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Bock, Kenneth E. Evolution and Historical Process. American Anthropologist October-December, 1952 Vol.54 (4): 486-495. In this article Bock investigates the history of evolution and historical process and their roles in science. Specifically he focused on Leslie A. White’s position of defending the "pre-Boasian brand of evolution" which was strongly refuted by his colleagues. White argued that Boas confused a people’s culture history with the evolution of culture. He states that a historic sequence is composed of a series of events unique to a people, while the evolutionary process is a measurement of classes of events, and the two are only alike in that they both involve temporal sequences. In other words, history is unique, evolutionary process is general. What White sought to do was find a way of generalizing the science of man by looking for evolution outside of the historic process. In other words, he wanted to make generalities about a culture in a manner that included avoiding the particular events of history. His colleagues criticized this concept on the basis that although particular and universal knowledge are intertwined, the science of particulars cannot be avoided to obtain generalities. Indeed there is no reliable system of arriving at generalities without the existence of particular events. Bock summarized Whites accomplishments well when he writes, "he (White) has recalled to us our general failure to supplant evolutionism with any other satisfactory methodological framework within which we can seek generalizations about cultures," and that social scientists "cannot immerse (them)selves indefinitely in a piecemeal appreciation of the discrete, the exotic, the particular, or the contemporary" (p.494). CLARITY RANKING: 2 BETHANY J. MYERS Southern .gif){kind=small} Brown, Paula. Changes in Ojibwa Social Control American Anthropologist January–March, 1952 Vol.54(1):57-70. Brown’s objective
in the article is to look at the past authority and social control
of Ojibwa society of During the time of earlier productivity, the Ojibwa family was made up of a husband, his wife, and their children, married or unmarried. Members of the band were free to come and go as they pleased joining other clans located elsewhere. There were rules of marriage, being that no member of the patrilineal clan could marry another of the same clan, called (dodem). The parents did not punish the children harshly. If they did something bad they were told stories in which there were severe results from the action they had performed. The men and the women of the band established strong bonds between them in the form of friendship. The Reservation
Act of 1863 placed bands of the Ojibwa under one leadership. They now
had formal law and political structure. The families could no longer
make a living off of the fish hatcheries alone. The lakes that used
to provide the food for them are no longer abundant, and the maple
trees, which provided syrup for the families, were also less abundant.
This was a result of the large number of bands now located in one area
instead of spread out all over the CLARITY RANKING: 4 MEGAN WILSON Southern
Brown, Paula. Changes in Ojibwa Social Control. American Anthropologist 1952 54: 57-70. Paula Brown discusses
a series of changes that occur to a native Indian tribe called Clarity rating: 4 Chapple, Eliot D. The Training of the Professional Anthropologist: Social Anthropology and Applied Anthropology. American Anthropologist July-September, 1952 Vol.54(3):340-342. As early as the fifties, anthropologists were being sought after by other fields and professions such as psychiatry and social work. With the increasing demand for anthropologists in the professional world, Chapple believes that not only are there not enough anthropologists to cover the demand but that young anthropologists are not adequately trained for their jobs. Chapple believes that the best solution for the lack of well-trained anthropologists is to focus university curriculum on the "five points of strength in anthropology" (p.341). Chapple’s five points of strength are: 1. the relativistic approach that is founded on the comparative study of cultures, 2. the early classical descriptive works in cultural anthropology, 3. anthropology’s natural science background, 4. the importance placed on field work, and 5. the importance placed on accurate and as much as possible un-biased recording of cultural activity. These five strengths as outlined by Chapple are still today at the core of social and applied anthropology. Though Chapple’s article was a call for better education in the fifties, his principles still apply today. Clarity Ranking: 5 LISA PORTER Southern .gif){kind=small} Chapple, Eliot D. The Training of the Professional Anthropologist: Social Anthropology and Applied Anthropology. American Anthropologist July-September 1952 Vol.54(3):340-342. By the early fifties, anthropology had come to play an important role in a multitude of disciplines, including social work, business and governmental organization, personal and industrial relations, and even technical assistance. Despite the use of anthropology in many fields, the number of well-selected and well-trained anthropologists remains low. In order to better train and educate anthropologists, Chapple points out five strengths that can be capitalized upon in forma university training. The first is that anthropology takes on a relativistic approach to humanity, and focuses on the comparative study between culture and social organization. The second is the work done by early anthropologists; third is the natural science background of anthropology. Fourth is the primary emphasis of anthropology on fieldwork. The fifth and final strength is made up of the other four, and places importance on carefully recording details so that observations may be as accurate as possible. In using these five points to train anthropologists, the training is viewed as similar to that of a “potential consumer.” Applied anthropology requires a complete grounding in comparative social and cultural organizations, along with a complete historical examination of cultural evolution. Also required is a study of basic monographs, an appropriate background in the physiology of human behavior, training in collecting accurate and objective data, and perhaps most importantly, field work beginning during undergraduate work. Following these rules will enable the elimination of those not ready to undertake the requirements of the field, and will better prepare those who do wish to become anthropologists. CLARITY: 5 STEPHANIE
