History and Theory of Anthropology I
Code: 107237 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Social and Cultural Anthropology | OB | 2 |
Contact
- Name:
- Maria Valdés Gázquez
- Email:
- maria.valdes@uab.cat
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
This subject has no prerequisites. It is recomended to course this subject before History and Theory of Anthropology II.
Objectives and Contextualisation
Objectives
It is a Semester subject of the second year that traces the historical development of anthropology since its consolidation as an academic discipline in the second half of the Nineteenth Century to the theoretical developments of the Inter-war Period.
Its primary educational objective is to give historical coherence to the readings that are done in a dispersed way and that are systematized in very different ways to the rest of the subjects of the degree. At the end of the course students should be able to give reasons for:
a) The general, theoretical and methodological characteristics of the different schools or currents that have occurred in this period of the history of anthropology;
b) The main theses and developments of each one of the authors considered.
Learning Outcomes
- CM12 (Competence) Adequately integrate the theories associated with the history of anthropology.
- KM10 (Knowledge) Recognise the history of anthropological theory, the genesis and evolution of its basic and foundational concepts of epistemology.
- KM12 (Knowledge) Identify the production of ethnographic knowledge and theories in local contexts and diverse problems.
- SM15 (Skill) Associate the historical connection between ethnographic knowledge and theoretical development through relevant bibliography.
- SM17 (Skill) Generate ideas with a specific anthropological and theoretical vocabulary.
Content
Thematic block I. The background to anthropology
1. Anthropology before anthropology. Reflection on otherness before the 19th century.
2. The immediate antecedents of the anthropological work of the Enlightenment.
3. Anthropology and Colonialism.
4. Other theories of race (Discussion session. Reading: Anténor Firmin. The epistemological contribution to Afro-descendant and anti-racist studies. Elinet Daniel Casimir)
Thematic block II. Anglo-Saxon Victorian evolutionism
1.Key influences beyond the Enlightenment heritage: C. Darwin and H. Spencer; K. Marx. Darwin and H. Spencer; K. Marx.
2. Aspects of theory and method of evolutionary orientation.
3. L.H. Morgan, paradigm evolutionary author (1818-1881).
4. Eleanor Leacock, Morgan and Engels in the face of patriarchy, evolutionism and colonialism (Discussion session. Reading: "The Engels-Morgan Revolution in Human History" in "Introduction" to Engels' The Origin of the Family, Private Property and the State (1972, pp.7-25).
Thematic Block III: Historical Particularism: Boas
1. Theoretical and methodological aspects of diffusionist orientation.
2. The historical development of cultural anthropology in the United States.
3. Historical particularism: the contribution of Franz Boas (1858-1942).
4. Race, science and relativism in historical particularism. (Discussion session. Reading Boas, F. (1998). The racial problem in modern society)
Thematic Block IV: The Birth of Social Anthropology
1. Influence of French sociology: Emile Durkheim (1858-1917) and the ‘social fact’.
2. Marcel Mauss (1872-1950) and other precursors of social anthropology.
3. British structural functionalism: Raddcliffe-Brown and Malinowski.
4. Malinowski and fieldwork (Discussion session. Reading: "Malinowski and colonialism: ethnography as a tool of power" (Marcela Coello, AIBR Journal, 2018).
Thematic block V: Lines of continuation of the Boasian legacy: the school of culture and personality
1. Linguistic anthropology and cultural relativism.
2. The school of Culture and Personality: influences and phases
3. The contributions of Margaret Mead (1901-1978) and Ruth Benedict
4. The emergence of gender and the universality of adolescence (Discussion session. Reading: Margaret Mead or the difficulty of being a brilliant woman at the beginning of modernity. Almudena Hernando)
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Seminars | 10 | 0.4 | CM12, KM10, KM12, SM15, SM17, CM12 |
| Theoretical classes | 30 | 1.2 | CM12, KM10, KM12, SM15, SM17, CM12 |
| Type: Supervised | |||
| Individual and group tutoring | 5 | 0.2 | |
| Type: Autonomous | |||
| Essay writing | 30 | 1.2 | CM12, KM10, KM12, SM15, SM17, CM12 |
| Mandatory readings | 10 | 0.4 | CM12, KM10, KM12, SM15, CM12 |
| Personal study and work | 40 | 1.6 | CM12, KM10, KM12, SM15, CM12 |
A. Theoretical and practical classes led by teachers: Master classes with ICT support and seminars for discussion in a large group and discussion of texts.
