Course Language:
English
Course Objectives:
This course enables students to identify and evaluate the role of key symbols, metaphors, icons & indexes in defining gender relations, economic production & ecological adaptation in several societies.
Course Content:
Examines how key symbols justify a) relations of reproduction (gender roles, ecological adaptation) & b) relations of production in Lakota, Iroquois, Trobriand, Huichol, Ilongot, Papago, & Iban societies.
Teaching Methods:
1: Lecture, 2: Question-Answer, 3: Discussion 4: Simulation 5: Case Study
Assessment Methods:
A: Testing, B: Multiple Choice C: Homework D: Fill in the blanks E: True or false F: Oral exam G: Portfolio
Vertical Tabs
Course Learning Outcomes
Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
1) Explains basics of language, culture & meaning | 1,2,3,5 | 1, 2, 3 | A |
2) Evaluates Sherry Ortner’s criteria for identifying key symbols, elaborating symbols & scenarios | 1,2,3 | 1, 2, 3 | A |
3) Compares native & anthropological meaning & purpose of economic, social, ecological & religious institutions in specific societies | 1,2,3,4,5 | 1, 2, 3 | A |
4) Compares discourses about cultural relativism & human rights | 1,2,5 | 1, 2, 3 | A |
5) Discusses psychological, medical & ecological criteria used to judge harmful practices, e.g., female genital mutiliation, in specific societies | 1,2,3,4,5 | 1, 2, 3 | A |
Course Flow
COURSE CONTENT | ||
Week | Topics | Study Materials |
1 | What words connote or denote, the role of metaphor in culture | Basso, Hayakawa |
2 | How to identify key symbols, elaborating symbols & scenarios | Ortner |
3 | Discussion of Lakota use of sacred pipes & trees in various rituals | Brown, Powers |
4 | Discussion of Lakota female initiation & Sun Dance rituals | Brown, Walker |
5 | Understanding role of wampum & Longhouse as key symbols in creating the Iroquois confederacy | Grinde, Johansen |
6 | Examines reasons & justification of female dominance in Iroquois society | Grinde, Johansen |
7 | Examines role of key symbols in perpetuating the Kula confederacy | Malinowski |
8 | Compares Trobriand non-linear thinking with modern view of history | Malinowski, Lee |
9 | Discussion of Huichol sacred indexes, pilgrimages & ecological adaptation | Fikes |
10 | Discussion of female genital mutilation as violation of human rights | Fluehr-Lobban |
11 | Examines antecedents & consequences of Ilongot headhunting | Jensen, Freeman |
12 | Examines antecedents & consequenes of Iban headhunting | Rosaldo, Spiro |
13 | Examines meaning & purpose of Papago pilgrimages & warfare | Underhill |
14 | Comprehensive review of key topics | All of the above |
15 | Final |
Recommended Sources
RECOMMENDED SOURCES | |
Textbook | Argonauts of the Western Pacific by B. Malinowski. The Sacred Pipe by J.E. Brown. Exemplar of Liberty by D. Grinde & B. Johansen |
Additional Resources | Unknown Huichol: Shamans & Immortals, Allies against Chaos by Jay Fikes. Singing for Power by Ruth Underhill. Culture & Truth by Renato Rosaldo. The Iban and Their Religion by E. Jensen. |
Material Sharing
MATERIAL SHARING | |
Documents | |
Assignments | |
Exams |
Assessment
ASSESSMENT | ||
IN-TERM STUDIES | NUMBER | PERCENTAGE |
Mid-terms | 1 | 25 |
Homework | 1 | 25 |
Final | 1 | 50 |
Total | 100 | |
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 50 | |
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 50 | |
Total | 100 |
Course’s Contribution to Program
COURSE'S CONTRIBUTION TO PROGRAM | |||||||
No | Program Learning Outcomes | Contribution | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Trains reputable academics who know the place of anthropology in the broader field of social sciences and its conceptual structure, who have absorbed the theoretical foundations and who can adopt the theoretical approaches to their original research, | X | |||||
2 | Equips students with the technical and cultural knowledge, methods, ethical concerns to be able to bring together the theory and practice to express in written and oral format; with a tendency to inquire, examine and improve themselves, | X | |||||
3 | Trains anthropologists who follow up both national and international publications related to their areas of interest in anthropology and other social sciences, who are able to interpret and analyze the current events from an anthropological perspective, | X | |||||
4 | Trains anthropologists who can apply the anthropological approach both in their professional – media and advertisement, research, strategy, NGOs etc.- and their personal lives. | X | |||||
5 | Trains anthropologists who can apply the anthropological approach both in their professional – media and advertisement, research, strategy, NGOs etc.- and their personal lives. | X |
ECTS
ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
Course Duration (Including the exam week) | 15 | 3 | 45 |
Hours for off-the-classroom study (Pre-study, practice) | 15 | 3 | 45 |
Mid-terms | 1 | 21 | 21 |
Homework | 1 | 90 | 90 |
Final examination | 1 | 45 | 45 |
Total Work Load | 243 | ||
Total Work Load / 25 (h) | 9.72 | ||
ECTS Credit of the Course | 10 |