WEST Cole, Fay-Cooper. Eminent Personalities of the Half Century. American Anthropologist April-June, 1952 Vol.54(2):157-167. In this article, Cole begins by stressing importance of those who came before us. He reminds us that we cannot take full credit for the way anthropology is today. He discusses a few of the many men and women who worked to define the goals and guidelines of anthropology in the first half of the century. Cole gives us a
general summary of important names in early anthropology and stresses
that some of the important early work was accomplished by people from
other fields. He then continues
with a brief overview of the lives and careers of some of the more
outstanding early anthropologists. He
discusses how Frederic Ward Putnam became Harvard's Curator of American
Archaeology and Ethnology and, later, a Cole shows how William H. Holmes grew interested in archaeology through his career in art. On a survey of the southwest he became intrigued by the cliff dwellings and ceramics of the area. This prompted papers on the subject which led to his placement in the U.S. National Museum as Curator of Aboriginal Ceramics, only the beginning of his career. Also included were profiles of Adolph Bandelier the "'Bohemian' of American Anthropology," (159), Dr. Berthold Laufer, George A. Dorsey, Clark Wissler and Roland Dixon, and Franz Boas among many others. Cole gives accounts of these anthropologist's careers, including the paths they took to anthropology, and the ways in which they affected the discipline. He also includes first-hand accounts, such as his first encounter with Bandelier, of a few who have personally affected his career. This is a good article for any who wonder about anthropology as a career choice or any who wish to read a touching tribute to the people who forged anthropology into what it is today. CLARITY: 5 A. SKYE FLYNN Collins, June
McCormick. An Interpretation of In this article,
Collins studies why domestic violence has become more prevalent within
a tribe located in the Puget Sound region of Collins does not
deny that physical violence took place in precontact times but explains
that most aggression found its relief in the spread of vicious gossip
and through supernaturalism. When physical violence did occur in precontact
times, there were usually protectors available due to the interwoven
social organization of the Collins attributes
much of the rise in violence to the emergence of the nuclear family
living arrangement for the CLARITY RANKING: 5 TERA CREMEENS Southern Collins,
June McCormick. An Interpretation of Collins addresses
the causes of incidents of extreme physical violence, including homicide,
among a group of Native Americans living in the Puget Sound region
of Collins then discusses the roots of this underlying tension, which was expected to exist between distant relatives. Despite this, it was common for them to marry or spend large amounts of time together. She believes that rivalry for the attention of the person through whom two people are related and the belief that a distant relative’s guardian spirit may pose a threat are both causes of this tension. Reasons as to why this hostility was not expressed violently include social norms supported by myth, the existence of large households, and the authority exerted over the household by the eldest brother. Economic reasons include the exchange of property at the time of marriage and the “food-getting visits” enjoyed by the two sets of in-laws, during which they could exchange special foods the other set may not have access to. This economic dependence facilitated cooperation and minimized tension. In the event that a step-child was being abused by a step-parent, members of the extended family had the right to intervene and place the child with another family. Both the social system and cultural values prevented the violence observed by Collins. While the presence of Europeans may not have led to an erosion of these pre-existing values, it greatly affected the structures that were enforcing them. Family units grew smaller in number and lost much of the influence of the older generation, including the authority of the elder brother. Marriage patterns also began to change, with more women marrying outside the group and experiencing hostility from the husband’s family. An exchange of property is also less likely to occur and the reciprocity enjoyed by the in-laws is no longer necessary, since families can obtain food without having to forage. Kin can no longer step in to protect an abused step-child, as this would most likely be punished by the court system. Collins concludes
that while these domestic disputes occur among relatives expected to
experience tension, the violence is a result of the breakdown of the
social structure of CLARITY: 5 KATHY
GLEDITSCH Daifuku, Hiroshi. A
New Conceptual Scheme for Prehistoric Cultures in the In this article,
Hiroshi Daifuku points out certain incorrect portrayals of different
groups of the Greater Southwest. His primary concern is with the misrepresentation
of the Mogollon culture. He adamantly contests that the notion of this
group as a "basic culture"is wrong in several different ways.
Three main flaws are most prevalent in this claim that the Mogollon
are a "basic culture." First, the actual definition of the
word basic implies that they are the primary, or first inhabitants
of a certain region or from a certain ethnic background. Since such
a notion is impossible to trace genetically, or by any other means,
then it should be disregarded. Secondly, Daifuku reveals that this
region is often the stage for many archaeologists to begin their careers.
