolutionism: Spencer and Darwin, Tyler and Morgan
Expert Panel #1
Readings:
Erickson and Murphy/History: 46-74
Spencer, Herbert (1876): The Organic Analogy Reconsidered (E&M)
Darwin, Charles (1871): General Summary and Conclusion to The Descent of Man (E&M)
Tylor, Edward (1873): The Science of Culture (E&M)*
Morgan, Lewis (1877): Ethnical Periods (E&M)*
Thurs, Sep 2 History and Materialism: Marx
Due: Two responses due for Aug 31 and Sep 2 assignments
Readings:
Erickson and Murphy/History: 43-48
Erickson and Murphy /Readings: 10-12
Marx, Karl and Friedrich Engels (1888): Bourgeois and Proletarians (E&M)
Marx, Karl and Friedrich Engels (1845-46): “Feuerbach: Opposition of the Materialist and Idealist
Outlook,” in Anthropological Theory: An Introductory History, pp. 54-68 [4th ed., 2008]. R.
McGee and R. Warms, eds. Boston: McGraw Hill. (online)*
Tues, Sep 7 Rationalization and Modernity: Weber
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Expert Panel #2
Readings:
Erickson and Murphy/History: 81-84
Weber, Max (1922): The Sociology of Charismatic Authority (E&M)
Weber, Max (2006): Puritanism and the Spirit of Capitalism (M&S)
B: THE EARLY TWENTIETH CENTURY
I. American Cultural Anthropology
Thurs, Sep 9 Historical Particularism I: Boas
Due: Two responses due for Sep 7 and Sep 9 assignments
Readings:
Erickson and Murphy/History: 93-97
Boas, Franz (1920): The Methods of Ethnology (E&M)
Boas, Franz (1940): The Limitations of the Comparative Method of Anthropology (M&S)
Tues, Sep 14 Historical Particularism II: Lowie and Kroeber
Expert Panel #3
Readings:
Erickson and Murphy/History: 98-102
Lowie, Robert (1920): Conclusion to Primitive Society (E&M)
Kroeber, Alfred (1923): What Anthropology is About (E&M)
Kroeber, Alfred (1952): The Concept of Culture in Science (M&S)*
Thurs, Sep 16 Culture and Personality: Mead and Benedict
Due: Two responses due for Sep 14 and Sep 16 assignments
Readings:
Erickson and Murphy/History: 102-111
Mead, Margaret (1928): Introduction to Coming of Age in Samoa (E&M)
Benedict, Ruth (1934): The Individual and the Pattern of Culture (E&M)
Bateson, Gregory (1936): Problems and Methods of Approach (M&S)*
Tues, Sep 21
Synthesis Paper Due
II. British Social Anthropology
Thurs, Sep 23
Functionalism: Malinowski
Due: One response due for Sep 23 assignments
Expert Panel # 4
Readings:
Erickson and Murphy/History: 123-130
Malinowski, Bronislaw (1922): The Subject, Method, and Scope of This Inquiry (E&M)
Malinowski, Bronislaw (1939): The Group and the Individual in Functional Analysis (M&S)
Tues, Sep 28
Structural-Functionalism: Radcliffe-Brown and Other Brits
Readings:
Radcliffe-Brown, A. R. (1958): On Social Structure (M&S)
Fortes, Meyer and E. Evans-Pritchard (1940): Introduction to African Political Systems (E&M)
Levi-Strauss, Claude (1952): Social Structure (M&S)
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Thurs, Sep 30
Politics and Conflict: Gluckman and the Manchester School
Due: Two responses due for Sep 28 and Sep 30 assignments
Expert Panel # 5
Readings:
Erickson and Murphy/History: 130-134
Gluckman, Max (1963): Rituals of Rebellion in South-East Africa (E&M)
III. French Structural Anthropology
Tues, Oct 5
Categorization: Durkheim and Mauss
Readings:
Erickson and Murphy/History: 111-113
Durkheim, Emile and Marcel Mauss (1903): Sections from Primitive Classification. R. Needham, trans.
