DESCRIPTION} ANTH 296: Prerequisites: ENGL 001 (or its equivalent) with a grade of C- or higher; ANTH 103. Investigation of the history of the development of and method in anthropological thought and practice from the nineteenth century to the present. Seminar format. This is a writing proficiency, WP course; a grade of C- or better certifies writing proficiency for majors. (The 2003-2005 University Catalog, page 194).

DESCRIPTION of ANTH 296H: Prerequisites ENGL 001 (or its equivalent) with a grade of C- or higher; ANTH 103, acceptance into the Honors Program. This investigation of the method and theory into anthropological thought of the last century is directed to individual research interests and problem development for the honors thesis Seminar format. This is a writing proficiency, WP course; a grade of C- or better certifies writing proficiency for majors. (The 2003-2005 University Catalog, page 194).

ANTH 296 / ANTH 296H is the designated WP (Writing Proficiency) class for the Anthropology Major and the Department of Anthropology graduation literacy certification requires that you pass this course at the "C-" level. A "Criteria of Writing Proficiency" appears at the end of this syllabus. The "World Wide Web" and the implications of this technology for Anthropology will also be discussed throughout the semester and various appropriate web sites will be introduced throughout the semester. In addition, the Anthropology 296 Guidebook and Selected Anthropology Essays by Urbanowicz required text on the web will be updated at various times throughout the semester. [Please click here for the clickable "Web Table of Contents." Please see below for some URLs that might be of value to you for this course (as well as other courses).]  

THREE REQUIRED TEXTS:
Meryl W. Davies & Piero (2002) Introducing Anthropology.
L.L. Langness (1987) The Study of Culture: Revised Edition.
C.F. Urbanowicz (2004) Spring 2004 Anthropology 296 Guidebook and Selected Anthropology Essays by Urbanowicz http://www.csuchico.edu/~curban/syllabi/SYL_296-SP2004.html; complete Essay listing here.

THREE HIGHLY RECOMMENDED ITEMS:
Any English Language Dictionary.
William A. Strunk, Jr. (2000) The Elements of Style (4th edition).
The World Almanac and Book of Facts 2004.

ASSESSMENT AND IMPORTANT DATES:

WRITING ASSIGNMENT #1 (5%)	DUE on 2/24/2004 or 2/26/2004 (5%)
EXAM I (25%)	Tuesday, March 9, 2004 (25%)
SPRING BREAK!	March 15, 2004 -> March 19, 2004
WRITING ASSIGNMENT #2 (5%)	March 30, 2004
EXAM II (25%)	Tuesday, April 27, 2004
PARTICIPATION / PAPER PRESENTATION (15%)	January 27, 2004 -> May 13, 2004
WRITING ASSIGNMENT #3 (25%)	DUE by May 20, 2004 (25%)

NOTE: If you have a documented disability that may require reasonable accommodations, please contact Disability Support Services (DSS) for coordination of your acadmeic acocmodations. DSS is located in Building E. Building E is adjacent to Meriam Library and Bell Memorial Union (BMU). The DSS phone number is 898-5959 V/TTY or FAX 898-4411. Visit the DSS website at http://www.csuchico.edu/dss/.

THIRTY-NINE ITEMS ON TWENTY-FOUR HOUR RESERVE FOR READING SELECTIONS:
D. Bidney (1953), Theoretical Anthropology [GN/24/B492/1967]
D.J. Boorstin (1983),The Discoverers [CB/69/B66/1983]
J. Clifford & G. Marcus (1986), Writing Culture: The Poetics and Politics of Ethnography [GN/307.7/W75/1986]
E.L. Cerroni-Long (1999), Anthropological Theory in North America [GN/33/A444/1999]
E. Daniel & J. Peck (1996), Culture/Contexture: Explorations in Anthropology and Literary Studies [GN/307.7/C85/1996]
R. Darnell (1974), Readings in the History of Anthropology [GN/17/D35]
A. de Malefijt (1974), Images of Man [GN/17/D44/1974]
M. di Leonardo (1991), Gender At The Crossroads of Knowledge: Feminist Anthropology in the Postmodern Era [GN/33/G46/1991]
P. A. Erickson [with L. Murphy] (1998), A History of Anthropological Theory [GN/33/E74/1998]
R. Fox (1994), The Challenge of Anthropology: Old Encounters and New Excursions [GN/29/F69/1994]
R. Fox (1997),Conjectures & Confrontations: Science, Evolution, Social Concern [GN/468/F69]
U. Gacs et al. [Editors] (1988), Women Anthropologists: Selected Biographies [GN/20/W63/1988]
C. Geertz (1988), Works And Lives: The Anthropologist As Author [GN/307.7/G44/1988]
C. Geertz (1995), After The Fact: Two Countries, Four Decades, One Anthropologist [GN/21/G44/A3]
D. Hakken (1999), Cyborgs@Cyberspace? An Ethnographer Looks to the Future [QA/76.9/C66/H34/1999]
M. Harris (1968), The Rise of Anthropological Theory [GN/17/H3]
M. Harris (1999), Theories of Culture in Postmodern Times [GN/357/H39/1999]
Hayes & Hayes (1970), Claude Lévi-Strauss: The Anthropologist as Hero [GN/21/L4/H3]
H. R. Hays (1958), From Ape to Angel [GN/405/H34]
J. Helm (1966), Pioneers of American Anthropology
C. Herbert (1991), Culture And Anomie: Ethnographic Imagination In The Nineteenth Century [GN/357/H47/1991]
C. Hinsley (1981), Savages and Scientists: The Smithsonian.... [GN/17.3/U6/H56]
A. Kardiner & E. Preble (1961), They Studied Man [GN/405/K3]
A.L. Kroeber & C. Kluckhohn (1952),Culture: A Critical Review [GN/27/K7]
A. Kuper (1973), Anthropology and Anthropologists [GN/17/K26]
G. Marcus & M. Fischer (1986), Anthropology As Cultural Critique: An Experimental Moment In The Human Sciences, 2nd Edition [GN/345/M37/1999]
T.W. Luke (2002), Museum Politics: Power Plays At The Exhibition [AM/151/L85/2002].
G. Marcus (1998), Ethnography Through Thick And Thin [GN/345/M373/1998]
M. Mead & R. Bunzel (1960), The Golden Age of American Anthropology [E/77/M48]
A. Montagu (1974), Frontiers of Anthropology [GN/17/M/59/1974]
Naroll & Naroll (1973), Main Currents in Cultural Anthropology [GN/17/N37/1973]
T.K. Penniman (1936), A Hundred Years of Anthropology [GN/17/P4]
R.T. Pennock [Editor] 2001, Intelligent Design Creationism and Its Critics: Philosophical, Theological, and Scientific Perspectives [BS/652/P44/2001]
H. Powdermaker (1966), Stranger and Friend [HM/73/P67]
A.S. Ryan [Editor], (2002), A Guide To Careers in Physical Anthropology [GN/62/G85/2002]
S. Silverman (1981), Totems and Teachers: Perspectives on the History.....[GN/17/T69]
J.S. Slotkin (1965), Readings in Early Anthropology [GN/17/S46]
G.W. Stocking (1995), After Tylor: British Social Anthropology 1888-1951 [GN/308.3/G7/S74/1995]
F.W. Voget (1975), A History of Ethnology [GN/17/V63]

AND PLEASE CONSIDER THE FOLLOWING WORDS: "Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read but not curiously; and some to be read wholly, and with diligence and attention." Francis Bacon (1561-1626), English essayist and philosopher.

ALSO, please think about the following for this class (and ALL of your classes):

"Your instructor, however knowledgeable and good at communicating, cannot talk about everything at once. He or she cannot tell you at the same time about specific ethnographic cases and different kinds of societies, or about epistemological assumptions about how we learn things at the same time as about ethnographic field work methods, or about heuristic theories at the same time as about specific understandings of particular cultural patterns. He or she cannot tell you about Darwin [1809-1882] and Mendel's [1822-1884] contribution to evolution at the same time he or she is discussing the details of Australopithecus robustus, much less the ecological context and why we think the population that this fossil represents adapted to life on the savanna. You eventually need to know all of these things and how they influence one another, but you cannot learn all of it at once. Be patient; you will catch on [stress added]." Philip Carl Salzman and Patricia C. Rice, 2004, Thinking Anthropologically: A Practical Guide For Students (NJ: Pearson/Prentice-Hall), page 2.

FOR A "ROUGH" MASTER CHART OF VARIOUS ANTHROPOLOGISTS (located towards the end of this web Guidebook - or "roughly" in the middle-of-the-printed-volume), please click here. ALSO NOTE THE FOLLOWING:

THE DEPARTMENT OF ANTHROPOLOGY: A HIGH QUALITY LEARNING ENVIRONMENT: "Supported by an extraordinarily dedicated faculty and professional staff, the Department of Anthropology maintains a number of programs, initiatives and professional activities that contribute to a high quality learning environment for undergraduate and graduate students. based on the principles of learning by doing and the value of extended and intensive faculty-student contact, the program provides educational and training opportunities in all of the disciplines sub-fields: archeology, physical and cultural anthropology, linguistics and museum studies. Student learning is enhanced through facilities such as the Physical Anthropology Human Identification Laboratory, the Archaeological Research Program, the Ethnographic Lab and the Museum of Anthropology. Anthropology also makes significant contributions to General Education. The result is a rigorous, challenging and intellectually exciting program of academic and experiential learning. The success of this program can be measured in competitions and in launching successful careers in heritage resource management, forensic investigation, local regional and national museums and allied professional fields." President Manuel A. Esteban, California State University, Chico, May 13, 2003 Memorandum to all Faculty and Staff.

ALL ANTHROPOLOGY MAJORS SHOULD KNOW ABOUT the International Encyclopedia of the Social Sciences (1968) [REF/H40/A2I/5] the International Encyclopedia of the Social & Behavioral Sciences (2001) [REF/H41/I58/2001] AS WELL AS the Annual Review of Anthropology [GN/1/B52] and Archaeological Method And Theory (edited by Schiefer) [CC/A242/Vol 1, 1989->], AND the Encyclopedia of Cultural Anthropology (Edited by D. Levinson and M. Ember) [ref/GN/307/E52/1996]), AS WELL AS the various miscellaneous publications and journals available in Butte 305 (Ethnographic Laboratory). (Incidentally, you might find information on the Annual Review of Anthropology at this URL: http://www.jstor.org/journals/00846570.html);  AND DON'T FORGET about:

"The eHRAF Collection of Ethnography, available on the web, is a small but growing collection of HRAF full text and graphical materials supplemented, in some cases, with additional research through approximately the 1980's. The eHRAF Collection of Ethnography includes approximately 48 cultures, and regular additions are planned." (See http://www.hti.umich.edu/e/ehraf/).

ARE YOU AWARE OF?: http://www.csuchico.edu/lins/chicorio/ [Chico Rio - Research Instruction On-Line]:

"ChicoRIO is a series of Web based, self-paced lessons designed to help you learn how to find information. The tutorials will help you sharpen your research, critical thinking, and term paper writing skills. ChicoRIO also links to campus computing resources and a tour of the Meriam Library. The sections of ChicoRIO can be completed in any order."