He subtly attributes this lack of experience to insufficient evidence
by arguing against claims of a physical type (Caddoan) supported by
measurements of one in tact skull. His third, and perhaps strongest,
argument is that the term "basic culture" is extremely relative
to different peoples and has resulted in mass confusion in regards
to the status of the Mogollong culture. While pottery fragments do
differentiate the Mogollon from the CLARITY RANKING: 3 KEVIN CONNORS Southern
Daifuku, Hiroshi. A
New Conceptual Scheme For Prehistoric Cultures In The Hiroshi Daifuku’s article examines the evolution of archaeological conceptual schemes that are used to classify the different levels which took place in various southwestern cultures. The earliest cultures
in the area were hunter gatherers. However, as climactic conditions
changed, much of the large game disappeared, forcing some cultures
to adapt and find new sources of food while others remained in their
hunting ways. Of the agricultural cultures, there are two universally
accepted groupings – the A third cultural configuration, the Mogollon, has been recognized which is also characterized by agriculture and pottery. Some archaeologists believe the Mogollon is a "basic culture". However, Daifuku points out that according to its definition, it is virtually impossible to prove any "basic culture" exists. To do so would require one to go back in time to the level where culture first began and be able to genetically trace all other cultures to that first one. Archaeologists have
tried to distinguish between the Mogollon and Daifuku goes on to state that the term "Peubloan" can be used as a collective term too refer to each the southwestern cultures – the Pueblo, Hohokam and Mogollon. He then proposes a new conceptual scheme that can be used for the whole area, resolving conflicts between the old schemes, yet also using many suggestions garnered from them. CLARITY RATING: 3 Eggan, Dorothy. The Manifest Content of Dreams: A Challenge to Social Science. American Anthropologist October-December, 1952 Vol.54(4):469-485. Dreams are, according to Eggan, a "universal human phenomenon" (p. 484), and are therefore of interest to social scientists as they attempt to systematically investigate the concept of culture. In this article, she describes the content of the dreams of a number of Hopi Indians, and categorizes the dream elements reported to her by one specific individual. Eggan then applies what reads as basically Freudian psychoanalytic theory to this data in an effort to interpret and then situate or organize it within Hopi culture. Although written in the early 1950s, the theoretical orientation of this article seems to center around not only psychoanalytic theory, as previously mentioned, but also around the basic tenets of the culture and personality school of anthropological thought prevalent during the 1930s and '40s. This process is exemplified in the article through Eggan's analysis of the frequency of certain Hopi dream elements, which allows the investigator to, among other things, "...[discern] more fully the degree of an individual's acculturation [and] the areas in which the informant's value system is in conflict with that of his culture" p. 484). It is interesting to note the generalizations made by the author in attempting to explain the presence of certain cultural phenomena. For example, she wonders whether the process of birth in cultures where infants are "...pushed and shaken from a squatting mother..." causes members to symbolize birth differently from those people of western cultures where babies are born "...on a comfortable bed...aided by relaxing drugs and gentled in every conceivable way" (p. 480). At the same time, however, one must recognize and take into account the enormous changes that have taken place over the intervening years in regards to the knowledge base of areas such as psychology and psychiatry. CLARITY RANKING: 4 LINDA SMITH Southern Eggan, Dorothy. The Manifest Content of Dreams: A Challenge to Social Science. American Anthropologist, 1952. Vol 54: 469-485 This article deals with the resistance of many anthropologists to consider dream analysis as an adequate or appropriate method of scrutinizing a culture. Historically, dreams are not considered “scientific” because of their seeming ambiguity, and/or because of the improper analysis they have been subjected to in the past. Eggan concludes that dreams should be chronicled by researchers because they are a universal constant and can help to form a bond between the researcher and his or her subjects. With enough examples, dreams can also reveal insights into certain cultures, including evidence of acculturation, conflicts between a subject and his culture, and symbols the culture deems significant. The evidence used by Eggan to support her arguments is gathered from both her own case studies and the studies of other scientists. In order to demonstrate the universality of dreams and explain both the good and bad aspects of dream analysis, Eggan relies on Murphy, French, and Freud. To support her theories about the bond between a researcher and his or her subjects and the insights one can gain into the culture, she cites evidence gathered from her own studies with the Hopi people. Eggan’s case is presented by first introducing the concept of dreams as having scientific merit and explaining the universality of dreams throughout all cultures, as well as their function in relaxing self-censorship and letting an individual work over his or her problems internally. Second, she uses specific examples of dreams she has collected throughout her work with the Hopi people and analyzes their dreams using not only a psychological method, but an anthropological method as well, by making larger generalizations about culture through the dream world. Third, she discusses the utility of having a collection of dreams in order to cross-analyze them and gain generalizations about the cultures they represent. Finally, Eggan restates her conclusions about the importance of dreams and concludes by reiterating that anthropologists can no longer dismiss this method of investigation. CLARITY: 5 ANNA
WATSON Erasmus, Charles John. The Leader vs. Tradition: A Case Study. The American Anthropologist April-June 1952, Vol.(54): 168-178 In this article, Charles John Erasmus takes on the arduous task of trying to find out how much individual influences have on a culture, and likewise defining how much the culture itself determines those influences. The paper deals with individual leadership, and how at times it tends to contradict tradition. The area in question
and used for evidence in this article is the Comunidad de los Indigenas