[1963]. Chicago: University of Chicago Press. (online)
Durkheim, Emile (1912): “The Cosmological System of Totemism and the Idea of Class,” in
Anthropological Theory: An Introductory History, pp. 80-90 [4th ed., 2008]. R. McGee and R. Warms, eds. Boston:
McGraw Hill. (online)
Thurs, Oct 7
No class, Fall Break
Tues, Oct 12 Structuralism and Oppositions: Lévi-Strauss
Expert Panel # 11
Readings:
Erickson and Murphy/History: 113-116
Lévi-Strauss, Claude: (1967): Structuralism and Ecology (E&M)
Lévi-Strauss, Claude (1968): Structural Analysis in Linguistics and in Anthropology (M&S)
Thurs, Oct 14
Applying Structural Theory: Douglas and Leach
Due: Three responses due for Oct 15, Oct 12, Oct 14 assignments
Expert Panel # 6
Readings:
Erickson and Murphy/History: 117-122
Douglas, Mary (1966): “External Boundaries [Purity and Danger],” in Anthropological Theory: An
Introductory History, pp. 484-493 [4th ed., 2008]. R. McGee and R. Warms, eds. Boston:
McGraw Hill. (online)
Leach, Edmund (1972): Structuralism in Social Anthropology (E&M)*
Leach, Edmund (1954): Introduction to Political Systems of Highland Burma (M&S)
Tues, Oct 19
Synthesis Paper Due
C: THE MIDDLE TWENTIETH CENTURY
Thurs, Oct 21
Neo-Evolutionism: White and Steward
Due: One response due for Oct 21 assignments
Readings:
Erickson and Murphy/History: 141-145
Erickson and Murphy /Readings: 258-261
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White, Leslie (1949): Energy and the Evolution of Culture (M&S)
Steward, Julian (1955): The Concept and Method of Cultural Ecology (M&S)
Tues, Oct 26 Cognitive Anthropology: Sapir, Whorf, and Conklin
Expert Panel # 12
Readings:
Erickson and Murphy/History: 138-141
Sapir, Edward (1927): The Unconscious Patterning of Behavior in Society (E&M)
Whorf, Benjamin (1950): An American Indian Model of the Universe. International Journal of
American Linguistics 16(2):67-72. (online)
Conklin, Harold (1955): Hanunóo Color Categories. Southwestern Journal of Anthropology 11(4):339344. (online)
Bloch, Maurice (1991): Language, Anthropology and Cognitive Science (M&S)
Thurs, Oct 28 Cultural Materialism and Ecological Anthropology
Due: Two responses due for Oct 26 and Oct 28 assignments
Expert Panel # 7
Readings:
Erickson and Murphy/History: 147-150
Harris, Marvin: The Epistemology of Cultural Materialism (E&M)
Rappaport, Roy (1967): Ritual Regulation of Environmental Relations Among a New Guinea People.