B. Search for documentation, reading texts, writing works
C. Study: Making diagrams, conceptual maps and summaries.
D. Tutorials: Personalized attention to the student in the office or in the classroom. The office hours and place for tutorials will be announced the first day of class and also will be available at the Moodle classroom.
TEACHING MATERIAL
In order to follow the teaching rhythm of the course, students must make the required readings that will be indicated in classes. The general bibliography contained in this Teaching Guide offers manuals that students are expected to use to complement the syllabus beyond what is explained in the classroom. During the course it is possible that other complementary literature is recommended.
DYNAMICS OF WORK
The course consists of 5 thematic blocks. Each thematic block will be accompanied by one or more compulsory readings (chapters of a book or articles) that will be the basis for the discussion in class at the end of each thematic block. Compulsory readings complement the notes and will also be material to be taken into account for the assessment work. It can be asked the reading of a complete book or monograph related to one of the themed blocks, which will be indicated by the professor or should be chosen by the student from a list. Mandatory readings and the calendar for the exam and the delivery of works will be provided at the beginning of the course and will be availablein the moodle classroom.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Class Participation and discussion of readings | 20% | 10 | 0.4 | CM12, KM10, KM12, SM15, SM17 |
| Group writing of essays | 30% | 10 | 0.4 | CM12, KM10, SM15, SM17 |
| Written exams | 50% | 5 | 0.2 | CM12, KM10, KM12, SM15 |
Evaluation of the course is understood as a continuous and progressive process, which extends throughout the course period and is developed from the realization of different assessment activities:
WORK MODULE (30% of the final grade):
Individual or Group work on a issue propossed by the teacher. The guideline for the completion of the work and the evaluation rubric will be provided at the beginning of course. Delivery will be by oral presentation.
PARTICIPATION MODULE (20% of the final grade): this module is not recoverable.
The aim of this activity is to reflect on and debate the topics covered in each thematic block, exploring in depth the dimensions and influence on contemporary anthropology. It is a group activity in which students will have to actively participate in a round table-debate. They will have to raise and discuss key concepts from the required reading. Three 30-minute round-table discussions will be held each day. In each round table (maximum 6 people), the concepts and arguments of the authors of the readings must be presented and debated, with the moderation of the teachers of the subject. In order to guarantee fairness of assessment, the debates will be recorded in the classroom. Attendance at all debates is compulsory.
WRITTEN TEST MODULE (50% of the final grade):
There will be two exams (25% each) on the course themes and the compulsory readings.
To pass the course, students will need to obtain a minimum score of 5 resulting from the average of the marks obtained in each of the activities (according to the percentage of each in the final note).
At the time of carrying out each evaluation activity, the lecturer will inform the students (in the classroom or via Virtual Campus) of the procedure and date of review of the qualifications.
At the beginning of the course, the schedule will be reached with the dates of completion ofthe work, discussion of compulsory readings, and exams. That schedule may be changed according to course developement. Also, it will be given the compulsory readings in PDF format at Virtual Campus.
On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
The final mark will be the result of the sum of the weighted marks of each module according to its percentage of the final mark.
At the time of each assessment activity, the teaching staff will inform students (in the classroom and via the Virtual Campus) of the procedure and date for the revision of grades.
At the beginning of the course, a timetable will be provided with the dates for handing in the work, discussing the compulsory readings and taking the exams. However, the dates may be subject to changes due to the development of the course. A list of the compulsory readings will also be provided, which will be available in PDF format on the Virtual Campus.
