Personality and Culture Theorists and the beginnings of Psychological Anthropology; Psychoanalytical Anthropology; Cognitive Psychological Anthropology; Development and Culture; Emotion and Culture; Self and Culture; Problems of Liberal Democracies from a Psychological Anthropological Perspective
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| To understand what psychological anthropology is; to learn about history of its development and its intimate ties to the field of psychology | 3,4,5 | 1,2,3 | A, C |
| Critical analysis of the relationship between culture and the basic subjects of psychological science | 3,4,5 | 1,2,3 | A, C |
| Critical evaluation of the universal statements about human beings in the light of the psychological anthropological knowledge | 3,4,5 | 1,2,3 | A, C |
| Gaining an insight about the problems of liberal democracies in the light of the psychological anthropological knowledge | 3,4,5 | 1,2,3 | A, C |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction | Levine, Intro |
| 2 | Personality and Culture | Levine, Introduction to Part I, Chapter 2, & 3 |
| 3 | Psychoanalytical Anthropology | Freud’s “Dissection of Psychic Personality” |
| 4 | Psychoanalytical Anthropology | Levine, Chapter 11 & 12; Shwartz, White, & Lutz, Chapter 12 |
| 5 | Cognitive Approach to Psychological Anthropology | Shwartz, White, & Lutz, Chapter 2 & 4 |
| 6 | Cognition and Culture | Vygotsky Chapter 2-4; Casey & Edgerton, Chapter 3 |
| 7 | Development and Psychological Anthropology | Lucy, “linguistic relativity”; Shwartz, White, & Lutz, Chapter 5 |
| 8 | Development and Psychological Anthropology | Shwartz, White, & Lutz, Chapter 6; Casey & Edgerton. Chapter 17 |
| 9 | Emotion and Psychological Anthropology | Casey & Edgerton. Chapter 2; Levine, Chapter 4 |
| 10 | Emotion and Psychological Anthropology | Levine, Chapter 7 & 8 |
| 11 | Self, Identity, and Culture | Shweder and Bourne; Casey & Edgerton. Chapter 10 |
| 12 | Self and Culture |
Levine, Chapter 18;
Kitayama, S., & Duffy, S. (2004) |
| 13 | Liberal Societies and Their Problems from Psychological Anthropological Perspective | Shweder, Richard A. 2002; Usha, Menon. 2002 |
| 14 | Liberal Societies and Their Problems from Psychological Anthropological Perspective | Casey & Edgerton. Chapter 12 |
| 15 | Liberal Societies and Their Problems from Psychological Anthropological Perspective | Mahmood, Saba 2001. |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook |
Conerly Casey & Robert B. Edgerton (eds). 2005. A Companion to Psychological Anthropology: Modernity and Psychocultural Change . New York: Blackwell.
Robert A. Levine. 2010. Psychological Anthropology: A reader on Self in Culture. New York: Wiley-Blackwell. Theodore Schwartz, Geoffrey M. White, & Catherine Lutz (eds.). 1995. New Directions in Psychological Anthropology. New York: Cambridge University Press. |
| Additional Resources |
Shinobu Kitayama & Sean Duffy. 2004. Cultural competence—Tacit, yet fundamental: Self, social relations, and cognition in the US and Japan. In R. J., Sternberg, & E. L. Grigorenko, (Eds.), Culture and competence: Contexts of life success. Washington, DC: American Psychological Association. Pp: 55-87.
Richard A. Shweder. 2002. “What about female genital mutilation?’ Why understanding culture matters in the first place” pp. 216-252 in Engaging Cultural Differences: The Multicultural Challenge in Liberal Democracies edited by Shweder, Richard A., Martha Minow, and Hazel Markus. New York: Russell Sage Foundation. Menon Usha. 2002. “Neither victor nor rebel: Feminism and morality of gender and family life in a Hindu temple town” pp. 288-309 in Engaging Cultural Differences: The Multicultural Challenge in Liberal Democracies edited by Shweder, Richard A., Martha Minow, and Hazel Markus. New York: Russell Sage Foundation. Saba Mahmood. 2001. “Feminist Theory, Embodiment, and the Docile Agent: Some Reflections on the Egyptian Islamic Revival,” Cultural Anthropology, 6(2):202-236. |
Material Sharing
| MATERIAL SHARING | |
| Documents | |
| Assignments | Two research based presentations |
| Exams | One midterm exam; One final exam |
Assessment
| ASSESSMENT | |||
| IN-TERM STUDIES | NUMBER | PERCENTAGE | |
| Mid-terms | 2 | 35 | |
| Presentation | 1 | 40 | |
| Assignment | 1 | 25 | |
| Total | 100 | ||
| Contribution of Final Examination to Overall Grade | 25 | ||
| Contribution of In-Term Studies to Overall Grade | 75 | ||
| 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: 16x Total course hours) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 3 | 45 |
| Mid-terms | 2 | 60 | 120 |
| Homework | 1 | 45 | 45 |
| Final examination | - | - | - |
| Total Work Load | 255 | ||
| Total Work Load / 25 (h) | 10.2 | ||
| ECTS Credit of the Course | 10 | ||