Ethnology 6:17-30. (online)
Gibson, Kathleen (2002): Customs and Cultures in Animals and Humans: Neurobiological and
Evolutionary Considerations (M&S)
D: THE LATER TWENTIETH CENTURY AND BEYOND
Tues, Nov 2 Symbolism: Turner and Geertz
Expert Panel # 13
Readings:
Erickson and Murphy/History: 157-166
Turner, Victor (1967): Symbols in Ndembu Ritual (E&M)
Geertz, Clifford (1973): Thick Description: Toward an Interpretive Theory of Culture (E&M)
Geertz, Clifford (1973): Deep Play: Notes on the Balinese Cockfight (online)*
Keesing, Roger (1987): Anthropology as Interpretive Quest (M&S)*
Thurs, Nov 4 Gender and Feminist Anthropology
Due: Two responses due for Nov 2 and Nov 4 assignments
Expert Panel #8
Readings:
Erickson and Murphy/History: 168-173
Gal, Susan (1991): Language, Gender, and Power: An Anthropological Review (E&M)
Strathern, Marilyn (1981): Self-Interest and the Social Good: Some Implications of Hagen Gender
Imagery (E&M)*
Ortner, Sherry (1996): So Is Female to Male as Nature Is to Culture? (M&S)
Oyìwùmí, Oyèrónké (1997): The Invention of Women (M&S)
Tues, Nov 9 Political Economy and World Systems
Readings:
Erickson and Murphy/History: 173-180
Wolf, Eric (1982): Introduction to Europe and the People Without History (E&M)
Latour, Bruno (1993): Relativism (M&S)
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Donham, Donald (1999): Epochal Structures I: Reconstructing Historical Materialism (M&S)*
Thurs, Nov 11 Synthesis Paper Due; no reading response due
Tues, Nov 16 Power and Practice: Foucault and Bourdieu
Readings:
Erickson and Murphy/History: 180-189
Foucault, Michel (1961): The Birth of the Asylum (E&M)
Ortner, Sherry (1984): Theory in Anthropology since the Sixties (E&M)*
Foucault, Michel (1980): Two Lectures (M&S)
Bourdieu, Pierre (1977): Structures and the Habitus (M&S)
Thurs, Nov 18
The Crisis and Politics of Representation
Due: Two responses due for Nov 16 and Nov 18 assignments
Expert Panel # 9
Readings:
Erickson and Murphy/History: 189-191
Clifford, James (1986): Partial Truths (E&M)
Marcus, George and Michael Fischer (1986) A Crisis of Representation in the Human Sciences (E&M)
Abu-Lughod, Lila (1991): Writing Against Culture (M&S)
Tues, Nov 23 Globalization
Readings:
Erickson and Murphy/History: 194-198
Appadurai, Arjun (1990): Disjuncture and Difference in the Global Cultural Economy (E&M)
Gupta, Akhil and James Ferguson (1992): Beyond “Culture”: Space, Identity, and the Politics of
Difference. (M&S)*
Marcus, George (1999): What is at Stake – and is not – in the Idea and Practice of Multi-sited
Ethnography (M&S)
Thurs, Nov 25
no class, Thanksgiving Break
Tues, Nov 30 Postcolonialism and Modernity
Expert panel # 10
Readings:
Excerpt from Post-Colonialism by Robert Young (online)
Comaroff, Jean and John Comaroff (1991): Introduction to Of Revelation and Revolution (M&S)
Comaroff, Jean and John Comaroff (1999): Occult Economies and the Violence of Abstraction: Notes
from the South African Postcolony. American Ethnologist 26(2):279-303. (online)*
Sahlins, Marshall (1999): What is Anthropological Enlightenment? Some Lessons of the Twentieth
Century. Annual Review of Anthropology 28:i-xxiii. (online)
Thurs, Dec 2
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Synthesis Paper Due – Straw Vote ‘Who Got it Right?’
Group Project Peer Evaluation
Your name (A):_______________________________
All group members’ names (excluding yours, alphabetically ordered by last names)
(B)
________________________________
(C)
________________________________
(D)
________________________________
(E)
________________________________
(F)
________________________________
Part I: Reflect on the actual behaviors of all group members during the group project. Then, indicate each member’s
behavior by placing that member’s letter (Y, A, B, etc.) in the appropriate space. Include yourself in this assessment.
Please use these ratings as a basis for your overall evaluation in Part II.
Never
Rarely
Usually
Always
Attended group meetings
Planned activities
Assumed leadership role
Participated in discussion
Contributed significant research
Contributed ideas
Contributed time
Developed key parts of presentation
Worked without prodding
Followed through on tasks
Reliable in doing work
Offered constructive criticism
Showed “good citizenship”
Behaved cooperatively
Behaved respectfully to others
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Part II: Please use the assessment in Part I as a basis of your overall assessment below. Give your assessment by
assigning a rank order to the group members (ties are not allowed). Also, please indicate the percentage of value that each
member added to the project. The total percentages must add up to 100%.
Group Member Name
1.
2.
3.
4.
5.
10
% of Value
Added to Group Project
Feedback for the Group Member (please be as
specific as possible; focus on observed behaviors;
avoid evaluations)