SINGLE ASSESSMENT
All activities have a deadline that must be met strictly, according to the proposed schedule. The absence or delivery outside the term of the evaluation activities without a justified and accredited cause means that the activity will not be evaluated.
In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
NOT ASSESSABLE
IN the case of continous assessment, the student will receive the grade of Not assessable as long as he/she has not done the two exams and/or delivered the written essay, except for justified and duly accredited reasons. In any case, students will obtain a “Not assessed/Not submitted” course grade unless they have submitted more than 30% of the assessment items.
ARTIFICIAL INTELLIGENCE
This subject allows the use of AI technologies exclusively for support tasks such as bibliographic or content-based searches, text correction or translations. The student must clearly (i) identify which parts have been generated using AI technology; (ii) specify the tools used; and (iii) include a critical reflection on how these have influenced the process and final outcome of the activity. Lack of transparency regarding the use of AI in the assessed activity will be considered academic dishonesty; the corresponding grade may be lowered, or the work may even be awarded a zero. In cases of greater infringement, more serious action may be taken.
ON PLAGIARISM IN PAPERS AND/OR COPYING IN EXAMS:
The regulations in force shall apply: Article 116. Assessment results (Article modified by Agreement of the Governing Council of 19 March 2015):
In the event that the student carries out any irregularity that may lead to a significant variation in the grade of an act of assessment, this act of assessment will be graded with 0, regardless of the disciplinary process that may be instigated. In the event of several irregularities occurring in the assessment acts of the same subject, the final grade for this subject will be 0.
EXAMS AND WORKS RECOVERY CRITERIA
The evaluation process include recovery systems.
To participate in the recovery process, the teacher may require the studenttohave obtained a minimum final grade, which cannot exceed in any case 3.5.
Those activities that the teacher considers to be non-recoverable, for example: oral presentations,group work , tasks related to daily teaching activity may be excluded from the recovery process (with the approval of the coordination of studies and the center).
In the case <spanid="tgtAlignment_2" class="ts-alignment-element" data-is-focusable="true">of opting for the single assessment system, in order to be eligible for recovery, thesame recovery system will be applied asfor continuous evaluation
Bibliography
ADAMS, William Y. (1998). The Philosophical Roots of Anthropology. Stanford University: CSLI Publications.
AZCONA, Jesús (1987). Para comprender la antropología, Estella, Verbo Divino, (vol. 1, "La historia"; vol. 2, "La cultura").
BARNARD, Alan & SPENCER, Jonathan (1996 [2002]). Encyclopedia of social and Cultural Anthropology, London: Routledge.
BARTH, Fredrik et alt. (2012). Una disciplina, cuatro caminos. Antropología británica, alemana, francesa y estadounidense. Buenos Aires: Prometeo Libros.
BONTE, Pierre & IZARD, Michael (1996). Diccionario de Etnología y Antropología, Madrid: Akal.
BOHANNAN, Paul y GLAZER, Mark (1992). Antropología. Lecturas, Barcelona: McGraw Hill Interamericana.
CARO BAROJA, Julio (1991). Los fundamentos del pensamiento antropológico moderno, Madrid: CSIC.
DARNELL, Regna (comp.) (1974). Readings in the History of Anthropology, New York: Harper & Row Publishers,
DESCOLA, Ph. et alt. (1988). Les idées de l'anthropologie, París: A. Colin.
DUCHET, Michele (1976). Introducción. Antropología e historia en el Siglo de las Luces. México: Siglo XXI Editores.
ENCICLOPEDIA INTERNACIONAL DE LAS CIENCIAS SOCIALES, dirigida por David L. Sills [Ed. Española, director Vicente Cervera Tomás], Madrid: Aguilar, 1974-1977.
ERIKSEN, Thomas Hylland & NIELSEN, Finn Sivert (2001). A history of Anthropology. London: Pluto Press.
EVANS-PRITCHARD, E.E. (1987). Historia del pensamiento antropológico, Madrid: Cátedra.
HARRIS, Marvin (1983 [1968]). El desarrollo de la teoría antropológica,Madrid: Siglo XXI.