FINALLY, ON PLAGIARISM / MISREPRESENTATION:

Plagiarism, in the 2003-2005 University Catalogue (page 47), is defined as follows: "Copying homework answers from your text to hand in for a grade; failing to give credit for ideas, statement of facts, or conclusions derived from another source; submitting a paper downloaded from the Internet or submitting a friend's paper as your own; claiming credit for artistic work (such as a music composition, photo, painting, drawing, sculpture, or design) done by someone else." FROM http://www.csuchico.edu/art/contrapposto/contrapposto00/pages/appendix8.html please note the following: "B. Plagiarism will lead to grade reduction [for] the course and could lead to suspension from the University. (You are responsible to the standards appearing in the University's catalogue and the student handbook. Please read the University's pamphlet, Academic Honesty, an Ounce of Prevention.) Copies of this handbook are available at the Student Judicial Affairs Office in Kendall Hall [stress added]."

ALSO, please note the following from the 2003-2005 University Catalogue (page 47) on Misrepresentation: "Having another student take your exam, or do your computer program or lab experiment; lying to an instructor to increase your grade; submitting a paper that is substantially the same for credit in two different courses without prior approval of both instructors involved; altering a graded work after it has been returned and then submitting the work for regrading [stress added]."

"The worst case of plagiarism on record at Chico State University was when someone copied and turned in an entire master's thesis. With plagiarism said to be on the rise here and nationwide, the university, along with representatives from the Associated Students government, has been meeting to discuss the matter of plagiarism on campus and what to do about it. ... When the CSU signed up with Turnitin.com on a trial basis last year, a search of 1,150 papers found 46 of them [4%] had 70 to 100 percent of their text matching papers in the site's database [stress added]." Devanie Angel, 2003, Cheaters are never beaters. The Chico News and Review, February 13, 2003, page 9.

"A French children's book author has filed a lawsuit against Disney claiming that superstar fish Nemo closely resembles his own creation, a smiling, wide-eyed clown fish named Pierrot, news reports said. Franck Le Calvez's book 'Pierrot the Clown Fish' tells the story of a striped orange fish who is separated from his family - a debut similar to' Finding Nemo,' the highest-grossing film of 2003. In February, a court will hear his case against Disney and Pixar Animation, Le Monde newspaper has said. The case is for breach of copyright and trademark, and Le Calvez also wants 'Nemo' merchandise taken off the shelves of French shops. The Walt Disney Co. said it considers the case 'to be totally without merit.''Finding Nemo,' which is owned by Pixar and Disney, was independently developed and does not infringe anyone's copyright or trademarks,' the company said in a prepared statement. Le Calvez registered his story with French trademark officials in 1995, according to a Dec. 20 report in Le Monde. Then he pitched his idea to film animation studios, without success. In 2000, Le Calvez turned Pierrot into an idea for a book, and it was published last year. Neither Le Calvez nor his lawyer, Pascal Kamina, could be reached for comment. In an article published in The Hollywood Reporter, Kamina was quoted as saying that he will keep pushing forward with the suit if he does not receive an explanation from Disney [stress added]." Anon., 2004, Children's book author sues Disney, Pixar over 'Nemo' copyright. The San Francisco Chronicle, January 2, 2004, page D12.

WEEK 1. January 27 & 29, 2004: Tue & Thu} Introduction & Overview to the course. The profession: 1967-2004+ Please glance at the required texts and any of the RESERVE items by Thursday, February 5, 2004.

SPECIAL: Paying For College.

WEEK 2. February 3 & 5, 2004: Tue & Thu} History of theory continued. Key concepts, as well as Pre/Post-Darwin individuals and information.

WEEK 3. February 10 & 12, 2004: Tue & Thu} Some 19th Century research in Europe and America (Cross-Cultural Research, Including HRAF): Pre-Boas, Darwin, Spencer, Morgan, Tyler, Frazer, Powell, Pitt-Rivers, Prichard, et al. and Darwin (1809-1882) in context.

PLEASE NOTE: On Thursday February 12, 2004 AND Thursday February 19, 2004, we WILL NOT meet in Butte Hall 319 from 3:30->4:45pm, BUT your attendance is required at the "Anthropology Forum" in AYRES 120 on both days from 4 -> 4:50pm. I will be presenting my Darwin Videos: Video #1 (in England) & Video #2 (to South America) on February 12, 2004. On Thursday February 19, 2004, I will be presenting Video #3 (South America and back to England) and Video #4 (back in England).

WEEK 4. February 17 & 19, 2004: Tue & Thu} Darwin, Spencer, Morgan, Tylor, Frazer et al. continued, into the 20th Century. Preliminary discussion of your term paper topic interests. [TO BE ASSIGNED: 1/2 the class on2/24/2004 and 1/2 on 2/26/2004. WRITING ASSIGNMENT #1 [5%] DUE on your day in class.

NOTE: Writing Assignment #1 is a CRITIQUE of any chapter that you have read from the readings to date that are on reserve. Some points to consider in your critique are the following: (#1) what was the main idea of the chapter? (#2) what facts were used to support the main idea? (#3) any faulty reasoning, faulty logic, or obvious "bias" in the chapter ? (#4) what additional information could be added to the author's argument? and, finally, (#5) is there a "counter-argument" to the main idea of the chapter? These are a lot of points to consider so please take your time!

WEEK 5. February 24 & 26, 2004: Tue & Thu} DISCUSSION OF WRITING ASSIGNMENT #1 (5%) Approximately 1/2 class either Tuesday 2/24/2004 or Thursday 2/26/2004.

WEEK 6. March 2 & 4, 2004: Tue & Thu} 19th / 20th Century Reaction(s) & REVIEW on March 5, 2004 (including François Péron, Franz Boas, Alfred Louis Kroeber, and others!).

NOTE: A "sample" self-paced exam should be available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH296SP2004TESTOne.htm by Tuesday February 24, 2004, to assist you as a Review for EXAM I.

WEEK 7. March 9 & 11, 2004: Tue & Thu} EXAM I [25%] on Tuesday March 9, 2004 and then into 20th Century Reactions and more of Comte-->Durkheim-->Malinowski+ } Exam I based on selected readings in Davies & Piero (2002), Langness (pp. xi-73), selected assigned readings in Anthropology 296 Guidebook and Selected Anthropology Essays by Urbanowicz, lectures/discussions, and the quotations referred to in this Guidebook to date. NOTE: Specific Readings from Reserve WILL NOT be on the Exam.

WEEK 8. SPRING BREAK} MARCH 15, 2004 -> MARCH 19, 2004!

WEEK 9. March 23 & 24, 2004: Tue & Thu} Comte-->Durkheim/Van Gennep-->Mauss-->Lévi-Strauss and British Social Anthropology, American Cultural Anthropology, as well as French anthropologie; and please remember: Preliminary Term Paper Topic DUE (WA#2) on Monday October 20, 2003.

WEEK 10. March 30 & April 1, 2004: Tue & Thu} Neo-Evolution, Cultural Ecology, & Modernism; for NEXT WEEK: 1/2 the class to be assigned for Tuesday April 6 and 1/2 for Thursday April 8, 2004, and DISCUSSION OF YOUR INDIVIDUAL RESEARCH TOPICS. [What day you are assigned to will be distributed on April 1, 2004.]

WEEK 11. April 6 & April 8, 2004: Tue & Thu} DISCUSSION OF YOUR INDIVIDUAL TERM PAPER interests [approximately 1/2-the-class on each day).

WEEK 12. April 13 & April 15, 2004: Tue & Thu} Symbolism, Modernism, Reflexivity, & Post-Modernism. Term Paper Presentation Order Distributed on April 13, 2004.

WEEK 13. April 20 & April 22, 2004: Tue & Thu} Winding down and general discussions and review for EXAM II (25%) on Tuesday April 27, 2004. This will be based on selected readings in Davies & Piero (2002), Langness (pp. 74-217), selected assigned readings in Spring 2004 Anthropology 296 Guidebook and Selected Anthropology Essays by Urbanowicz, lectures/discussions, and the quotations referred to in this Guidebook to date. Specific Readings from Reserve WILL NOT BE on the Exam.

NOTE: A "sample" self-paced exam should be available at: http://www.csuchico.edu/~curban/SelfTesting/ANTH296SP2004TESTTwo.htm by April 20, 2004, to assist you as a Review for EXAM II.

WEEK 14: April 27 & April 29, 2004: Tue & Thu} EXAM I [25%] on TUESDAY April 27, 2004 and then into Term Paper Presentations beginning on Thursday April 29, 2004.

WEEK 15. May 4 & May 6, 2004 Tue & Thu} Term Paper Presentations/Discussions Continue. [Please REMEMBER: Class participation, including Term paper presentation, represents 15% of your total grade.]

WEEK 16. May 11 & May 13, 2004: Tue & Thu} Term Paper Presentations/Discussions Continue. [Please REMEMBER: Class participation, including Term paper presentation, represents 15% of your total grade.]

WEEK 17. May 20, 2004 (Monday] FINALS WEEK} Term Paper Discussions CONCLUDE (if needed) and FINAL MEETING SCHEDULED ON Thursday May 20, 2004 from 2->3:50pm and your TERM PAPER is DUE (25%) on that date.

"Guidebooks are $15 tools for $3,000 experiences. Many otherwise smart people base the trip of a lifetime on a borrowed copy of a three-year-old guidebook. The money they saved in the bookstore was wasted the first day of their trip, searching for hotels and restaurants long since closed. When I visit someplace as a rank beginner--a place like Belize or Sri Lanka--I equip myself with a good guidebook and expect myself to travel smart. I travel like an old pro, not because I'm a super traveler, but because I have good information and use it. I'm a connoisseur of guidebooks. My trip is my child. I love her. And I give her the best tutors money can buy. Too many people are penny-wise and pound-foolish when it comes to information. ... All you need is a good guidebook covering your destination. Before buying a book, study it. How old is the information? The cheapest books are often the oldest--no bragain. Who wrote it? What's the author's experience? Does the book work for you--or the tourist industry? Does it specialize in hard opinions--or superlatives? For whom is it written? Is it readable? It should have personality without chattiness and information without fluff. Don't believe everything you read. The power of the printed word is scary. Most books are peppered with information that is flat-out wrong. Incredibly enough, even this book may have an error" [stress added]." Rick Steves' Europe Through the Back Door 1999 (Santa Fe, NM: John Muir Publications), 1998, pages 8-9.

CONSIDER THE FOLLOWING:

Sir Richard Burton (1821-1890) stated the following: "The Arabs have a proverb: The lecture is one - The dispute (upon the subject of the lecture) is one thousand [stress added]." Sir Richard Burton (1821-1890), John Hayman, 1990, Sir Richard Burton's Travels in Arabia and Africa: Four Lectures from a Huntington Library Manuscript (San Marino, CA: Huntington Library), page 36.

AS WELL AS:

"To extract these small plums of information it was necessary to dig through a great pudding of cliché and jargon…." Robert Harris, 1998, Archangel (NY: Jove [2000] Berkley), page 62.

PLEASE TAKE TO HEART THE FOLLOWING:

"The emphasis in this course will be not [be so much] on reading or [too much] research, but on thought. Much of what we know, or think we know, is based on something we've heard or read. I think that's the trouble with modern scholarship and collegiate study all the way up to the doctorate. I'm going to ask you to think about the material we will be dealing with rather than memorizing what someone has said about it. So I'd rather you didn't take [too many] notes in this class. Listen and think about what I say or what any one of your classmates says. And don't be afraid of disagreeing with me. I'll appreciate the compliment of your thinking about it and arriving at another conclusion [stress added]." (The character Rabbi David Small, in Harry Kemelman, 1996 [1997], The Day the Rabbi Left Town (NY: Fawcett Crest), page 78.