de Masiaca. It is on the coastal plain of Sonora, Examples are given in which the individual nature of these people comes out before they become concerned with tradition. Most of the inhabitants are concerned with their land, and their individual problems are the only ones in which they are involved. These Mayo show no inclination to follow the lead of others, although the way the political system is set up, it is hard for an individual to fulfill and personal desires. Erasmus believes that there is no such thing as a "full-blooded" Indian in the area, but this causes lots of confusion, with much interbreeding and individual groups. An example is given of a small revolt-like occurrence 1945 led by Giobila, a Mayo Indian. He tried to lead the people to force the Mexicans off of their land but he failed to realize the heterogeneous nature of the people of the area. Many Mayo made money from the Mexicans, and were unwilling to see them all go. Erasmus believes this program was too violent. Erasmus speaks of three different levels of limitation, relating to the individual vs. tradition. The first is that limitations apply to human culture everywhere. Secondly, each tradition poses certain limits on its own culture. Lastly, each culture depends on its individuals. He goes on to state that when anthropologists study culture, their information and findings are based on a higher level than just the individual. Since the individual makes up such a huge part of culture, maybe more emphasis should be given to studying individuals, rather than just the culture as a whole. In this way, less over-arching generalizations will be made. CLARITY RANKING: 4 ALAN THIES Southern
Erasmus, Charles John. The Leader vs. Tradition: A Case Study. American Anthropologist January-March, 1952 Vol.54(1):168-178. Charles Erasmus’ article, "The
Leader vs. Tradition: A Case Study," presents the topic of "individual
leadership" in rural communities and its affects on the culture
and the social circumstances connected to it. Erasmus shows the issues
of this topic by studying a case that concerns leadership within a
Masiaca Native Community in The land the Masiaca Native Community is located on contains natural resources, which are valuable to both the native people of the land and other rich Mexican companies. Because both are dependent on these natural resources, disputes have come about regarding who is the actual owner of the land and thus whom has the right to take its natural resources for themselves. Is it the Masiaca community, who has claimed this land as their home for many generations? Or is it the rich companies who have permission to take the resources since it is on government-owned property? According to Erasmus, such disagreements over land ownership has now created "an almost universal" feeling of suspicion towards anyone of an authoritative position because of their reputation of offering bribes to the natives of the Masiaca community. Because of this issue, universal feeling of suspicion also carries on into the daily and religious relationships of the Masiaca people; thus, three degrees of limitation arises as a result of this. The first is the notion of generalization and the assumption that certain groups of people involved with the disputes belong to specific categories. The second accuses certain cultural traditions as being conditioned and limited. The third, degree of limitation that has resulted from the Masiaca ownership disputes, is the unfair notion of creating biases based on both the Masiaca people and the Mexicans of authoritative positions. Clarity Ranking: 3 Fenton, William
N. The Training of Historical Ethnologists in Fenton voices his concern about the maturity of the discipline of ethnohistory. Fenton stresses particularly the history, source material and methods/practice of the discipline. Historically Fenton notes 4 periods when considering American anthropology: Exploratory (1492-1800), discovery (1800-1860), museum (1860-1900) and academic (1900-1950), and applied (1951-). Fenton considers an essential part of the education of anthropologists to be knowledge of the history of American ethnology. One benefit Fenton sees of this education would be insight into the direction of the discipline and therefore the trends of the job market. It also seems Fenton is realizing the early stages of specialization within the discipline of anthropology and comments that anthropology was "dying at the core while expanding at the periphery"(331). One of the major problems Fenton sees is the lack of knowledge on the part of upcoming anthropologists, particularly ethnologists, in the types of materials available as well as how best to use them. These materials include informants (first and foremost), photograph collections, specimens, manuscripts and other printed materials. Fenton briefly indicates the importance of each and also notes advances in technology aiding today’s academic/researcher (e.g. the copy machine) (333). On the topic of methods and practice Fenton spends considerable time on what he refers to as "the Direct Historical" method, what Fenton calls ‘upstreaming’. Basically this entails "working back from the known to the unknown" (333). In addition to much praise, Fenton discusses the "Direct Historical" approach in relation to deep-level ethnography, archaeology (which he sees as resting on 3 premises: stability of major trends, ‘upstreaming’ and preference for descriptions which show continuity) and fieldwork. Also included in Fenton’s discussion of methods and practice are the topics of "time perspective" or stability/cultural change through time, diffusion (with warning by Fenton for thorough and repeated analysis), as well as a discussion of two applications of the practice of historical ethnology. Teaching from literature of contact (native Americans specifically) is the first of these two applications and d Fenton states how anthropological knowledge follows the frontier citing Mooney and Kroeber. The emerging field of courtroom ethnology and the use of theory and historical fact to set precedents is the second application. Fenton discusses problems such as rigor of method in reference to court application. CLARITY RANKING: 3.75 JEFFERY BROWN Southern
Fenton, William
N. The Training of Historical Ethnologists in According to William
N. Fenton, cultural anthropologists in The people who are
mainly biographers, colonial historians, historians of the West, and
lawyers, don't have the ethnological training to fully understand the
studies they are researching. Surprisingly, these are the people who
are mainly using ethnologists' findings rather than the ethnologists
themselves. Historians must help to train some ethnologists in historical
procedures to establish an equal at-home observation of their field
studies and historical facts. In addition, anthropologists without
historical facts are similar to historians without cultural knowledge.
In turn, Fenton believes that ethnological samples are the most precious
but yet the most neglected. American enthology is experiencing lowered
opportunities to do field work involving primitive cultures. For example,
