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Essays on anthropology
Schools of anthropological thought
Essays on anthropology
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Development of Anthropology as a Discipline in the United States
I. Early History of Anthropology in the United States 1870-1900
“The roots of anthropology lie in the eye-witness accounts of travelers who have journeyed to lands on the margins of state-based societies and described their cultures and in the efforts of individuals who have analyzed the information collected. In the late 1960’s and early 1970’s, a number of anthropologists recognized that the practice of anthropology was intimately linked to commerce and colonial expansion.” (Patterson 1)
There were essentially three “schools” of anthropological thinking by the First World War and after. The first, cultural determinism, maintained by Franz Boas and his students, stressed the interrelation of “ethnology, linguistics, folklore, archaeology as an autonomous academic discipline” (Patterson 55). The second was physical anthropology, whose major proponent was Ales Hrdlicka of the National Museum; it stressed biology and wanted physical anthropology to be a distinct academic discipline. The third was the eugenics movement, propagated by Charles B Davenport, it maintained that the status of eugenics, or racial hierarchization, was a legitimate science and asserted the supremacy of White Anglo-Saxon Protestants. Because of page constraints we will not examine closely physical anthropology, as it is not absolutely vital in a treatment of the development of anthropology as a discipline, but briefly it is the application of biological data and principles to the study man in society.
Anthropology in the United States in the period immediately following the Revolution and the drafting of the constitution was used to fulfill three purposes: (1) forge a national iden...
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...f Columbia’s first instructors in anthropology; he used his positions at the American Museum of Natural History and Columbia University to train a generation of anthropologists. Boas, by 1932, had instructed a sizeable number of people from these marginalized groups, who were lumped together as savages or inferior races. We must remember however, as Dr. Paterson points out, that, “Anthropology was professionalized during a period characterized by intense discrimination against people of color, immigrants, women, and poor folks” (65).
Works Cited
Boas, Franz. “Report on the Academic Teaching of Anthropology.” In American Anthropologist, 21:41-48, 1919.
Kroeber, A.L. “The Place of Anthropology in Universities.” In American Anthropologist, 56: 754-767, 1954.
Patterson, Thomas C. A Social History of Anthropology in the United States. Oxford: Berg, 2001.
Robbins, R. H. (2014). Cultural anthropology: a problem-based approach (Second Canadian ed.). Itasca: F.E. Peacock.
Zinn, Howard. A People's History of the United States: 1492-present. New York: HarperCollins, 2003. Print.
Bibliography: Bibliography 1. John Majewski, History of the American Peoples: 1840-1920 (Dubuque: Kent/Hunt Publishing, 2001). 2.
Stephen Crane accentuates the importance of self-reliance through Maggie’s incapability to support her. Maggie is born into a family with social and economic constraints. She is brought up in a low-l...
Cultural Relativism is a moral theory which states that due to the vastly differing cultural norms held by people across the globe, morality cannot be judged objectively, and must instead be judged subjectively through the lense of an individuals own cultural norms. Because it is obvious that there are many different beliefs that are held by people around the world, cultural relativism can easily be seen as answer to the question of how to accurately and fairly judge the cultural morality of others, by not doing so at all. However Cultural Relativism is a lazy way to avoid the difficult task of evaluating one’s own values and weighing them against the values of other cultures. Many Cultural Relativist might abstain from making moral judgments about other cultures based on an assumed lack of understanding of other cultures, but I would argue that they do no favors to the cultures of others by assuming them to be so firmly ‘other’ that they would be unable to comprehend their moral decisions. Cultural Relativism as a moral theory fails to allow for critical thoughts on the nature of morality and encourages the stagnation
Desjarlais, R., & Throop, C. J. (2011). Phenomenological approaches in anthropology. Annual Review of Anthropology, 40, 87-102. doi: 10.1146/annurev-anthro-092010-153345.
Play is instrumental in the healthy development of children. The development of play throughout an individual life is essential in providing the necessary methods to foster growth and development in critical developmental areas. According to Davies (2011), play is instrumental in providing a bridge for the child to transition from a toddler with a limited capacity to understand the world into a child in the middle years who can think logically. Play is also important in fostering cognitive development, social development, language and communication, moral development, self-regulation, and sense identity.
An Article by Dr. Leong and Dr. Bodrova (2016) stated that play is beneficial to children’s learning especially when it reaches a certain degree of complexity. When they engage in play activities most of their early years, they learn to delay gratification and to prioritize their goals and actions. They also learn to consider the perspectives and needs of other people and to represent things significantly to regulate their behavior and actions in a cautious, intentional way.
Play supports children’s physical development as when they are playing they are being active and exercising their body. It is important that children develop strength and stamina from a young age and through
the story in the Phillip Whitten and David E. K. Hunter anthropology book of No
In life, no action is absent of a reaction. Every effect is linked to a cause, whether seen or unseen and play is no exception. As adults, play is not a foreign concept to us, we just chose not to engage in it and have diminutive space for it reserved in our day-to-day schedules. However, it is essential in the lives of young children.
Childhood play is an important part of every child’s development. This behavior starts in infancy, they begin to explore their world through play. Play behavior serves as an indicator of the child’s cognitive and social development. Research on play and development is essential to helping caregivers understand the importance of childhood play. I will be focusing on the psychological aspects of childhood play behavior and its relation to cognitive development.
What is play? Although there is no one consensus on the definition of play, it is undeniable that “play is the work of childhood” (Diamant-Cohen, 2012). If play is the work of childhood, then why is play being taken away? The answer lies in the “schoolification of the early years” (Kane, 2016). This means that many preschools are turning away from play and towards academics. Early childhood educators need to turn their focus away from thinking about academics and play as separate. Play should encompass all areas for a child’s well-being; social-emotional and academic alike.
Franz Boas has been considered by many as the "Father of American Anthropology", as he was a pioneer in breaking down the American isolationism, intolerance and misinformation about and biological diversity and linguistics.
Why play is important to the holistic development of the child & your role as an educator to support the children?