10854 Anth 395 History of Anthropological Thought W'08

9:35-10:45 MWF 220 CSWS Instructor: Dr. Kathleen Fine

My office: 279 CSWS, 247-7438 fine_k@fortlewis.edu

You cannot know where you are going if you have no idea where you've been. By reviewing some basic historical paths taken by social theorists you will be able to not only see more clearly where you are headed, but you will be able to step into the conversation this community of scholars and practitioners has been conducting for well over 200 years. This course is required for a degree in anthropology. It will perhaps be the only course that puts you on common intellectual ground with all other anthropology majors. We will not even begin to cover all the “schools” of thought, but will instead concentrate on what has been “good to read” for the past several decades. Enjoy the journey. Have patience with the 19^th-century; if it had ever gone away we wouldn’t have to read it again, but it didn’t, so we do.

Required Texts

AT = Anthropological Theory, 2008. R. Jon McGee & Richard L. Warms, eds. 4^th edn. McGraw-Hill.

Trigger = Bruce Trigger. 2006. A History of Archaeological Thought. 2nd edn. Cambridge University Press.

SAHLINS 1999: Posted on Moodle (see “resources”):“What is Anthropological Enlightenment?”

Course expectations: (Preparation, Seriousness of Purpose, An Open Mind...)

* 20%. Attendance, preparation, participation. Are you prepared each class meeting to discuss that day’s topic? Do you have good questions over the readings, posed in the classroom and/or via Moodle? This grade also reflects 1-2 presentations you will be required to give over reading(s) in class. You will lead discussion and turn in your notes.

* 80% Four essays. One must be include FIVE library resources (you may do research on the internet, but only through a valid academic search engine so that your reference is a full academic citation and not a URL).

You must use proper citation in your essays!

(List individual authors separately, even if they do all come from AT.)

COURSE STUDY STRATEGIES

• I assign more articles/chapters each week than you can possibly read. The idea is to give you exposure, not to frustrate you. But you must CHOOSE 1-2 of the readings on which to concentrate well, so that you may ask informed questions. You will use many of the articles as resources for your essays, so listening carefully to discussion about them will help you go back to them when working on your essays. Swim through the essays—stop and contemplate what grabs your interest. Leave question marks next to the things that baffle you.
• Always read carefully the “synthetic” sections which contextualize the readings in the sections. These are the Intro pieces to each of the AT topical sections, and (usually) the introductory and concluding pages to each Trigger chapter.
• Look through both books (and the Sahlins piece) in their ENTIRETY early in the term. Become familiar with the direction of the course. Study charts that put the big picture in focus (e.g., Trigger, p. 31).
• Regardless of whether you think you “aren’t interested” in archaeology, I have chosen Trigger’s text because he does a masterful job of looking at archaeological thought within the context of the entire field, in the process illuminating the history of the entire (four) field (plus the applied modality) exceedingly well. In other words, Trigger is not “just about” archaeology. Read it.
• TAKE NOTES. I can’t emphasize this enough. You will want these notes (quotable quotes, questions, translations into your own words) when it is time to write synthetic essays.
• LOOK AHEAD to the final essay, wherein you must choose a piece in AT (or a theoretical orientation and a representative archaeologist) that reflects your own intellectual affinities. You need to be able to articulate these affinities, trace them back to at least the 19^th century, and provide depth to the discussion by reading and meaningfully citing at least four of the bibliographic resources provided at the end of the chosen piece. PLUS….
• An excellent resource for learning more about your more refined interests is Annual Review of Anthropology. Find this in the library and cite one article that relates to your interests. This means taking a pile of them to a carrel in the library and browsing through them. You can get an idea of what is in each issue by browsing contents on line: http://arjournals.annualreviews.org/loi/anthro (then you may be able to get the articles through the FLC library on JSTOR.
• Relax. Work hard. Free your mind. Don’t be an anti-intellectual (a position that those in power want those who don’t have power to adopt.)

EDUCATIONAL GOALS FOR ANTHROPOLOGY MAJORS

You are not expected to achieve ALL of these goals in just one course, but this course will give you some important headway in achieving them:

Critical Thinking: To develop a greater degree of critical thinking, not just in anthropology, but in terms of the world at large.

Critical Multicultural Awareness: To use the processes of critical thinking to develop a greater understanding of human diversity to highlight the sociocultural and historical groundings of knowledge in a democracy that is founded on tolerance for diversity and on healthy self-criticism. (CONTINUED NEXT PAGE)

Rhetorical Facility: To develop the ability to articulate one’s position in defensible and well-argued analytical and descriptive statements using both oral and written forms of expression.

Disciplinary Integration: To develop the ability to integrate perspectives from the different subdisciplines of anthropology (i.e., archaeology, biological anthropology, linguistic anthropology, and sociocultural anthropology) into a unified whole, including an examination of the historical constitution of the discipline.

Methodological Familiarity: To develop an appreciation for and understanding of the epistemological concerns of anthropology (as a science, social science, and humanity) and an ability to apply different methods to testing those concerns.

Organic Intellectualism: To develop an understanding of the ways anthropological knowledge and practice can be used in the amelioration of human problems, and to be able to communicate this understanding by word and deed.

Ethical Positioning: To be able to arrive at a considered and defensible personal position regarding the ethical implications of anthropological knowledge, practice, and research; and to be able to communicate this position cogently to others.

Career Preparation: To acquire the tools necessary, including familiarity with specific area studies, to pursue a career in anthropology or in a related professional field.

COURSE & COLLEGE POLICIES

Withdrawals

You must be earning a passing grade to withdraw from this class and receive a “W,” otherwise you will receive a grade of “F.” Exceptions will be made only under extreme circumstances. If you find that you are struggling, it is in your best interest to stay in the course and try to bring up your grade. I encourage anyone who is having trouble to come see me during office hours or to make an appointment to come talk to me.

Incomplete grades

A grade of “I” is given only in cases where a student is currently passing the class and is unable to complete the final work for the course due to some sort of emergency situation. An “I” is a student- initiated grade that must be approved by the instructor.

Extra Credit Policy

The structure, schedule, and goals of this course are clearly spelled out in this syllabus. Because the course guidelines are very clear, no extra credit will be given in this class.

STUDENTS WITH DISABILITIES

Students with disabilities have equal access and equal opportunity in this course.  If you require reasonable accommodations to fully participate in course activities or meet course requirements, you must register with Disability Services, 280 Noble Hall, 247-7459.  If you qualify for services, bring your letter of accommodation to me as soon as possible.

Statement on Cheating & Plagiarism

Cheating in any form will result in an “F” for the class and a file established in your name in the Office of the Vice President for Academic Affairs. More than one entry in the file may result in your dismissal from the college.

Drug and Alcohol Policy

Use of drugs or alcohol by students on campus or in college sanctioned off-campus activities is strictly against FLC policy and will not be tolerated in this class. If I find a student in violation of this policy he or she will be asked to leave the classroom and may be faced with sanctions as specified in the student handbook (www.fortlewis.edu/administrative_services/flc_policies/04_human_resources/4-14.asp).