AND ALSO REMEMBER WHAT I MENTION IN ALL OF MY COURSES:

Said of Leonardo Da Vinci (1352-1519): "...he also learned to carry a notebook with him at all times and to use it, so that whatever went in through the eye came out through his hand [stress added]." Holland Cotter, 2002,Leonardo: The Eye, The Hand, The Mind." The New York Times, January 24, 2003, pages B35 + B37, page B37.

"You are what you know. ...Today we live according to the latest version of how the universe functions. This view affects our behaviour and thought, just as previous versions affected those who lived with them. ...At any time in the past, people have held a view of the way the universe works which was for them similarly definitive, whether it was based on myths or research. And at any time, that view they held was sooner or later altered by changes in the body of knowledge" [stress added]. James Burke, 1985, The Day The Universe Changed (Little Brown), page 9.

"My memory is woven out of small and great events in the fabric of time [stress added]." Franco Ferruci, 1996, The Life of God (as Told by Himself) (Chicago: University of Chicago Presss), page 214.

"The consequences of our actions are always so complicated, so diverse, that predicting the future is a very difficult business indeed." The character Albus Dumbledore to Harry Potter, in Harry Potter And the Prisoner of Azkaban, 1999, by Joanne K. Rowling, page 426.

"The most important word in the English language is attitude. Love and hate, work and play, hope and fear, our attitudinal response to all these situations, impresses me as being the guide." Harlen Adams (1904-1997)

A NOT SO BIG SECRET: #1} The information (or "meaning") that you will get out of this course will be in direct proportion to the energy that you expend on course assignments and requirements: readings, writings, examinations, and thinking assignments. #2} I will try to provide you with new information and ideas every class period!

PLEASE NOTE: the following Decree #26 does not apply to this class nor to your eventual presentation: "By Order of The High Inquisitor of Hogwarts: "Teachers are hereby banned from giving students any information that is not strictly related to the subjects they are paid to teach. The above is in accordance with Educational Decree Number Twenty-Six. Signed: Dolores Jane Umbridge / High Inquisitor [stress added]." J. K. Rowling, 2003, Harry Potter And the Order of The Phoenix (NY: Scholastic Press), page 551.

"Amaze me with your stories. Thrill me with your experiences. Astound me with your brilliance. Convince me with your passion. Show excitement. Intrigue. Anything--just don't bore me with another computer graphics presentation [stress added]." Clifford Stoll, 1999, High-Tech Heretic: Why Computers Don't Belong in the Classroom and Other Reflections by a Computer Contrarian (NY: Doubleday), page 183.

"PowerPoint is the world's most popular tool for presenting information. There are 400 million copies in circulation, and almost no corporate decision takes place without it . But what if PowerPoint is actually making us stupider? This year, Edward Tufte - the famous theorist of information presentation - made precisely that argument in a blistering screed called 'The Cognitive Style of powerPoint.' In his slim 28-page pamphlet, Tufte claimed that Microsoft's ubiquitous software forces people to mutilate data beyond comprehension [stress added]." Clive Thompson, 2003, Do PowerPoint presentations make you dumb? The Sacramento Bee, December 28, 2003, page E3.

"One of the Internet's inventors, Vint Cerf, gets laughs from audiences by quipping, 'Power corrupts and PowerPoint corrupts absolutely'.... Edward Tufte, a Yale University professor and author of graphic design book 'Envisioning Information,' is perhaps the most vocal PowerPoint hater. He believes Powerpoint's emphasis on format over content commercializes and trivializes subjects [stress added]." Rachel Konrad, 2003, An avant-garde look at everyday PowerPoint. The San Francisco Chronicle, December 29, 2003, page E3.

"Yet slideware -computer programs for presentations -is everywhere: in corporate America, in government bureaucracies, even in our schools. Several hundred million copies of Microsoft PowerPoint are churning out trillions of slides each year. Slideware may help speakers outline their talks, but convenience for the speaker can be punishing to both content and audience. The standard PowerPoint presentation elevates format over content, betraying an attitude of commercialism that turns everything into a sales pitch [stress added]." Edward Tufte, 2003, PowerPoint Is Evil: Power Corrupts.PowerPoint Corrupts Absolutely. Wired, September,11-09. http://www.wired.com/wired/archive/11.09/ppt2.html For that BRIEF DISCLAIMER ESSAY, please click here

PLEASE READ AND CONSIDER / THINK ABOUT the following:

Margaret Mead [1901-1978] wrote: "Anthropologists are highly individual and specialized people. Each of them [or us!] is marked by the kind of work he or she prefers and has done, which in time becomes an aspect of that individual's personality." ALSO CONSIDER the following statement made by the father of Ward Goodenough when the young Goodenough was considering his career: "Anthropology is a subject such that you can be interested in almost anything and its alright" (Anthropology Newsletter, October 1992, page 4); and, finally, consider these words of Clifford Geertz, born in 1926: "...and that this was the kind of freedom we could have in anthropology--to do anything and call it anthropology (which you still can do!)." Clifford Geertz, 1991, An Interview with Clifford Geertz. Current Anthropology, Vol. 32, No. 5, 1991, page 603.

"One who makes a close study of almost any branch of science soon discovers the great illusion of the monolith. When he [or she] stood outside as an uninformed layman, he [or she] got a vague impression of unanimity among the professionals. He [or she] tended to think of science as supporting the Establishment with fixed and approved views. All this dissolves as he [or she] works his [or her] way into the living concerns of practicing scientists. He [and she] finds lively personalities who indulge in disagreement, disorder, and disrespect. He [and she] must sort out conflicting opinions and make up his [and her] own mind as to what is correct and who is sound. This applies not only to provinces as vast as biology and to large fields such as evolutionary theory, but even to small and familiar corners such as the species problem. The closer one looks, the more diversity one finds [stress added]." Norman Macbeth, 1971, Darwin Retried: An Appeal To Reason (NY: Dell Publishing Co.), page 18.

"Cultural diversity [and intellectual or theoretical diversity is part of that] is a reservoir of creativity.... This creativity is not confined to the arts; it is also a source of potential solutions to social and environmental problems, solutions that would otherwise be ignored by politically dominant cultures precisely because dominance breeds complacency and stunts the capacity of self-criticism. In this sense, cultural diversity is an indispensable corrective or counter-balance [stress added]." David Harmon, 2002, In Light of Our Differences: How Diversity In Nature And Culture Makes Us Human (Smithsonian Institution Press), page 45.

"More book titles are being published these days, an estimated 114,487 in 2001, compared with 39,000 in 1975, and more people are buying them [stress added]." Dinitia Smith, 2002, In Book Publishing World, Some Reasons for Optimism. The New York Times, December 6, 2002, page C2.

"...the most recent figures show that in 2002, total output of new titles and editions in the United States grew by nearly 6 percent, to 150,000. General adult fiction exceeded 17,000 -- the single strongest category. Juveniles titles topped 10,000, the highest total ever recorded. And there were more than 10,300 new publishers, mostly small or self-publishers. No wonder we're all running out of shelf space [stress added]." Carole Goldberg, 2003, Too many books? Yes, and publishers want it that way. The San Francisco Chronicle, December 22, 2003, page D10.

"One of the world's leading medical journals has put itself and its competitors under the microscope with research showing that published studies are sometimes misleading and frequently fail to mention weaknesses. Some problems can be traced to biases and conflicts of interest among peer reviewers, who are outside scientists tapped by journal editors to help decide whether a research paper should be published.... problems are most likely to occur in research funded by drug companies, which have a vested interest in findings that make their products look good. ... One JAMA [Journal of the American Medical Association] report found that medical journal studies on new treatments often use only the most favorable statistic in reporting results.... [stress added]." Lindsey Tanner, 2002, Medical Journal Examines Itself: Magazine admits biases, conflicts of interest influence content. The San Francisco Chronicle, June 6, 2002, page A2.

"Anthropology provides a scientific basis for dealing with the crucial dilemma of the world today: how can peoples of different appearance, mutually unintelligible languages, and dissimilar ways of life get along peaceably together? Of course, no branch of knowledge constitutes a cure-all for all the ills of mankind. ... Students who had not gone beyond the horizon of their own society could not be expected to perceive custom which was the stuff of their own thinking. The scientist of human affairs needs to know as much about the eye that sees as the object seen. Anthropology holds up a great mirror to man[kind] and lets him [and her!] look at himself in his infinite variety. This, and not the satisfaction of idle curiosity nor romantic quest, is the meaning of the anthropologist's work.... [stress in original]" Clyde Kluckhohn, 1949, Mirror For Man: The Relation of Anthropology To Modern Life, page 1 and page 10.

"If there is one thing that anthropologists of the 20th Century have demonstrated it is the position that there is no one single culture which can serve as the sole model of analysis of other cultures. Perhaps the most important point of modern 20th century Anthropology has been the detailed and documented account of the tremendous range of variation of 'cultures of this planet' and this is a distinct move away from various 19th century, and apparently some 20th century views, which offer a monolithic interpretation of CULTURE against which 'lesser' cultures can be appropriately ranked! [stress added]." Charles F. Urbanowicz, 1978, Cultural Implications of Extraterrestrial Contact and the Colonzation of Space. The Industrialization of Space: Advances in the Astronautical Sciences, Edited by Richard A. Van Patten et al., (San Diego, CA: Published for the American Astronautical Society Publication by Univelt, Inc.), pages 785-797, page 793.

"Colleges will not, of course, disappear--but over time they will be dramatically altered in nature as students and professors adopt cyberspace as their primary window into the laboratory of life. The distinctions between academic and applied research will become blurred as academic and commercial researchers begin to tap into the same sources of information and exchange in cyberspace [stress added]." David B. Whittle, 1997, Cyberspace: The Human Dimension (NY: W.H. Freeman), page 217.

"Off the coast of Venezuela, three 400-ft. ships are laying down miles of high-speed fiber-optic cable capacious enough to carry 600,000 calls simultaneously. In a high mountaintown outside Cuzco, Peru, a co-op of native farmers has found a way to get more than 10 times the local price for its potato crop by selling it to a New York City organic-food store it found on the Internet [stress added]." Sandy M. Fernandez, Latin America Logs On. Time, May 8, 2000, pages B2-B4, page B2.

"At least once a day in this village of 2,500 people, Ravi Sham Choudhry turns on the computer in his front room and logs in to ther Web site of the Chicago Board of Trade. He has the dirt of a farmer under his fingernails and pecks slowly at the keys. But he knows what he wants: the prices for soybean commodity futures. A drop in prices on the Chicago Board, shown in red, could augur a drop in prices here, meaning that he and fellow soybean farmers should sell their crop now. An increase argues that the farmers should wait for prices to rise. 'If it goes up there, it goes up here,' Mr. Choudhry said. The correlation is rough but real. Real, too, is the link betweem farmers in rural central India and around the globe, thanks to a company's innovation. The concept is the e-choupal, taken from the Hindi word for village square, or gathering place. ... E-choupal allows the farmers to check both futures prices across the globe and local prices before going to market. ... E-choupals may offer a model for all developing countries [stress added]." Amy Waldman, 2004, Indian Soybean Farmers Join the Global Village. The New York Times, January 1, 2004, page A1 + A8, page A8.