KAHN,J.S. (ed.) (1975). El concepto de cultura: textos fundamentales, Barcelona: Anagrama.
KILANI, Mondher (1996). Introduction à l'anthropologie, Paris: Editions Payot.
KUPER, Adam (1988). The Invention of Primitive Society. Transformations of an Illusion, New York: Routledge,
KUPER, Adam J. (1996). Ortodoxia y tabú. Apuntes críticos sobre la teoría antropológica. Barcelona: Universitat Autónoma de Barcelona.
LECLERCQ, George (1973). Antropología y colonialismo. Madrid: Alberto Corazón Editor.
LLOBERA, J.R. (1975). La antropología como ciencia, Barcelona, Anagrama (especialmente, Llobera, J.R.: "Postcriptum: algunas tesis provisionales sobre la naturaleza de la antropología", pág. 373-287)
LOMBARD, J. (1972). L´anthropologie britannique contemporaine, París: P.U.F.
LOMBARD, J. (1997). Introducción a la etnología, Madrid: Alianza editorial.
LOWIE, R.H. (1946). Historia de la etnología, México: F.C.E.
MARZAL, M. (2016 [1996]). Historia de la Antropología. Volúmenes II (Antropología Cultural) y III (Antropología Social), Quito: Ediciones Abya-Yala
MAUSS, Marcel (1971). Sociología y Antropología. Madrid: Editorial Tecnos.
MERCIER, P. (1995). Historia de la antropología, Madrid: Península.
PALERM, A. (1974). Historia de la etnología: los precursores, México, Instituto Nacional de Antropología e Historia.
PALERM, A. (1976). Historia de la etnología: los evolucionistas México, Instituto Nacional de Antropología eHistoria.
PALERM, A. (1977). Historia de la etnología: Tylor y los profesionales británicos, México, Instituto Nacional de Antropología e Historia.
ROSSI, I. y O'HIGGINS, E. (1981). Teorías de la cultura y métodos antropológicos, Barcelona: Anagrama.
STOCKING, G. W. (1982). Race, Culture and Evolution. Essays in the History of Anthropology, Chicago: University of Chicago Press.
STOCKING, G. W. (1982). Introduction to A Franz Boas Reader. The Shaping of American Anthropology, 1883-1911, Chicago: University of Chicago Press.
STOCKING, G. W. (ed.) (1985). Observers observed. Essays on Ethnographic Fieldwork [His-tory of Anthropology (I)], Madison: University of Wisconsin Press.
STOCKING, G. W. (ed.) (1985). Objects and Others. Essays on Museums and Material Culture [History of Anthropology (III)], Madison, University of Wisconsin Press.
STOCKING, G. W. (ed.) (1986). Malinowski, Rivers, Benedict and Others. Essays on Culture and Personality [History of Anthropology (IV)], Madison: University of Wisconsin Press.
STOCKING, G. W (1987). Victorian Anthropology, New York: The Free Press
STOCKING, G. W. (1987). The Progress of Civilization in the Enlightment. En Victorian Anthropology. Nueva York: The Free Press.
STOCKING, G. W. (1987). The Science of Progress in France. En Victorian Anthropology. Nueva York: The Free Press.
STOCKING. G. W. (1999). After Tylor. British Social Anthropology, 1888-1951, London: The Athlone Press.
VALDÉS, María (1998). El pensamiento antropológico de Lewis H. Morgan. Bellaterra : UAB, Publicacions d’Antropologia Cultural.
VALDÉS, María (2006). El pensamiento antropológico de Franz Boas.Bellaterra : UAB, Publicacions d’Antropologia Cultural.
ZEITLIN, Irving (1982). El iluminismo: sus fundamentos filosóficos. En: Ideología y teoría sociológica (pp. 13-20).Buenos Aires: Amorrortu.
Software
MODDLE ON VIRTUAL CAMPUS
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan/Spanish | first semester | morning-mixed |
| (TE) Theory | 1 | Catalan/Spanish | first semester | morning-mixed |