the Clements library at the The author suggests that students that focus on an area and its people allow them to have a holistic perspective of the culture. The author highly recognizes professionals such as Samuel Kirklands, Guy Johnson, Conrad Weiser, and Lewis H. Morgan whose field studies correlate with his description of the Iroquois. Fenton suggests that information obtained from fieldwork analysis was often taken without reference to other similar work collected in the past. For example, Wissler's team wrote an ethnography of the Plains Indians without first referring to historical data. Fenton concluded his paper suggesting that the American Indian course be taught strictly in a historical manner. Furthermore, students will not only receive the background history of the Natives but they will also learn to develop the necessary skills from historical methods. He recommends training anthropologists to learn the principles of historical research and also he advices historical ethnologists to do their research in the libraries and archives. CLARITY: 4 Garvin, Paul L. and Riesenberg, S. H. Respect Behavior on Ponape: An Ethnolinguistic Study. American Anthropologist April-June, 1952. Vol.54(2):201-219. In this article Garvin and Riesenberg attempt to show that the study of a culture’s language can be an affective means of analyzing that society’s cultural structure. They illustrate this by showing the likeness of linguistic and behavioral relationships with the Ponape culture. The Ponape people consist of more than twenty matrilineal clans. The clans are divided into two leading clans, called the A-line and the B-line, each of which is composed of a single senior clan and several sub-clans. The sub-clans are thought to be descended from a family of sisters from the senior clan and are ranked according to their relative lineage distance from the original clan. Garvin and Riesenberg investigate the respect between and amongst the sub-clans as well as their relationship to the senior clan through the study of language and behavior. The authors identified two types of speech patterns, honorific speech and "common" speech. The height of honorific speech patterns, or royal honorific speech, is used only when speaking to or of the two highest tribal titles, Nahnmwarrki and Nahnken, meaning chiefs or officials. The honorific speech system not only includes speaking of the chiefs with respectful language, but also speaking with a respectful attitude in the presence of or even when speaking of the chiefs in their absence. Honorific speech is also used when speaking of terms in association with the Nahnmwarrki or Nahnken such as the name of food, which for the royal family is referred to as sak, but for commoners is referred to as kang, although it should be noted that honorific vocabulary primarily includes the names of body parts and verbs that mark bodily activities and states. Behaviorally levels of respect can be seen by and individual’s physical arrangement in relation to the chiefs’. During ceremonies the chiefs are seated physically above everyone else. People are never to stand or sit with their head higher than the officials’. Should the official be seated, in order to pass him one must crawl by so that their head is lowered. It is also thought taboo to touch the Nahnmwarrki’s and Nahnken’s person or clothing, and until 1925 commoners could not eat with or even speak to the chiefs. Garvin and Riesenberg prove in this article that attitudes of respect can be conveyed through speech patterns that are in turn paralleled by behavioral action. The authors also attempt to gauge the depth of the Ponapean attitudes of respect by what they call the " ‘degree of pattern involvement’ in the use of honorific speech," or the extent the cultural and linguistic patterns are involved in the different levels of respect. By studying behavioral and linguistic likeness in the Ponapaen culture the authors have shown how language can influence and reiterate cultural and psychological structuring. CLARITY RANKING: 3 BETHANY J. MYERS Southern
Garvin, Paul and Riesenberg, S.H. Respect Behavior on Popape: An Ethnolinguistic Study. American Anthropologist 1952 Vol. 54:201-220. This article is
a detailed analysis of the verbal and non-verbal patterns of respect
in the Ponapean culture; a small island located in the eastern As a means of adequately understanding the social structure of the Ponapean culture, the authors outline tribal rankings. There are two tribal groups, the Nahnmwarrki and the Nahnkun. Within these two tribes there is a complicated structure of titles, sub-clans and status, which help in determining the amount of respect or honor a specific person is entitled to. This concept of honor (or waw as they call it also determines the characteristics of communication (both verbal and nonverbal) that occur in their society. Inferior and superior persons are distinguished and spoken to differently. These patterns of verbal respect are referred to as honorific speech. The basic distinction between the two types of speech when addressing inferior or superior people is separated into honorific versus non-honorific (or common) speech. Honorific is used in addressing those superior in ranking. As well, royals have their own royal honorifics, which differ from both honorific and non-honorific speech. Thus, three different dialects or languages are used for each ranking. Each pattern is outlined in great detail. Grammar is a very important part of all three types of speech. As well, the size of one’s vocabulary is seen as a reflection of that person’s knowledge and wisdom. Also researched are the non-verbal patterns of respect. This is particularly important in addressing those of royal rankings. For example, during ceremonies the seating arrangement is such that no one’s head is physically higher than the chief’s. As well, attendants to the chief are not allowed to look directly at his face. This is seen as disrespectful. Many other examples of non-verbal honorifics are outlined. This article offers an interpretation of two patterns of respect (verbal and non-verbal) among the Ponepean and seeks to show how greatly a tribe member’s life is affected by the learning and use of these honorifics. An extensive list of honorific vocabulary (109 words) is given at the end of the article. Clarity Ranking: 2 NO NAME Gillin, John. Antonio Goubaud Carrera, 1902-1951. American Anthropologist January-March, 1952 Vol.54(1):71-73. Gillen reports Carrera’s
passing at 49 in 1951. Carrera’s credits include the Guatemalan Ambassador
to CLARITY RANKING: 5 JEFFERY BROWN Southern Gillin, John. Antonio Goubaud Carrera, 1902-1951. American Anthropologist January-March, 1952 Vol.54 (1): 71-73. Antonio Goubaud
Carrera was a CLARITY: 5 TOMMY
J. HELD JR. Indiana University of Pennsylvania (Dr.
Miriam Chaiken) Gotesky, Rubin. The Nature of Myth and Society. American Anthropologist October-December, 1952 Vol.54(4):523-531. In this article Gotesky reviews the ideas about myth that are presented by David Bidney. Chiefly, the question is whether a society has the ability to discriminate between myth and non-myth within their own culture. Bidney disagrees with Comte’s position that as a society becomes more advanced scientifically the fewer myths are perpetuated. This article attempts to look at the contradictions of Bidney’s article "The Concept of Myth and the Problem of Psychocultural Evolution", that appears in the 1950, Vol. 52, No. 1 of the American Anthropologist. The general idea is that societies are inherently the same as far as myth. They are able to clearly differentiate between what is true and what is mythical. In contrast to Comte, Bidney argues that the development of myth does not end when a society attains a particular level of scientific advancement, only that the way in which those individuals view the myth changes based on how the members define ‘belief’. Gotesky lists the seeming contradictions that are present in Bidney’s article. They include: that myth is clear and known, even though by nature is unclear; societies only understand myth at a later time, but at a point when their perception is clouded by the knowledge that the myth is false; Bidney’s agreement with Malinowski’s statement that myth cannot be scientifically proven, contradicts his statement that myth cannot be "beyond truth or falsity." If science is responsible for a society being able to distinguish myth from non-myth and a society prior to scientific knowledge has no basis for analysis, how can they distinguish between them? When a