1. An understanding of the phenomenon of culture as that which differentiates human life from other life forms; an understanding of the roles of human biology and cultural processes in human behavior and human evolution. 

2. A positive appreciation of the diversity of contemporary and past human cultures and an awareness of the value of anthropological perspectives and knowledge in contemporary society. 

3. A knowledge of the substantive data pertinent to the several sub disciplines of anthropology and familiarity with major issues relevant to each. 

4. Familiarity with the forms of anthropological literature and basic data sources and knowledge of how to access such information.  

5. Knowledge of the methodology appropriate to the sub-disciplines of anthropology and the capacity to apply appropriate methods when conducting anthropological research. 

6. The ability to present and communicate in anthropologically appropriate ways anthropological knowledge and the results of anthropological research. 

7. Knowledge of the history of anthropological thought. 

PLEASE REMEMBER: Free public lectures, ANTHROPOLOGY FORUM (ANTH 297-01} #10181) for One Unit every Thursday from 4 -> 4:50pm in Ayres Hall 120. One unit of credit is available through Dr. Murad. (Information on previous Anthropology Forum presentations by Urbanowicz may be viewed by clicking here: ESSAY #1 at the end of this printed Guidebook. ]

WEEK 1. January 27 & 29, 2004: Tue & Thu} Introduction & Overview to the course. The Profession: 1967-2004+ Please glance at the required texts and read any SINGLE chapter, NOT THE ENTIRE BOOK, of any of the Reserve reading items assigned for Week #1 / Week #2 by Thursday, February 5, 2004. PLEASE take notes in this GUIDEBOOK: IT WILL NOT be re-purchased by the Bookstore for Fall 2004. Urbanowicz on "Teaching" might be of interest and may be found by clicking here: ESSAY #2 at the end of this printed Guidebook; information about fieldwork by Urbanowicz in the Polynesian Tonga might also be of interest and may also be be found by clicking here: ESSAY #3 & ESSAY #4.

PLEASE NOTE} SOME OF THE TRANSPARENCIES USED ON DAY 1 OF CLASS (January 27, 2004 ) ARE AVAILABLE AT: http://www.csuchico.edu/~curban/PowerPoint/ANTH296SP2004

PLEASE NOTE} Do come to class EVERY-SINGLE-DAY with a "quotation" or a phrase that struck YOU in some way: either from this Guidebook or Langness or Davies & Piero; and remember:

"Harry sorted through his presents and found one with Hermione's handwriting on it. She had given him too a book that resembled a diary, except that it said things like 'Do it today or later you'll pay!' every time he opened a page." J. K. Rowling, 2003, Harry Potter And the Order of The Phoenix (NY: Scholastic Press), page 501; as well as:

"Youth cannot know how age thinks and feels. But old men are guilty if they forget what it was to be young." (Albus Dumbledore, in} J. K. Rowling, 2003, Harry Potter And the Order of The Phoenix (NY: Scholastic Press), page 826.

IT SHOULD BE OBVIOUS that the discipline of Anthropology is a "changing" one (as are all disciplines in the 21st century), and please think about the following (dated July 11, 2003):

AnthroSource -- Enriching Scholarship and Building Global Communities

"A portal for anthropological research, AnthroSource will provide electronic access to all AAA periodicals, past, present, and future in a single searchable, linked database. Go to the AAA Web site [http://www.aaanet.org/anthrosource) to access the AnthroSource Working Group's report on the progress in AAA's transition to electronic publishing.  Read about the services AnthroSource plans to offer AAA members; AAA leadership and staff's efforts to develop the portal; how this project will transform AAA's present publications program; and the principles guiding the development process.  AnthroSource is anticipated to be implemented in the beginning of 2004, and is designed to be financially sustainable in four years [stress added]." [July 11, 2003]

SO, FOR THE PRESENT COURSE OF ANTH 296 / 296H, PLEASE read any one of the following items from the selections on RESERVE by Tuesday February 3, 2004 or Thursday February 5, 2004.

Boorstin: pp. 626-635.
Darnell Selection #5 (pp. 61-77) or pp. 289-321.
Kardiner and Preble: pp. 11-32.
Mead & Bunzel: pp. 1-12.
Montagu: pp. 91-97, 49-145, and 157-162.
Naroll & Naroll: Ch 2 (pp. 25-56).
Penniman: part of Ch. 4 (pp. 73-110).
Stocking (1991): pp. 8-45.

PLEASE Begin reading Merryl Wyn Davies and Piero, 2002, Introducing Anthropology, pp. 1-19.

CONSIDER THE IMPLICATIONS OF THE FOLLOWING WORDS:

"It is our choices that show what we truly are, far more than our abilities." The character Albus Dumbledore to Harry Potter, IN Harry Potter And the Chamber of Secrets, 1998, by Joanne K. Rowling, page 333.

"First impressions at all times very much depend on one's previously-acquired ideas." Charles R. Darwin [1809-1882], 1839, The Voyage of the Beagle (Chapter 18: "Tahiti And New Zealand"), 1972 Bantam paperback edition (with "Introduction" by Walter Sullivan), page 357.

NOTE: "What C.S. Lewis [1898-1963] called the 'snobbery of chronology' encourages us to presume that just because we happen to have lived after our ancestors and can read books which give us some account of what happened to them, we must also know better than them. We certainly have more facts at our disposal. We have more wealth, both personal and national, better technology, and infinitely more skilful ways of preserving and extending our lives. But whether we today display more wisdom or common humanity is an open question, and as we look back to discover how people coped with the daily difficulties of existence a thousand [or less!] years ago, we might also consider whether, in all our sophistication, we could meet the challenges of their world with the same fortitude, good humour, and philosophy" [stress added]." Robert Lacey & Danny Danziger, 1999, The Year 1000: What Life Was Like At The Turn of the First Millennium - An Englishman's World, page 201.

"He had a term for people like this: temporal provincials--people who were ignorant of the past, and proud of it. Temporal provincials were convinced that the present was the only time that mattered, and that anything that had occured earlier could be safely ignored. The modern world was compelling and new, and the past had no bearing on it." Michael Crichton, 1999, Timeline (NY: Ballantine Books), page 84.

"By 'event' I mean the development, appearance, or publication of a scientific paper, or an influential scientific address, or a specific discovery, or a letter, or a photograph made during the use of laboratory equipment, or a page of a laboratory notebook, and so forth. Each of these has a physical residue that can be studied and that lends itself to the eventual formation of a consensus among competent observers who come to a historic case from different directions. It is in this case analogous to what an elementary particle physicist calls an event, for example, a trace of sparks in a spark chamber. The task of historians of science [or Anthropology!], then, is to use these events as the underlying factual base and to proceed inductively from that base [stress added]." Gerald Holton, 1986, The Advancement of Science, And Its Burdens (Cambridge University Press), page ix.

"In his perceptive little book Technopoly, Neil Postman argues that all disciplines ought to be taught as if they were history. That way, students 'can begin to understand, as they now do not, that knowledge is not a fixed thing but a stage in human development, with a past and a future.' I wish I'd said that first. If all knowledge has a past--and computer technology is surely a special kind of knowledge--then all knowledge is contingent [stress added]." Paul de Palma, 1999, http://www.when_is_enough_enough?.com. The American Scholar, Winter, reprinted in David Quammen [Editor], 2000, The Best American Science And Nature Writing 2000, pages 34-47 (Boston: Houghton Mifflin Co.), page 36.

"In 1543, Nicolaus Copernicus [1473-1543] published his epoch-making work, On the Revolution of Celestial Orbs, the first modern, mathematical demonstration of the heliocentric theory. In the same year a remarkable oung Belgian physician, Andreas Vesalius [1514-1564] , published an anatomical text that was to have equaly profound repurcussions on Western man's understanding of himself. Called On the Fabric of the Human Body (De humani corporis fabrica), it contained a series of magnificent illustrations, unsurpassed to this day, of the skeletal, muscular, vascular and neural structure of the body as a whole. Never before had the human body been represented with such accuracy, exactly as it appears to the eye of the anatomist. For the first time, the body was seen--as it is still seen today--as a natural mechanism [stress added]." Jacob Needleman, 1975, A Sense of the Cosmos: The Encounter of Modern Science and Ancient Truth (NY: Doubleday & Co., Inc.), page 37.

"Darwin's work, in particular, radically unnerved thousands who held a biblical view of humankind's historical story; and to this day the implications of his thinking for biology (and even psychology and sociology) have been profound. He himself became an agnostic and saw no great overall moral or philosophical meaning in the long chronology of our being, which he regarded, rather, as a story of accidents and incidents, of chance and circumstance as they all came to bear on 'natural selection.' Although Copernicus [1473-1543] and Galileo [1564-1642] and Newton [1642-1727] have been absorbed, so to speak, by traditional Christianity, by no means has Darwin's view of our origin and destiny been universally integrated into the teachings, the theology, of many religions that rely upon the Bible for their inspiration, their sense of who we are, where we came from, how our purpose here ought to be described. It was one thing for scientists to probe the planets, declare that this place we inhabit is only one spot in a seemingly endless number of places in an ever expanding universe, or to examine closely our body's cells, or othse of other creatures; it was quite another matter to suggest that we ourselves are merely an aspect of an ever changing nature, that our 'origin' was not 'divine' but a consequence of a biological saga of sorts [stress added]." Robert Coles, 1999, The Secular Mind (Princeton University Press), pages 50-51.

"He [Charles Darwin] believed that the natural world was the result of constantly repeated small and accumulative actions, a lesson he had first learned when reading Lyell's Principles of Geology on board the Beagle and had put to work ever since. ... No one, not even Lyell himself, or any of Darwin's closest friends and supporters, accepted as ardently as Darwin that the book of nature was about the accumulative powers of the small [stress added]." Janet Browne, 2002, Charles Darwin: The Power of Place - Volume II of a Biography (NY: Alfred A. Knopf), page 490.

"...I do believe something very magical can happen when you read a good book" [stress added]." (Joanne K. Rowling, 1999, Harry Potter Author Reveals The Secret.... In USA Weekend, November 12-14, 1999, page 4.)

"As the Spanish proverb says, 'He [or she], who would bring home the wealth of the Indies, must carry the wealth of the Indies with him.' So it is in travelling; a man must carry the wealth of the Indies with him, if he would bring home knowledge.' BOSWELL. 'The proverb, I suppose, Sir, means he must carry a large stock with him to trade with.' JOHNSON. 'Yes Sir.'" James Boswell [1740-1795], 1791, The Life of Samuel Johnson (NY: [1968] Signet Classic), page 467.

"The barbarous heathen are nothing more strange to us than we are to them.... Human reason is a tincture in like weight and measure infused into all our opinions and customs, what form soever they be, infinite in matter, infinite in diversity [stress added]." Michel Eyquem de Montaigne [1533-1592], Essays, page 53 [1959 paperback publication of a translation from 1603]. 

"Lord Voldemort's gift for spreading discord and enmity is very great. We can fight it only by showing an equally strong bond of fiendship and trust. Differences of habit and language are nothing at all if our aims are identical and our hearts open" [stress added]." Albus Dumbledore, In Harry Potter And The Goblet of Fire, 2000, by Joanne K. Rowling, page 723.

