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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.
Zinn, Howard. A People's History of the United States: 1492-present. New York: HarperCollins, 2003. Print.
Desjarlais, R., & Throop, C. J. (2011). Phenomenological approaches in anthropology. Annual Review of Anthropology, 40, 87-102. doi: 10.1146/annurev-anthro-092010-153345.
Zinn, Howard. A People's History of the United States: 1492-present. New York: HarperCollins, 1999. Print.
Robbins, R. H. (2014). Cultural anthropology: a problem-based approach (Second Canadian ed.). Itasca: F.E. Peacock.
Thinking back on my childhood, I first remember all the times I played outside in my backyard. I would pretend to dig up dinosaur bones or create imaginary realms of ancient lands; there I would perform diplomatic services for the people in need. I was usually alone, and those are some of my fondest memories. When I first decided to become a teacher and thought about what is important to my philosophy on how children learn, I immediately knew I was a strong believer in play. Although, many decision makers such as legislators and school district leaders believe in more academic types of learning styles, my paper will discuss why play is so powerful and important to children.
Children have a natural inclination to play, alongside a natural instinct to learn and to be curious and inventive, which are characteristics of the human race in general. This quote taken from Janet Moyles is a good starting point for this essay. It is well known that children love to play. If a child were to be left to his/her own devices they would happily play and create new worlds anywhere they were left. It has been well documented and researched that children learn excellently through play. However they are not always given the opportunity to do so, instead being told to, ‘finish your work and then you can go play’. Obviously this is not always the case, but the fact that it is a common practice shows that we do not all fully appreciate the importance of play to children’s learning. This essay will attempt to show how children learn through play, making reference to current theory and practice. I will also give examples from my own first-hand experience of how children learn and develop as people through play.
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 directly influences how children develop both emotionally and socially. Children learn how to express their emotions and cope with their feelings as they experiment with different characters in their play. Play gives children a “harmless outlet to their built up aggression” (CHETN). This is displayed when a child becomes angry, upset, or stressed about a situation in their lives; these young children may not be old enough or have the proper communication tools to communicate what they are feeling. Therefor they may choose to play with objects that depict the emotions that they are feeling and attempt to cope. Simply said, a child will use play to explain how they are feeling rather than acting out in a negative fashion (Wehrman 351). This not only works for the child when expressing emotions, it can also be effective for whole families in coping with emotions. When families come together and play they may be “less analytical and intellectual and more ...
Dr. Montessori’s first notable success was when she had several of her eight year old students apply to take the State examinations for reading and writing. The children who were “defective” did not just pass but had above average scores. After the results came in Maria thought “If mentally disabled children could be brought to the level of normal children then (she) wanted to study the potential of ‘normal’ children” [Michael Olaf’s Essential Montessori: School Edition for ages 3-12+].
According to Maria Montessori, 'In the special environment prepared?in our schools, the children themselves found a sentence that expresses their inner need, 'Help me to help myself.' ? (Standing, 1957). The ?prepared environment?, according to Montessori, consists of clean, bright, multi-sensory stimulating materials that are engaging for the child and that are placed in at their level so they can be accessed freely. There is a concentration on ?discovery moments?, defined as when a child learns new information through personal exploration (Fisher, 1964), in reading, math, social skills, and other subjects. The guided discovery approach means careful planning and direction for the child and that adults must know the purpose and meaning of each activity the child chooses in the classroom. Montessori teachers attempt to instill an internal drive into the children using this child-centered approach to teaching. An example of this is the use of mats or rugs in the classroom. Each child has a mat or rug to spread their materials out on. Every other child is respectful of this child?s space and he/she, in turn, is respectful of others. The result of this approach is a classroom full of self-monitoring students.
Since its inception, the academic discipline of anthropology has gone through constant paradigm shifts. In the nineteenth century, anthropology began as a nomothetic study based upon the development of cultures and societies through the process of evolution. Later on, several anthropologists particularly Franz Boas shifted the nomothetic approach of American anthropology into an idiographic approach, which focuses on assessing the development of cultures individually as their own separate entity. (Moore 2012:161) In the twentieth century, however, anthropology ushered in another paradigm shift. Several American anthropologists during this time, valued empirical data rather than applying the idiographic or the “Boasian” approach into their
Why play is important to the holistic development of the child & your role as an educator to support the children?
In Kindergarten school, some parent believes play is the best way for young children to learn the conceptions, skills, and set a solid foundation for later school and life success. In the other hand, many parents disagree and believe play is a waste of time, messy, noisy, and uneducationall. I believe play is not waste of time, but it something worth to fight for, in this presentation I would show parent the main importance of some of the numerous kinds of play, and why play is a fundamental basis for improving children’s ability to succeed in school and life.
Many theories attempt to explain ethical standards and how certain cultures perceive these standards or practices. When explaining certain ethical standards Cultural Relativism is an failed illogical theory for many reasons. Cultural Relativism is a theory that attempts to explain an idea that no culture is superior to any other culture and that all people’s perspectives are biased by their own cultural background. Generally, it is the opinion that all cultures are of equal value and equality to each other, therefore, there is no one culture is inferior to any other.
Stocking, G. W. Jr. (1982).From Physics to Ethnology. In, Stocking, W. G. Jr., Race, Culture, and Ethnology: Essays in the History of Anthropology. The University of Chicago Press: Chicago, pp. 134-160.