myth is created by science, scientific analysis is not sufficient to distinguish myth from non-myth. Finally, if the ability to discern the difference between myth and non-myth destroys myth, then every culture will not have myth as scientific knowledge increases. The definition of myth can be tricky for analyzing myth. The beliefs that are attached to myth determine how they affect the society that observes them. Anthropologists define myth as something that is accepted by society regardless of value attachment or the ability to prove or disprove. Bidney’s idea of myth follows with this, but adds the idea of a value attachment; a false-truth; dependence on the view of the person, whether they believe the myth is true or false; and false if proven by science. However, these views miss that myth can be known as false, but still have a large loyalty due to it’s value-attached aspect. The examination of culture may find there are four (4) types of beliefs based on the understanding of what myth is and is not. The conclusions are that myth for every culture serves the purpose of protecting the culture from unnecessary disorder. Myth will depend on the individual needs of the society, not solely on scientific data, and it’s ability to prove or disprove. There will always be disputes over the proper classification of belief and myth. Finally, social integrity and importance of myth as a form of identity are accepted for these "specific and general" purposes. CLARITY RANKING: 2 TINA HASTINGS Southern
Gotensky, Rubin. The Nature of Myth and Society. American Anthropologist 1952 Vol. 54: 523-532. In endeavoring to answer the question concerning the possibility that a society can distinguish between its own myths and non-myths, anthropologists have responded that the more scientific a society is, the more capable it is of making the distinction. Others have opposed this viewpoint of Comte, such as Malinowski, who argued that myth is essential for the perpetuation of a society. This article, however, explores the views of Bidney who emphasized that myths are not just necessary but are inexpungable. Bidney argues that every society distinguishes between myth, fact and fiction, and that "myth making" ends with the appearance of a scientific society. Thus myths, when believed, or when seen as false or when unable to be scientifically substantiated or disproved, are fraught with misconceptions and contradictions. Bidney’s analysis of myth is a series of arguments concerning the validity or invalidity of when a myth is a myth and when it is no longer believed to be a myth. Nevertheless, Bidney’s theses is a series of contradictions and ambiguous statements concerning the concept of "myth", false belief" or "true belief". In accepting that every society has its myth, the author attempts to distinguish between what is true and what is myth, which is explained as a "value-charged" belief. This concept appears to be closest to the archaeologist usage of the term "myth". However, Bidney labours the point as to what he considers to be the essential characteristics of myth. He claims that those who believe a myth as true, do not believe it to be a myth. Thus the author attempts to provide an explanation concerning Bidney’s concept of myths. Comparing various contentions, the article demonstrates that Bidney’s conception of myth is that myth is belief, which is value-charged, believed to be true, although actually false. If true it is of course not a myth. There is no indication if these definitions of what is a myth is compatible with scientific knowledge of the time, which would prove myths to be true, and hence not a myth, or a myth and hence not true. If the analysis of Bidney’s hypothesis is justified, then his thesis, that all cultures create their own myth still holds. However, this is true if, and only if, the concept of myth as false truth is rejected. Finally, a myth, like any belief, can be false, but it is not false because it is a myth. Furthermore the acceptance or rejection of what is a myth, what is true, and what is false depends not only on scientific criteria, but on the needs of the society to maintain its belief in myths as being of special significance and utility for that particular society. CLARITY RANKING: 2 Honigman, John
J. Intercultural Relations at Honigman’s interest
was with the three cultural groups who lived at the Trading was one form of interaction, though there were a few others. Eskimos and Indians also interacted in dances, two ball games, and various other occasions. Births, weddings, and funerals were ritual events in which there was some sort of interaction between all three groups. The Eurocanadians held religious services, during which the Indians and Eskimos were given the opportunity to interact. The Eurocanadians interacted with the other two groups mainly only on religious occasions, or when providing medical supplies or food. Eskimos commonly held jobs with the whites in return for wages. Honigman found that all three groups had lived together for a relatively long time without learning each other’s languages. One of his explanations for this was ethnocentrism on behalf of each group, particularly that of the Eurocanadians. Also, he mentioned the fact that summer was the only period when they all lived near one another, and so for the most part, heavy contact was impossible. The fact that their life ways were so different meant little collaboration and conflict—another reason for limited contact. Without overcoming the language barrier, Honigman doubted that heavy interaction was possible. CLARITY RANKING: 4 RACHAEL WILLIS Southern
Honigmann, John. Intercultural
Relations at This article analyses
three inhabitants of Each of the groups that inhabit Great Whale river have distinct lifestyles that vary between one another. There is never any conflict for resources for food or land because each live in different regions for example Eskimos live near the shore and islands and the Indians live in the forest that borders the coastal strip of the tundra. The native groups hunt and gather for their own food and trade for the necessities that they can not provide themselves. The Eurocanadians have more access to imported items that allow them to enjoy luxury comforts. Trade between groups is common activity, it promotes inter-group relations. Eurocanadians have the most control over the wage labor and trade dependency of the two native groups. They also provide church and medical services. Eskimos earn cash through selling their labor and trade trappings. Indians buy necessities from selling furs and trappings. They have a higher economic status and can secure commodities easier than the Eskimos. The Eskimos have rituals of visiting and recreation. Visiting is when the women go from tent to tent to familiarize themselves with the others pattern of living. The recreations rituals includes the young kids; go to dances and participate in ball games. Although they all have factors promoting group inter-relations there are many factors that still inhibit inter-group relations such as ethnocentrism and linguistics. Each group creates a boundary separating themselves by stereotypes generalizing the group as a whole. Eskimos thought Indians were cheap and did not trade fairly, Indians thought Eskimos were not clean, that they were stronger, had prettier girls than the Eskimos. Whites knew they were the most powerful being the administrators, the teachers and the natives being