"....descriptions vary with the conceptual or theoretical framework within which they are couched. To evaluate a description properly one must know something about the theoretical framework that brought it into being." D. Kaplan and R. Manners, Culture Theory, 1972: 22.

"Lisa, get away from that jazzman! Nothing personal. I just fear the unfamiliar [stress added]." Marge Simpson, February 11, 1990, Moaning Lisa. Matt Groening et al., 1997, The Simpsons: A Complete Guide To Our Favorite Family (NY: HarperCollins), page 22.

"Much of the eighteenth century is often referred to as the Enlightenment or the Age of Enlightenment. Frequent reiteration does not make these terms any easier to define. ... The Enlightenment could be described as a tendency, rather than a movement, a tendency towards critical enquiry and the application of reason [stress added]." Jeremy Black, 1999, History of Europe: Eighteenth Century Europe, Second Edition (NY: St. Martin's Press), page 246.

"Anthropology is the product of three great historical movements: the Age of Exploration, the Enlightenment, and Evolutionism." Philip K. Bock, 1990, Rethinking Psychological Anthropology: Continuity and Change in the Study of Human Action, page 5.

"...the Scientific Revolution took place in Europe, not in the Muslim lands, India or China. There were two chief reasons for this, one internal to Europe and one not. During the twelfth and thirteenth centuries, Europe spawned the autonomous university.... which had a corporate legal existence that marked it off as a community where scholars were usually free to dispute as they saw fit. ... [#1] The survival of universities gave European scientists a supportive community not quite paralleled elsewhere in the world. ...[#2] Into this archipelago of intellectual liberty after 1450 came information from all over the world [stress added]." J.R. McNeill & William H. McNeill, 2003, The Human Web: A Bird's-Eye View of World History (NY: W.W. Norton & Co.), page 187.

"Travel teaches seven important lessons [according to Arthur Frommer, age 76, author of travel books].... 1. Travelers learn that all people in the world are basically alike. ... 2. Travelers discover that eberyone regards himself or herself as wiser and better than other people in the world. ... 3. Travel makes us care about strangers. ... 4. Travel teaches that not everyone shares your beliefs. ... 5. Travelers learn that there is more than one solution to a problem. ... 6. Travel teaches you to be a minority. ... 7. Travel teaches humility." Larry Bleiberg, 2003, Among Travel's Seven Important Lessons is Humility. The Sacramento Bee, February 2, 2003, page M3.

"The fundamental fact that shapes the future of anthropology is that it deals in knowledge of others. Such knowledge has always implied ethical and political responsibilities, and today the 'others' whom anthropologists have studied make those responsibilities explicit and unavoidable. One must consider the consequences for those among whom one works of simply being there, of learning about them, and of what becomes of what is learned [stress added]." Dell Hymes, 1972, The use of Anthropology: Critical, Political, Personal, IN Dell Hymes [Editor],1972, Reinventing Anthropology, pages 3-79, page 48,

NOTE SOME INFORMATION and STATISTICS:

"Roughly 45,000 new Ph.D.s [in all fields] will be graduating this year [2003], double the number from 35 years ago. Almost all believe they will turn their long, underpaid pursuit of truth into professorships - the tenured kind in which they can't be fired and can research what they spent five or more years studying. But universities, despite dangling tenured professorships like carrots to their graduate students, haven't double their tenure-track hiring. ... The Modern Language Association [for example] counted only 431 tenure-track English jobs landed in 2001, compared with 977 English Ph.D.s granted. One 1999 study found that ony 53% of students who received their English doctorate between 1983 and 1985 were tenured professors by 1995. A mere 8% were tenured professors at 'Carnegie Research I institutuions' - univrsities with their own major doctoral programs. All fine - if everyone knows the odds. But 51% of these English Ph.D.s took nine or more years to finish their degrees, and 95% took more than five. Would they have invested that kind of time if they had understood they had only an 8% chance of landing jobs like their professors held? One survey found only 35% of students received realistic job-placement information from their departments [stress added]." Laura Canderkam, 2003, System wastes Ph.D. brainpower. USA Today, May 20, 2003, page 13A.

Urbanowicz adds that a 1991 report noted that for Anthropology, the median time from the B.A. to the Ph.D. was 12.4 years; for comparison purposes, for Psychology it was 10.1 years and for Economics 9.1 years from B.A. to Ph.D. (R. L. Peters, 1992, Getting What You Came For: The Smart Student's Guide To Earning A Master's Or A Ph.D. (Farrar, Strauss and Giroux), page 12.) [And see: Urbanowicz 1993, http://www.csuchico.edu/~curban/Darwin116.html, or Essay #8, CHARLES R. DARWIN: HAPPY 116TH ANNIVERSARY below.]

For the 2002-2003 Academic Year, a total of 603 individuals received the Ph.D. in Anthropology: there were 401 females [66.51%] and 202 males [33.49%]; note, this includes degrees from Australia (13), Canada (41), Hong Kong (1), Mexico (3), Norway (6), and the United Kingdom (36). Source: The 2003-2004 American Anthropological Association Guide, page 606.

For the 2001-2002 Academic Year, a total of 588 individuals received the Ph.D. in Anthropology: there were 331 females [56.3%] and 257 males [43.7%]; note, this includes degrees from Australia (13), Canada (39), Hong Kong (2), Mexico (7), Norway (6), and the United Kingdom (35). Source: The 2002-2003 American Anthropological Association Guide, page 606.

For the 2000-2001 Academic Year, a total of 603 individuals received the Ph.D. in Anthropology: there were 360 females [59.7%] and 243 males [40.3%]; note, this includes degrees from Australia (7), Canada (31), Ireland (1), Mexico (3), Norway (4), South Africa (1), and the United Kingdom (82). Source: The 2000-2001 American Anthropological Association Guide, page 582.

For the 1999-2000 Academic Year, a total of 641 individuals received the Ph.D. in Anthropology: no gender-specific information was provided. Note: this included degrees from Australia (11), Canada (39), China (1), Mexico (4), New Zealand (1), and the United Kingdom (30). Source: The 1999-2000 American Anthropological Association Guide, page 699.

For the 1998-1999 Academic Year, a total of 616 individuals received the Ph.D. in Anthropology: there were 349 females [57%] and 267 males [43%]. Source: The 1999-2000 American Anthropological Association Guide, page 553.

NOTE: "Doctoral research in anthropology [over the years 1891 to 1930] was mainly a young man's pursuit: more than 85 percent [of the total of 124 doctorates over this time period] were men, and more than 81 percent were under 35 at graduation, with half under 30 [stress added]." Jay H. Bernstein, 2002, First Recipients of Anthropological Doctorates in the United States, 1891-1930. The American Anthropologist, Vol. 104, No. 2, June, pages 551-565, page 557.

INCIDENTALLY, in the year I received my Ph.D. (1972) the following numbers are of interest: 301 individuals received the advanced degree: 215 males and 86 females.

NOTE THE STATISTICS on "Anthropology Meetings" over the years: In New Orleans, November 2002, a total of 3,362 papers and 5,461 individuals registered for the meetings [including several CSU, Chico students!) (Anthropology News, February 2003, page 13). In 1967 at the national meetings there were 309 papers which increased to 2,274 papers in 1992 (with 5,161 registrations).

NOTE: the 2004 American Anthropological Association 103rd Annual Meeting will be held in San Francisco, November 17-21. (And see http://www.aaanet.org/ = The American Anthropological Association]

"The single most important discovery for women explorers may be the freedom that lies at the heart of the very act of exploration." Reeve Lindberg, 2000, Introduction. Living With Cannibals And Other Women's Adventures, by Michele Slung (Washington, D.C., National Geographic Society), pages 1-7, page 2.

Biruté Galdikas} "Born [in 1946] to Lithuanian parents who emigrated to Canada in 1948, Biruté Galdikas traces her lifelong fascination with the natural sciences to the collection of wriggling tadpoles and salamanders she scooped up in a Toronto park not far from her house." Biruté Galdikas. Living With Cannibals And Other Women's Adventures, by Michele Slung (Washington, D.C., National Geographic Society), pages 126-137, page 128.

"The anthropologist is a human instrument studying other human beings and their societies. Although he [and she!] has developed techniques that give him [and her] considerable objectivity, it is an illusion for him to think he can remove his [or her] personality from his work and become a faceless robot or a machinelike recorder of human events [stress added]." Hortense Powdermaker [1896-1970], 1966, Stranger And Friend: The Way Of An Anthropologist, page 19.)

"But while I think that different social anthropologists who studied the same people would record much the same facts in their notebooks, I believe they would write different kinds of books. Within the limits imposed by their discipline and the culture under investigation anthropologists are guided in choice of theme, in selection and arrangement of facts to illustrate them, and in judgement of what is and what is not significant, by their different interests, reflecting differences of personality, of education, of social status, of political views, of religious convictions, and so forth. One can only interpret what one sees in terms of what one is, and anthropologists, while they have a body of knowledge in common, differ in other respects as widely as other people in their backgrounds of experience and in themselves. The personality of an anthropologist cannot be eliminated from his [or her!] work any more than the personality of an historian can be eliminated from his. Fundamentally, in his account of a primitive people the anthropologist is not only describing their social life as accurately as he can but is expressing himself also. In this sense his account must express moral judgement, especially where it touches matters on which he feels strongly; and what comes out of a study will to this extent at least depend on what the individual brings to it [stress added]." Sir Edward Evans-Pritchard [1902-1973], Fieldwork and the empirical tradition. Social Anthropology and Other Essays (1962), pages 64-85, pages 83-84.

"WHY STUDY THEORY? Theory is critical because, although anthropologists collect data through fieldwork, data in and of themselves are meaningless. Whether stated explicitly or assumed, theories are the tools anthropologists use to give meaning to their data. Anthropologists' understanding of the artifacts they collect or the events they record in the field is derived from their theoretical perspective." R.J. McGee & R.L. Warms, 2004, Anthropological Theory: An Introductory History, page 1.

"Why study the history of anthropological theory? Many students ask this question, and the answer is straightforward: anthropology is a product of its past, so to understand anthropology with sophistication, students [and all anthropologists!] need to know how it developed. ... There is, of course, no one history of anthropological theory. History depends on the historian, who is selective in presenting theories and who is influenced, consciously or unconsciously, by personal background, education, or 'agenda.' For this reason, no one textbook in the history of anthropological theory can ever be definitive, including the textbook written by the current editors, A History of Anthropological Theory (1998). ... There is also no one reader in the history of anthropological theory [stress added]." Paul A Erickson and Liam D. Murphy, 2002, Readings For A History of Anthropological Theory (Ontario, Canada: Broadview Press), page ix.

"It is useful to think of theory as containing four basic elements: (1) questions, (2) assumptions, (3) methods, and (4) evidence. The most important questions, to my mind, are 'What are we trying to find out?', and 'Why is this knowledge useful?' Anthropological knowledge could be useful, for example, either in trying to understand one's own society, or in trying to understand the nature of the human species [stress added]." Alan Barnard, 2000, History and Theory in Anthropology (Cambridge University Press), page 5.

"What is the past? Some might argue that, in a strict sense, it doesn't exist. The past is only the memory or residue of things that now exist in the present moment, a mental construction that--cleaned up or embellished--often serves the need of the current moment instead of corresponding to any historic 'truth' [stress added]." Alexander Stille, 2002, The Future of the Past (NY: Farrar, Strauss and Giroux), page 311.

"After dedicating their careers to studying exotic cultures in faraway lands, a few anthropologists are coming home. They're taking research techniques they once used in African shantytowns and Himalayan villages to Knights of Columbus halls, corporate office buildings and suburban shopping centers.... [The Anthropologists] study American families the way they would Polynesian cargo cults or Mongolian nomads--by inserting themselves into the daily lives of their subjects" [stress added]." Matt Crenson, 2000, Anthropologists Among Us. The Modesto Bee, July 17, 2000, pages D1 and D2.

"Feminist anthropology has been a forerunner in debates about power differentials between those observing and those being observed. This article explores how theoretical interventions made by third-wave feminists have led to revisions of the canon, particularly in the understandings of methodology (fieldwork), subject matter (culture), and ethnographic writing." Ravina Aggarwal, 2000, Traversing Lines of Control: Feminst Anthropology Today. The Annals of The American Academy of Political and Social Science, Vol. 571 (September 2000), pages 14-29, page 14.

"All across America, the landscape suffers from amnesia, not about everything, but about many crucial events and issues of our past. ... If we cannot face our history honestly, we cannot learn from the past [stress added]." James W. Loewen, 1999, What Our Historic Sites get Wrong: Lies Across America (NY: The New Press), pages 18 and 22).

"I love quotations. Maybe it's a symptom of a short-attention-span, instant-gratification age, but I'm a sucker for a well-stated tidbit of brevity and wit. For me, quotes do with precision what reading does in general: they confirm the astuteness of my perceptions, they open the way to ideas, and they console me with the knowledge that I'm not alone [stress added]." John Winkonur, 1990 [editor], W.O.W. Writers on Writing (Philadelphia: Running Press), page 1.

"A home without a library lacks diversity of voices, opinions and world views. When you read a book, you enter another person's perspective. And because a reader can put the book down and think about what the author has said, a good reader enters a dialogue with the author or the characters created by the author. One can reread passages and linger over thoughts or ideas or savor the deliciousness of the language. Television, even at its best, lacks diversity and the ability of a viewer to carry on an inner dialogue with the speakers or the authors of the program. Books encourage thinking. A reader must create images from the words the author has supplied, must imagine the events described, must track the plot or the logic of the writer and must visualize the main characters in the mind's eye. The book is in your hands. You can return to passages if there is something you don't understand. You can argue with the author in your head; you can nod in agreement. You learn, unconsciously, the way words can fit together--sometimes so well that they seem inevitable and irresistible [stress added]." Charles Levendosky, Read a banned book, give one to your children. The Sacramento Bee, October 2, 1999, page B7)

PLEASE NOTE THE FOLLOWING from USAToday of May 10, 2002: Kids get 'abysmal' grade in history: High school seniors don't know basics. "On the test: 57% of seniors could not perform even at the basic level. 32% performed at the basic level. 10% performed grade-level work, and 1% were advanced or superior. ... The federally mandated test was administered to 29,000 fourth-, eighth- and 12th-graders at 1,100 public and private schools. Fourth-and eighth-grade students did better than seniors, but not by much. ... [Sample Question]: When the United States entered the Second World War, one of its allies was: A) Germany. B) Japan. C) The Soviet Union. D) Italy. 52% failed to pick the correct answer, C. ... [stress added]." Tamara Henry, USAToday, May 10, 2002, page 1. (And see the web site: http://www.nces.ed.gov/nationsreportcard} National Center for Education Statistics.)

"Beliefs are like cow paths. The more often you walk down a path, the more it looks the right way." Richard Brodie, 1996, Virus Of The Mind: The New Science of the Meme [Seattle, WN: Integral Press], page 207.

"...all the time, the sure sense that something was just so, when it wasn't. Something that felt so good that it had to be. You could build a great logical case out of pure bullshit, and it happened too frequently [stress added]." Thoughts of the character Lucas Davenport. John Sanford, 2002, Mortal Prey (NY: G.P. Putnam's Sons), page 305.

Consider the words of Hermione Granger: "It's all in Hogwarts, A History. Though, of course, that book's not entirely reliable. A Revised History of Hogwarts would be a more accurate title. Or A Highly Biased and Selective History of Hogwarts Which Glosses Over the Nastier Aspects of the School." In Harry Potter And The Goblet of Fire, 2000, by Joanne K. Rowling, page 238.

"The unit of survival [or adaptation] is organism plus environment. We are learning by bitter experience that the organism which destroys its environment destroys itself. If, now, we correct the Darwinian unit of survival to include the environment and the interaction between organism and environment, a very strange and surprising identity emerges: the unit of survival turns out to be identical with the unit of mind" [italics in original; stress added]." Gregory Bateson [1904-1980], 1972, Steps To An Ecology of Mind (NY: Ballantine Books), page 483.

"Critiques of anthropology from within the discipline and from without have been a major feature of our intellectual life since the late 1960s. The theoretical and empirical bases of cultural and social anthropology have been under attack since the Marxist and New Left critiques of the 1960s to those coming more recently from poststructuralism, postmodernism and literate theory, and postcolonial and cultural studies. As a result, several academic generations have been educated by reading the attacks on the field but rarely dealing with the actual theoretical works and ethnographies of earlier anthropologists. This article deals with several of the most common charges leveled at anthropology, notably that it has regularly and necessarily exoticized 'Others,' has been ahistorical, and has treated each culture as if it were an isolate, unconnected to any other. It demonstrates how inaccurate and easily falsifiable such claims are and recommends a critical reevaluation of these unexamined and destructive cliches [stress added]." Herbert Lewis, 1998, The Misrepresentation of Anthropology and Its Consequences. American Anthropologist, Vol. 100, No. 3, pages 716-731, page 716.

"Finally, I wish to emphasize once more that what has been said here in a somewhat categorical form does not claim to mean more than the personal opinion of a man, which is founded on nothing but his own personal experience, which he has gathered as a student and as a teacher [stress added]." Albert Einstein [1879-1955]

Urbanowicz adds again: "I quote others only the better to express myself." (Michel Eyquem de Montaigne [1533-1592] French philosopher/essayist); or, in another translation: "I only quote others to make myself more explicit." (Essays, translated by J.M. Cohen, 1958, page 52).

Interesting (And Somewhat Appropriate General) Web Sites Are:

"Google has turned into a global sensation and is now widely regarded as the pre-eminent search engine [stress added]." Ben Elgin & Ronald Griver, 2003,Yahoo! Act Two. Business Week, June 2, 2003, pages 70 -76, pages 72-73.

http://www.tamu.edu/anthropology/news.html [Anthropology in The News]
http://www.oakland.edu/~dow/anthap.htm [The ANTHAP - Applied Anthropology Computer Network]
http://www.aaanet.org/ [American Anthropological Association]
http://www.unipv.it/webbio/dfantrop.htm [A Massive Anthropology site!]
http://www.csuchico.edu/lbib/anthropology/anthropology.html [Check out CSU Chico]
http://www.indiana.edu/~wanthro/theory.htm [Anthropology Theory from Indiana University]
http://emuseum.mnsu.edu/information/biography/index.shtml [CHECK Out Anthropology Biographies from Minnesota State University, Mankato and their EMuseum]
http://people.bu.edu/pwood/Timelines.htm [A Timeline for Anthropologists by Peter W. Wood]
http://projects.prm.ox.ac.uk/kent/misc/histcov.html [History of Anthropology]
http://www.csuchico.edu/lins/chicorio/ [ChicoRio - Research Instruction On-Line]

ONCE AGAIN, FOR A "ROUGH" MASTER CHART OF SOME INDIVIDUALS (located towards the end of this Guidebook - or "roughly" in the middle-of-the-printed-volume), please click here. In addition to the Department of Anthropology "Home Page" at CSU, Chico (http://www.csuchico.edu/anth/), some Interesting (and specific CSU, Chico) web sites can be found by clicking here (located towards the end of this Guidebook - or "roughly" in the middle-of-the-printed-volume).

---

WHY MAN CREATES / The Edifice: A series of explorations, episodes, & comments on creativity:

Mumble, mumble, roar!
The lever.
Harry, do you realize you just invented the wheel?
I know, I know.

Bronze, Iron.
Halt.
All was in chaos 'til Euclid arose and made order.

What is the good life?
And how do you lead it?
Who shall rule the state?
The philosopher king.
The aristocrat.
The people.
You mean all the people? 

What is the nature of the good?
What is the nature of justice?
What is happiness? 

Hail Caesar!
Roman law is now in session.

Allah be praised, I've invented the zero.
What?
Nothing, nothing.

What is the shape of the earth?
Flat.
What happens when you get to the edge?
You fall off.
Does the earth move?
Never!

The earth moves.
The earth is round.
The blood circulates.
There are worlds smaller than ours.
There are worlds larger than ours. 

Hey, whatya doing?
I'ma paintin' the ceiling.
Whatya doing?
I'ma paintin' the floor.

Darwin says man is an animal.
Rot. Man is not an animal.
Animal.
Man.
Is.
Isn't. 

Hmmm. Shall we start from the beginning?

I'm a bug, I'm a germ.
Louie Pasteur!
I'm not a bug, I'm not a germ. 

Think it will work Alfred?
Let's give it a try.
Whatya think?
It worked.

All men are created equal....
Life, Liberty, and the pursuit....
Workers of the world....
Government of the people by the people....
The world must be made safe....
The war to end all wars....
A league of nations....
I see one third of a nation ill-housed....
One world....

Help!

See: "The ABCs of College Loans: Between low rates and rebates you can cut your interest costs to as low as 2%" by Ann Tergesen in Business Week of May 12, 2003 (pages 104-106).

See: "The cost of attending four-year campuses jumped by more than a third in the last decade, far outpacing increases in parents' average income, says the College Board in New York." Loretta Kalb, 2003, Paying for college: It's a Money Hunt, The Sacramento Bee, May 18, 2003, page D1 and D3, page D1. The article also had the following web information about "saving and paying" for college:

http://www.wiredscholar.com [Resource for Applications]
http://www.petersons.com [ Peterson's Education Portal]
http://www.calpirgstudents.org [California's Student Environmental & Service Group]
http://www.salliemae.com [Information on Government-backed loans]
http://www.collegeboard.com [ College Board]
http://www.scholarshare.com [Golden State ScholarShare College Savings Trust] 

Required Reading in: Langness: pp. xi-12, Chapter 1 (pp. 13-49) and glance at Langness Chapter 7 (pp. 188-217); please glance at the Kroeber & Kluckhohn 1952 publication Culture; please glance at Slotkin, pp. v-243. Please see Urbanowicz on "Four Fields" which may be found by clicking here: ESSAY #5 at the end of the printed volume.

YOU should have read any one of the following items, listed in WEEK 1, from the selections on RESERVE by Wednesday February 5, 2003:

Boorstin: pp. 626-635.
Darnell Selection #5 (pp. 61-77) or pp. 289-321.
Kardiner and Preble: pp. 11-32.
Mead & Bunzel: pp. 1-12.
Montagu: pp. 91-97, 49-145, and 157-162.
Naroll & Naroll: Ch 2 (pp. 25-56).
Penniman: part of Ch. 4 (pp. 73-110).
Stocking (1991): pp. 8-45.