the recipients. The problem began with the resistance of the natives to accept the European culture, they wanted to keep their own traditions. Overall they all led lives with little conflict between each other because of the symbiotic dependency of the trade market and the fact that they are not in competition for land, resources or women. Clarity: 5 Howells, W. W. The Study of Anthropology. American Anthropologist January-March, 1952 Vol.54(1):1-7. In this essay Howells discusses the birth and evolution of anthropology –"The science of man and his works" (1). What Howells is in essence describing is the bringing of humans into the picture. When anthropology began the established sciences viewed "man" as separate/outside the laws being set down for animals. Anthropology is the result of a shift in these views and Howells notes the fields coming together (realization) and its subsequent specialization. After mentioning benchmark events in anthropological history, Howells questions the speciation (branching and specialization) of anthropology, but advocates this conclusion in the long run. As Howells sees things, at first the now branches of anthropology were able to make more conjectures about realities. As facts arose conjectures and the ability to conjecture was limited and depth of knowledge on subjects increased. This process continued until anthropologists were no longer able to be renaissance in knowledge. "Goldenweiser designated Boas as the first true general anthropologist and ventured the guess that Kroeber was likely to be the last" (3). This issued in the days of specialization. Howells depicts this as a "consequence of the essential rigorousness of the scientific method" (6). Howells ends the essay by examining the need for a larger audience of the field of anthropology including liberal arts and junior colleges. I would agree and urge it also in grade school – high school as well as greater representation of human studies with in the associated sciences (e.g. zoology). CLARITY RANKING: 4 JEFFERY BROWN Southern Howells, W. W. The Study of Anthropology. American Anthropologist January-March, 1952 Vol.54(1):1-7. The article entitled “The Study of Anthropology”, by W. W. Howells, tells of the beginnings of anthropology, and how the discipline has changed over the years. Howells reminds us that anthropology once was not divided into different subfields, but has since transformed into a vast discipline with many subfields within it. Howells discusses the importance of each of the four subfields and emphasizes how each subfield can learn from the others because they each derive from what Howells calls, the “science of man and his works” (1). Howells also provides an argument for the importance of a holistic study of anthropology for students and anthropologists alike. Howells argues throughout his article that the scope of anthropology has widened immensely, and at great speed, and that “general” anthropology is a thing of the past. Howells cites the thoughts of Goldenweiser, [who] “designated Boas as the first true general anthropologist, and ventured the guess that Kroeber was likely to be the last” (3). General anthropology is still available for students to study, but Howells explained that advanced students studying anthropology almost always focus on a specialized area or subdiscipline. Despite the fact that the field of anthropology is so broad, and contains so much information, Howells also stresses the fact that it is important for students not to forget about the subfields that differ from their area of study. This article was written in 1952, and Howell mentions the need for anthropology classes to be taught in all universities regardless of their size. Howells’ article gives the reader good insight into a time when anthropology was experiencing change at a rapid pace. Howells tells the ways in which anthropology has changed over the years and provides an argument for students of anthropology to be exposed to all subfields of anthropology. CLARITY: 2 NICHOLAS
M. RAMIREZ Kelley, J. Charles. Factors Involved in the Abandonment of Certain Peripheral Southwestern Settlements. American Anthropologist Jul.-Sept., 1952 Vol.54(3):357-385. In this article,
Charles Kelley presents numerous theories on the abandonment of settlements
in the American Southwest from A.D. 1000 up through the eighteenth
century. He focuses on settlements in the With the abundance
of abandoned settlements in the American Southwest, Kelley first presents
us with farming establishments that disappeared shortly after A.D.
1400. Although archaeological excavations have not provided us with
a reason for the downfall of these sites, it has been suggested that
Athapascan raiders from northern Kelley continues
with an overview of abandoned settlements in the La Junta region between
1400 and 1750. These settlements include San Antonio de Julimes, El
Mesquite along with San Juan Bautista, San Francisco de la Junta, and Kelley theorizes that the coexisting Apache, having a hunting and gathering lifestyle, and La Junta, having a farming lifestyle, came into conflict with fluctuations of rainfall throughout time. Having trouble providing for themselves, as well as providing for the demanding Apache, they abandoned their settlements in search for a better watered area. In this heavily footnoted work of Charles Kelley, we are provided with a clear understanding of the numerous theories surrounding Southwest abandonments, as well as his own well-calculated theories. CLARITY RATING: 5
Kelley, J. Charles. Factors Involved in the Abandonment of Certain Peripheral Southwestern Settlements. American Anthropologist 1952 54:356-387 In this article,
Kelley examines evidence found through archaeological research that
provides a possible explanation of the abandonment of Southwestern
Settlements stretching from the He begins his analysis
with the After spending inordinate amounts of time discussing the features of these locations, Kelley goes on to only briefly do what he claimed to be striving towards - analyzing the possible reasons for the abandonment of these areas. In the instance of the El Mesquite, he doesn’t even answer his own question, but poses another: "…how is the relatively permanent occupation of San Juan Evangelista from shortly after 1400 to about 1650 and the corresponding occupation of the site during the La Junta Focus to be explained?" (Kelley, 371). Kelley attempts to explain the desertion of particular sites using primarily other experts’ research, quoting questionable and even occasionally unrelated statements. He includes information unrelated to his goal and makes unproven claims for no overall point. CLARITY RANKING: 2 McCown, Theodore D. The Training and Education of the Professional Physical Anthropologist. American Anthropologist July-September, 1952 Vol.54(3):313-317. McCown begins this article by explaining the importance of cultural knowledge in the understanding of anthropology as a whole. He believes that it is important for students of anthropology to be aware of the problems that this study may cause. The study of primates, along with their connection with human evolution becomes problematic "by the cultureless condition of our primate relatives" (McCown). Another problem that according to McCown, is that many studies deal with strictly organic materials used to distinguish between the human races. He believes that some physical anthropologist have simply refused to admit the importance of