PLEASE Continue reading Merryl Wyn Davies and Piero, 2002, Introducing Anthropology, pp. 1-19.

PLEASE NOTE} Do come to class EVERY-SINGLE-DAY with a "quotation" or a phrase that struck YOU in some way: either from this Guidebook or Langness or Davies & Piero.

CONSIDER THE IMPLICATIONS OF THE FOLLOWING WORDS:

"Culture, consisting as it does of mental constructs, is not directly observable. It cannot, therefore, constitute the empirical data of any discipline [stress added]." Walter W. Taylor, 1948 [1913-1997], A Study of Archaeology (Southern Illinois University press), page 108.

"Culture, or Civilization, taken in its wide ethnographic sense, is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society." Edward Burnett Tylor [1832-1917], 1871, Primitive Culture.

CULTURE: "...it denotes an historically transmitted pattern of meanings embodied in symbols, a system of inherited conceptions expressed in symbols, a system of inherited conceptions expressed in symbolic forms by means of which men [and women!] communicate, perpetuate, and develop their knowledge and attitudes towards life [stress added]." Clifford Geertz [born 1926], 1973, The Interpretation of Cultures (NY: Basic Books), page 89.

"Anthropology is the product of three great historical movements: the Age of Exploration, the Enlightenment, and evolutionism [stress added]." Philip K. Bock, 1980, Rethinking Psychological Anthropology: Continuity and Change in the Study of Human Action (NY: [1998] W.H. Freeman and Co.), page 5.

"The Enlightenment is commonly defined as a period that has emphasized the exercise of enlightened reason. It was not so much a doctrine of ideas as a method of pursuing ideas. Rigorous intellect without attachment to superstition or bias was its hallmark [stress added]." Jack Watson & Grant McKernie, 1993, A Cultural History of Theatre, page 244.

"The European Enlightenment of the eighteenth century occurred during that epoch in the history of man when he realised that he could both understand and control his environment. By his environment is meant society, political, social and economic arrangements, as well as the natural world, his health, the climate, the fabric of the earth itself. ... The Enlightenment was the period that in science saw the rise to considerable influence and acceptance of the experimental method of Isaac Newton [1642-1727] and the extension of that method to the study of society itself [stress added]." Anand C. Chitnis, 1976, The Scottish Enlightenment: A Social History (London: Croom Helm), page 4.

"The Scottish Enlightenment was an intellectual movement that complemented the Whig regime in the city [of Edinburgh]. It celebrated progressive ideas and witnessed significant contributions in fields as diverse as geology, minerology, chemistry, medicine, political economy, history, philosophy, architecture, poetry, and portrature. If there was a unifying theme of philosophy, it was that the 'improvement' of the natural world--by means of understanding and controlling it--was fundamentally good and proper. Related to this was the idea that Newton-inspired natural laws could and should be applied to many phenomena, such as human nature and human history. Immanuel Kant's [1724-1804] characterization for the Englightenment on the Continent also described the Scottish version: 'Dare to know' [sapere aude] [stress added]." Jack Repcheck, 2003, The Man Who Found Time: James Hutton And the Discovery of the Earth's Antiquity (Cambridge, MA: Perseus Books), pages 127-128.

ON certain individuals: "...of intelligence [who] notice more things and view them more carefully, but they comment on them; and to establish and substantiate their interpretation, they cannot refrain from altering the facts a little. They present things just as they are but twist and disguise them to conform to the point of view from which they have seen them; and to grain credence for their opinion and make it attractive, they do not mind adding something of their own, or extending and amplifying." Michel Eyquem de Montaigne [1533-1592] French philosopher/essayist), Essays, translated by J.M. Cohen, 1958, page 108.

REMEMBER: "Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read but not curiously; and some to be read wholly, and with diligence and attention." Francis Bacon [1561-1626], English essayist and philosopher.

ON THE IMPORTANCE OF READING THE ORIGINALS, please note the following: "The abridgement of Les Misérables [originally published in French in 1862 by Victor Hugo, 1802-1885, is inevitably different from the complete novel. What is chiefly lost is the novel of ideas, the novel which treats a number of the central problems and interests of nineteenth-century France [stress added!]." James K. Robinson, "Introduction" to Les Misérables, 1961 (NY: Fawcett Premier), page 9.

"The Persian Letters [published in 1721 by Montesquieu [1686-1755], is among the earliest major works by students of man and society to apply what has been called the double optic of cultural relativism. It was this that enabled Montesquieu to regard his own society as a subject for investigation at least as problematical as any other." Melvin Richter, 1977, The Political Theory of Montesquieu, page 31.

"Who invented the telephone? Microsoft Corp's Encarta multimedia encyclopedia on CD-ROM has an answer to that simple question. Rather, two answers. Consult the U.S., U.K., or German editions of Encarta and you find the expected one: Alexander Graham Bell. But look at the Italian version and the story is strikingly different. Credit goes to Antonio Meucci, an impoverished Italian-American candlemaker who, as the Italian-language Encarta tells it, beat Bell to the punch by five years. Who's right? Depends on where you live. ... [stress added]." Kevin J. Delaney, 1999, Microsoft's Encarta Has Different Facts For Different Folks. The Wall Street Journal, June 25, 1999, page 1 & A11.

Carolus Linnaeus (1707-1778): "Latinized form of Carl von Linné. Swedish naturalist and physician. His botanical work Systema Naturae 1735 contained his system for classfiying plants into groups depending on shared characteristics (such as the number of stamens in flowers), providing a much-needed framework for identification. He also devised the concise and precise system for naming plants and animals, using one Latin (or Latinized) word to represent the genus and a second to distinguish the species." Sarah Jenkins Jones (Editor), 1996, Random House Webster's Dictionary of Scientists, page 299.

"Borrowing from contemporary scientific models, thinkers in the eighteenth and nineteenth centuries such as the Marquise de Condorcet [1745-1794] and August Comte [1798-1857] believed that human history was bound by laws. If these could be understood and the fruits of this research judiciously applied, time would bring progress. Instead of the Christian emphasis on the salvation of the individual, thinkers prophesized that all humankind could partake of this new prosperity and knowledge. This shift in historical imagination can also be traced to the eighteenth and nineteenth centuries, when the agricultural and industrial revolutions made prosperity possible for the multitude instead of the select few. Applied technology revolutionized old economic traditions wherein an elite minority thrived on the labor of serfs and slaves. The nineteenth-century industrial revolution proved the success of the happy union of science and applied technology that further fortified European optimism. Nature could be tamed, mastered, and minipulated to provide a harmonious and knowable world, and technology could be used to create wealth and exploit resources at an unprecedented rate. In this new age of optimism, a secular version of history highlighted the steady march of select nations toward progress, reason, and scientific knowledge. It replaced the Christian view old history, which traced humankind's sorrowful exile from the garden of Eden [stress added]." Choi Chatterjee et al., 2002, The 20th Century: A Retrospective (Cambridge, MA: Westview/Perseus Books), pages 3-4.

"The Marquis de Condorcet (1743-94), who contributed on mathematical subjects to the Encyclopédie, became perpetual secretary of the Académie des Sciences and supported Turgot's reforms and freedom of trade. He advanced probability theory (applying it outside the mechanical sciences) and wrote for a popular audience. In his General Picture of Science, which has for its Object the Application of Arithmetic to the Moral and Political Sciences (1783) Condorcet argued that a knowledge of probability, 'social arithmetic', allowed people to make rational decisions, instead of relying on instinct and passion. Condorcet was a great believer in the possibility of indefinite progress through human action, seeing the key in education. He believed that acquired characteristics could be inherited and thus that education could have a cumulative effect [stress added]." Jeremy Black, 1999, History of Europe: Eighteenth Century Europe, Second Edition (NY: St. Martin's Press), page 320.

Georges Cuvier (1769-1832): "Cuvier's greatest claim to fame is that he founded the science of fossils, paleontology--at least for the vertebrata, that of the invertebreta having already been adumbrated by Lamarck. ... By concentrated study of the scattered bonex excavated from the gypsum quarries on the hills of Montmartre, he succeeded in reconstructing the complete skeletons of Paleothorium and Anoplotherium; he was guided in doing so by the principle of 'correlation of forms,' according to which all parts of an organic being a correlated and combine to produce a common action. ... One of Cuvier's most important discoveries was that every geological stratum contains fossils peculiar to it [stress added]." Jean Rostand, 1963, The Development of Biology. The Nineteenth Century World: Readings From The History of Mankind (edited by Guy S. Métraux and Françoise Crouzet; New York: New American Library), pages 177-192, page 185.

"Naturalists like Lamarck [1744-1829] and Erasmus Darwin [1731-1802] were intrigued by the eighteenth-century idea that unlimited progress and organic change were possible, but the fears generated by the excesses and terrors of the French Revolution did much to eclipse the hope of progress. Stability in society and nature seemed more desirable than limitless, unpredictable change. Indeed, evolutionary theories and their advocates were rejected and ridiculed by one of France's most eminent scientists, Georges Leopold Chrétien Frédéric Dagobert, Baron Cuvier (1769-1832). Georges Cuvier, preeminent comparative anatomist and founder of paleontology, was an implacable opponent of Lamarckian ideas in general and evolutionary ideas in particular [stress added]." Lois N. Magner, 2002, A Hisory of the Life Sciences (NY: Marcel Dekker, Inc.), pages 313-314.

"A colorful eccentric [William] Buckland [1784-1856], approached geology with a chaotic enthusiasm. Bones, skins, skulls, stones, all lay scatered about his rooms. They even spilled over onto his breakfast table, where it was said that toast and trilobites fought for space. To add to the effect, he combined this love of chaos with an adventurous--some would say bizarre--culinary taste. Delicacies such as hedgehog, crocodile or bear were served to unway visitors, while those in the know made their excuses. ... Buckland soon found evidence that persuaded him that Cuvier [1769-1832] was right, and that Europe had recently been submerged beneath a tremendous flood. ... On the strength of this evidence, Buckland believed he had confirmed the events of genesis. ...However, not everyone was convinced. Several geologists thought Buckland had twisted the evidence to fit the Bible..... Chief among this group was Lyell [1797-1875] [stress added]." Martin Gorst, 2001, Measuring Eternity: The Search for the Beginning of Time (NY: Broadway Books), pages 141-143.

"During the winter of 1750-1751, Adam Smith [1723-1790] in Edinburgh and Baron Turgot [1727-1781] at the Sorbonne each gave lectures attempting a more general or scientific formulation of the idea of progress in cvilization. While Smith's did not as such survive, Turgot's clearly reflect the stimulus of Montesquieu [ 1686-1755], with one profound difference: Turgot's comparison is structured by time. An early passage provides a clear statement of what was later to be called the 'comparative method' of sociocultural evolutionism: 'thus the present state of the world...spreads out at one and the same time all the gradations from barabarism to refinement, thereby reveealing to us at a single glance...all the steps taken by the human mind, a reflection of all the stages through which it has passed' [stress added]." George W. Stocking, Jr., 1987, Victorian Anthropology (NY: The Free Press), page 14.

"During the nineteenth century most fields of social inquiry were clearly dominated by evolutionary or developmental orientations. The discovery of distant lands, exotic people, and extraordinary new animal species all had greatly widened the intellectual purview of European scholars and enormously expanded the time scale within which man had formerly been considered. The fixed and static catgegories of medieval thought were gradually discarded (not without a soul-searching wrench, of course), to be replaced by notions of change and evolution, in the developing biological sciences as well as the inchoate social disciplines. In anthropology, pioneers like Edward B. Tylor [1832-1917] (Primitive Culture, 1871), Lewis Henry Morgan [1818-1881] (Ancient Society, 1877), and Sir Henry Maine [1822-1888] (Ancient Law, 1861) were exponents of the evolutionary position. Even in sociology, which had not yet become sharply distinguished from anthroppology, such outstanding figures as Herbert Spencer [1820-1903] (Principles of Sociology, 1876) and Emile Durkheim [1858-1917] (Division of Labor in Society, 1893) either argued for the evolutionary point of view with passion (Spencer) or accepted and operated within its basic assumption (Durkheim. ... It is true, of course, that Darwin's writing lent great impetus to the interest in cultural evolutionism, but the nineteenth-century evolutionists owe more to the French Enlightenment writers such as Condorcet [1743-1794], David Hume [1711-1777], and Adam Smith [1723-1790] than they do to Charles Darwin [1809-1882]. Clearly, development and evolution were in the air [stress added]." David Kaplan and Robert A. Manners, 1972, Culture Theory (New Jersecy: Prentice-Hall), page 36.

"The refusal to acknowledge human nature is like the Victorians' embarrasment about sex, only worse: it distorts our science and scholarship, our public discourse, and our day-to-day lives. Logicians tell us that a single contradiction can corrupt a set of statements and allow falsehoods to proliferate through it. The dogma that human nature does not exist, in the face of evidence from science and common sense that it does, is just such a corrupting influence [stress added]." Steven Pinker, 2002, The Blank Slate: The Modern Denial of Human Behavior (NY: Viking/Penguin), page ix.

"Anthropology has been for some time now undergoing a critique led largely by ethnographers, who must face most squarely the moral ambiguities of their surveillance and its public uses. Most of the historical examination of the field has been directed at the nineteenth century's climax of bad faith; the mutual aid offered each other by academic anthropology and the imperial state has by now been amply documented and lamented [stress added]." [The author's footnote #53 refers to her footnote #18 and numerous references, including: Edward Said, 1979, Orientalism; Clifford & Marcus, 1986, Writing Culture; G.W. Stocking, 1983, Observers Observed; G.W. Stocking, 1987, Victorian Anthropology, as well as many more references.] Mary Baine Campbell, 1999, Wonder & Science: Imagining Worlds in Early Modern Europe (Cornell University Press), page 66.

"This is a fantastic job. In my wildest dreams in graduate school, I couldn't have imagined a job this great." (John Sherry, anthropologist who studies computer use in extreme environments for Intel) AND "Over the year, [Bonnie] Nardi ["long-time design anthropologist who has worked at Hewlett-Packard and Apple and now does research at AT&T Labs West in Menlo Park, Calif."] has seen the idea of anthropology as a useful addition to industry becoming more commonplace. Today, both the University of California, Irvine, and Georgia Tech include ethnographic training as part of their computer science degree programs. 'They're attracting not just supergeeks, but people who want to work on the border of people and technology,' she says [stress added]." Elizabeth Weise, 1999, Companies Learn Value of Grass Roots: Anthropologists Help Adapt Products to World's Cultures. USA Today, May 26, 1999, page 4D. 

"Writing about a career teaching physical anthropology at a university is rather akin to writing about what it is like to undergo a colonoscopy or to visit Seattle. It is simply impossible to do justice to the experience with oral or written descriptions. One must truly experience it to appreciate everything that it is, in all of its marvelous nuances [stress added]." Curtis W. Eienker,2002, Teaching Physical Anthropology in a University: The Traditional Career. In A Guide to Careers in Physical Anthropology, Alan S. Ryan [Editor] (Westport, Conn: Bergin & Garvey), pages 21-41, page 21.

"Whatever name you ascribe to this style of working--flexibility, open-mindedness, divergent thinking--staying loose in the early stages of a project greatly improves the chances for a more creative result. But why? One reason is that a loose, uncensored approach increases the amount of material you have to work with. Volume alone produces options; options permit the exercise of opinion and taste [stress added]." Denise Shekerjian, 1990, Uncommon Genius: How Great Ideas Are Born (NY: Viking Penguin), page 40.

"Knowledge is power--all Scottish philosophers recognized this--and the route to knowledge is through experience [stress added]." Arthur Herman, 2001, How the Scots Invented The Modern World: The True Story of How Western Europe's Poorest Nation Created Our World & Everything in it (NY: Crown Publishers), page 222.

Interesting (And Somewhat Appropriate) Web Sites Are:

http://www.uncwil.edu/stuaff/career/anthropology.htm [Anthropology careers]
http://home.worldnet.fr/clist/Anthro/Texts/ [Anthropology Resources on the Internet]
http://www.csuchico.edu/lref/guides/rbs/anthro.htm [Anthropology Resources beginning with CSU, Chico]
http://www.hti.umich.edu/e/ehraf/ [Electronic HRAF! - begin from CSU, Chico]
http://www.csuchico.edu/anth/cccpwebsite/ [Chico Campus Culture Project]
http://www.sjsu.edu/depts/anthropology/svcp/ [The Silicon Valley Cultures Project]
http://www.boston.com/dailyglobe2/067/science/Science_fits_nicely_between_art_reality+.shtml [Science Fits Nicely Between Art+Reality]
http://cepa.newschool.edu/het/profiles/ferguson.htm [Adam Ferguson} 1723-1815]
http://www.aaanet.org/gad/history/021hoebel.pdf [E.A. Hoebel, 1960} William Robertson: An 18th Century Anthropologist-Historian]

Verifiable OBJECTIVE										Emotional SUBJECTIVE
Chem	Biochem	Biology	Medicine	Psych	ANTH	History	Biograph	Novel	Epic	Lyric

VIDEO: Koestler points out that the "combinatorial act" is the key: "Science as the marriage of ideas which were previously strangers to each other or even thought incompatible."

NOTE: "Arthur Koestler [1905-1983] was a journalist of genius and an outstanding chronicler of his times. He wrote half a dozen novels, one a classic and several more of enduring value, two superb volumes of autobiography and dozens of eloquently phrased, stimulating and frequently memorable essays on a host of subjects. One cannot stand in awe of his corpus of work, or the intellectual energy and sheer effort that went into it. Yet today he is not as well known as he should be and the time has surely come for a re-evaluation of this remarkable man and his extraordinary career." David Cesarani, 1998, Arthur Koestler: The Homeless Mind (NY: The Free Press), page 1.)

NOTE: Koestler's approach is similar to that of Jacob Bronowski [1908-1974] who wrote that "No scientific theory is a collection of facts. ... The act of fusion is the creative act. All science is the search for unity in hidden likenesses. The search may be on a grand scale, as in the modern theories which try to link the fields of gravitation and electromagnetism. ... The scientist looks for order in the appearance of nature by exploring such likenesses. For order does not display itself of itself; if it can be said to be there at all, it is not there for the mere looking. There is no way of pointing a finger or a camera at it; order must be discovered and, in a deep sense, it must be created. What we see, and as we see it, is mere disorder. ... Science finds order and meaningness in our experience, and sets about this in a quite different way. ... The discoveries of science, the works of art are explorations--more, explosions of a hidden likeness. The discovery or the artist presents in them two aspects of nature and fuses them into one. This is the act of creation, in which an original thought is born, and it is the same act in original science and original art.... [stress added] Jacob Bronowski, 1956, Science And Human Values, pp. 12-19.

"It is obvious, says Jacques Hadamard, that invention or discovery, be it in mathematics or anywhere else, takes place by combining ideas. ... The latin verb cogito for 'to think' etymologically means 'to shake together.' St. Augustine [354-430 A.D.] had already noticed that and also observed that intelligo means 'to select among'" (1964: 120). As Koestler points out: "Some writers identify the creative act in its entirety with the unearthing of hidden analogies. 'The discoveries of science, the works of art are explorations--more, are explosions of a hidden likeness', Bronowski wrote.... [analogies are] created by the imagination; and once an analogy has been created, it is of course there for all to see--just as the poetic metaphor, once created, soon fades into a cliche. ... Thus the real achievement in discovery is that unlikely marriage of cabbages and kings--of previously unrelated frames of reference or universes of discourse--whose union will solve the previously unsoluble problem. The search for the improbable partner involves long and arduous thinking--but the ultimate matchmaker is the unconscious [stress added]." Arthur Koestler, The Act Of Creation: A Study of the Conscious and Unconscious in Science And Art ,1964: 200-201.

"My view is that knowledge is a rearrangement of experience, in which we put together those experiences that seem to us to belong together, and put them apart from those that do not [stress added]." Jacob Bronowski [1908-1984], The Identity of Man, 1966: 26.

"When you ferret out something for yourself, piecing the clues together unaided, it remains for the rest of your life in some way truer than facts you are merely taught, and freer from onslaughts of doubt." Colin Fletcher, 1968, The Man Who Walked Through Time, p. 109.

"In the end, the common themes linking these creative people separated and floated to the surface like cream. Some of what I discovered I expected: they were all driven, remarkably resilient, adapt at creating an environment that suited their needs, skilled at honoring their own peculiar talents instead of lusting after an illusion of self, capable of knowing when to follow their instincts, and above all, magnificent risk-takers, unafraid to run ahead of the great popular tide [stress added]." Denise Shekerjian, 1990, Uncommon Genius: How Great Ideas Are Born (NY: Viking Penguin), page xxii.

"Every innovation is a combination of ideas. The only bonds between its part in a cultural setting are mental connections; they are instituted with the first individual mind to envisage them, and they dissolve with the last individual mind to retain a recollction of them. The mental content is socially defined; its substance is, in major part, dictated by tradition. But the manner of treating this content, of grasping it, altering it, and rendering it, is inevitably dictated by the potentialities and the liabilities of the machine which does the manipulating: namely the individual mind. ... Every individual is basically innovative for two reasons. No two stimuli to which he [or she] reacts are ever identical. ... The second reason for diversified reactions is that no one ever or minutely duplicates his responses to what he regards as the same stimulus [stress added]." H.G. Barnett [1906-1985], 1953, Innovation: The Basis of Cultural Change (NY: McGraw-Hill), pages 16-20.

Science: "A search for the principles of law and order in the universe, and as such an essentially religious endeavor." Arthur Koestler [1905-1983].

"One day in 1921, an English bacteriologist happened to have a cold, so he added a bit of his own nasal mucus to a petri dish just to see what might be cultured out of it. A few weeks later, he noticed that the bacteria growing in the dish--a harmless type of coccus--had failed to grow in the area near the mucus. Something in the mucus was dissolving and killing the bacteria. The bacteriologist called that something 'lysozyme,' and over the ensuing years of intensive investigation of the substance, he found it in tears; sweat; saliva; the mucus linings of the cheeks; fingernail parings; hair; sperm; mother's milk; the leukocytes and phagocytes of blood; the fibrin that forms scabs over wounds; the slime of earthworms; the leaves and stalks of numerous plants in