language and culture toward the analysis of various human races. His third area of interest begins with the study of physical characteristics of living people being generalized on the basis of individuals, but not of that particular individual. In other words, physical anthropologist set up hypotheses as if the organic variables were neutral or non-existent. He believes there are too many "as ifs" in the descriptions used by anthropologists. Other criticisms made by outside parties are concerned with the reluctance of physical anthropologists to create a hypothesis that man is not just a mammal and not just a primate. Physical anthropology is commonly criticized for the lack of theory. These criticisms do not come from McCown, but by both zoologists and social scientists of numerous persuasions. With these criticisms, along with his own, McCown feels that a physical anthropologist must be trained as a morphologist. An anthropologist should know the specifics and segmentations of human and animal anatomy. McCown believes that the most important part of training should come at the graduate level of an anthropologist’s education. He believes that the anthropology professors must educate an anthropologist to be concerned with man, a mammal unlike any other, and be knowledgeable about, not only the organic form and processes, but of the larger concept of man’s place in nature. CLARITY RANKING: 4 CARRIE CROZIER Southern McCown, Theodore. The Training and Education of the Professional Physical Anthropology Students. American Anthropology, September, 1952 Vol.54(3): 313-317 McCown argues that today the teaching of physical anthropology to students has become so narrow that the students are losing site of the big picture. He states that the three major problems and interests facing physical anthropology today are: the place that man holds in the natural world, the better understanding of the present condition of man and the interest and the organic nature of the individual in relation to his behavior. This brief overview of what McCown feels is physical anthropology’s most important focus is set up for a discussion of what he feels should encompass the teaching of physical anthropology. He feels that the study is too pinpointed in the beginning and that the basis of physical anthropology encompasses much more that what the students will learn from undergraduate programs. Since this is the case the students must be morphologists, understanding the processes by which the human conditions change over time. McCown recommends that the true teaching of physical anthropology should not be taught until graduate school and that the undergraduates should instead spend those years getting a working knowledge of how the processes work. He recommends that they focus on zoology, comparative anatomy, genetics and physiology. This education would then provide valuable information that would assist the student and the discipline as well. With this knowledge the students would gain a better understanding of the interconnection of the discipline and the area of his study. Saying this, McCown points out that it is not his duty to lay a curriculum, but that the role of the anthropological teacher must be brought back into perspective. CLARITY RANKING: 5 WILLIAM
MCGINNIS Mead, Margaret. The Training of the Cultural Anthropologist. American Anthropologist July-September, 1952 Vol.54(3):343-346. Margaret Mead speaks to the necessity for better training of cultural anthropologists in this article where she outlines four items of focus for the up and coming graduate student. As a pretext to her four points, Mead states that for an anthropologist to truly get adequate field experience, they must go into the field alone and be responsible for the whole of how to apply their training. She goes on to say that research with a nonliterate, or at least non-Indo-European people, is absolutely necessary for the training of professional anthropologists. Mead’s first point of focus is at the graduate level when students should have a preview of the theoretical situation they will encounter in the field. This should be done by working with existing materials, monographs by anthropologists, as well as what she terms more inadequate materials that consist of folk tales and traveler’s accounts. This, she states, will allow opportunity for developing the kind of working hypotheses essential to well rounded understanding. The second point of focus for the anthropological toolbox is the training in the recognition of patterns. For Mead this is essential in giving a coherent account of any culture and may be accomplished, most effectively, through linguistics. The third point of focus is knowing one’s own cultural position. She states that the anthropologist needs an acute awareness of his or her own idiosyncratic version of culture. The fourth and final point for the improvement of anthropological training is for there to be enough observational work done for the student to realize their strengths and weaknesses in observation. For instance, if the student can take notes while kneeling in a room filled with smoke. All of these suggestions are still applicable if only slightly in need of adjustment for current theoretical purposes. Obviously it is not necessary for today’s anthropologist to research non-literate peoples, or even those outside of their own country. However, more focus on what will be encountered in the field, any field, is definitely a worthwhile cause, even if the only way for students to realize this is to go in the field as soon as possible. CLARITY: 5 T. M. KEY Southern
Mead, Margaret. The Training of the Cultural Anthropologist. American Anthropologist 1952 vol.54:343-346. The overall concern of this article is one of great importance to Anthropology. The author of this article discusses and details how the training of the cultural anthropologist should inform, educate, and transform the discipline of anthropology. Mead postulates a formula for the student of anthropology to better prepare for such work that can in application give information about human practice. The overall argument recommends noteworthy objectives for the training of cultural anthropologists. Fundamentally, the author sets out to revolutionize anthropology. Mead argues that exposure to the field and the developments of ethnography are very important ingredients to the success of the student anthropologist prior to entering the field solo. Mead believes that exposure to literature and supervised field experience near home will allow for adequate experience before going to the field alone with full responsibility. Also, the student should exercise applying skills learned during graduate training before entering the field. According to Mead, fieldwork apprenticeship is a vital part to the training of anthropologists. At the graduate level, Mead asserts that students must be given a practical preview of theoretical situations that will confront them in the field. Secondly, training in the recognition of pattern is deemed important; this means students must analyze cultural data comparatively. Thirdly, the students must be trained to be aware of their own cultural position. Therefore, the student must take a reflexive approach and remember that sometimes phenomena is relative and culture is not static and changes over time, also, it is differently perceived by every individual. In addition, the me |
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