ANTH 2037 - Anthropology of Emotion, Mind and Person

North Terrace Campus - Semester 1 - 2015

Issues of what it is to be a thinking, feeling, knowing person are central to anthropology. Anthropology has, throughout its history, provided a unique and powerful focus on the mind, body and person in their total social and cultural context. This course explores different disciplinary perspectives on emotion, mind and person, while highlighting the distinctive methodological and theoretical tasks of anthropological explanation. Specific topics covered will include cross-cultural understandings of emotion, grief and mental illness; debates on the role of language in perception; and altered states of consciousness such as dreaming, trance and possession. The course culminates in an exploration of anthropological perspectives on what it is to be a person, using ethnographic and cross-cultural comparisons to reflect upon individuality, agency and power.

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Course Details

Course Code	ANTH 2037
Course	Anthropology of Emotion, Mind and Person
Coordinating Unit	Anthropology and Development Studies
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	At least 12 units of level 1 Arts courses
Incompatible	ANTH 2023 or ANTH 3023
Assessment	Workshop participation, presentation, essays

Course Staff

Course Coordinator: Dr Rodney Lucas

Course Coordinator: Dr Rod Lucas

Course Timetable

The full timetable of all activities for this course can be accessed from .

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

At the successful completion of this course, students will be able to:

1	Recognise elements of the anthropological study of mind, consciousness, emotion and personhood
2	Develop an understanding of key concepts in the long history of anthropological enquiry into these topics
3	Distinguish different disciplinary approaches to these topics
4	Become familiar with anthropological literature, analytic frameworks and research methods in relation to these topics
5	Demonstrate an ability to think critically and analytically about these topics
6	Better understand contemporary Western knowledge and practice as cultural phenomena
7	Locate notions of emotion, mind and person in our own society and our own lives, and to think more deeply and analytically about that social location

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1, 2, 3
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	3, 4,5
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	6
Skills of a high order in interpersonal understanding, teamwork and communication.	5
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	7
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	5, 6
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	6, 7

Learning & Teaching Modes

Lectures are an essential part of the course, providing the background, theoretical tools and ethnographic material central to the topic. They will be complementary to the tutorials and will not necessarily cover the same ground. Seminars provide an opportunity to expand on some of the material in lectures, and to further explore and debate aspects of the week's topic via students' own experiences and small group discovery.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

1 x 1-hour lecture (or equivalent) per week	12 hours per semester
1 x 2-hour seminar (or equivalent) per week	24 hours per semester
6 hours reading per week	72 hours per semester
2 hours research per week	24 hours per semester
2 hours assignment preparation per week	24 hours per semester
TOTAL WORKLOAD	156 hours per semester

Learning Activities Summary

Schedule
Week 1	Introduction
Week 2	Mind and Society: Conceptualising the Relationship
Week 3	Debates on Language and Perception
Week 4	Consciousness, Altered Consciousness, Trance & Possession
Week 5	Mind, Body & Phenomenology
Week 6	Problematic Minds: a cross-cultural case study of schizophrenia
Week 7	Culture & Personality: the case of Bali
Week 8	Emotion, culture & the body
Week 9	Emotion: Managing Hearts
Week 10	Body and/of emotion
Week 11	Ego-centric and socio-centric personhood
Week 12	Being a ‘person’: the beginnings and ends of life

Small Group Discovery Experience

Students will have the opportunity to work with each other in small groups (usually 2-4 persons) to research and present to fellow students materials relating to the focus topic for a particular week. These groups will work toward providing a context for a broader discussion that will take place across the whole workshop group, following a presentation. Students working in this way are encouraged to be creative: to bring their own insights and knowledge to the topic, to go beyond the basic readings, and to find their own materials. Broader research and egagement will be rewarded in assessment. Small student groups will also engage each other through a range of activities including quizzes, role plays, demonstrations, discussions and debates.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Weighting	Course Learning Outcome
Seminar participation	Formative and Summative	10%	1
Seminar presentation	Formative and Summative	20%	2, 3, 4
5 x e-posts	Formative and Summative	10%	4, 5
1500 word research proposal	Formative and Summative	20%	1, 3, 4, 5
2500 word research essay	Summative	40%	5, 6, 7

Assessment Related Requirements

Seminar Participation
Failure to attend more than 2 seminars without adequate documentation (eg a medical or counselling certificate) will result in 0% for the participation mark.

Seminar Presentation
All students are required to engage actively in the learning of others in their seminar group. This is achieved principally through small group discovery learning in which students work with 1, 2, or 3 other participants to explore a set of issues and questions related to the topic for that week (see 'Learning Activities Summary' above).

Assessment Detail

Seminar Participation: Students will be evaluated on their familiarity with the required readings, their preparation for and leadership in discussions, their role in group presentations, and their general class participation. The participation mark is not simply a numeric rendering of how many workshops a student has attended. All students are expected to participate in seminar discussions and to act professionally throughout the semester, which includes regularly attending class, arriving to class on time, and being respectful to all seminar members - 10% weighting.

Seminar Presentation: Basic elements of a presentation include: a clear, concise summary of the topic(s) raised by the reading materials; discussion of why it might be an interesting/relevant/important topic to study; highlight what you’ve learned from the materials – what was interesting, challenging or difficult - 20% weighting.

ePosts: Each posting should be a short (c.150-200 words) but coherent paragraph that follows one of two formats:

1) Close reading: Identify a passage from one of the readings that either interests and excites you, or annoys and frustrates you; briefly explain how or why it does so; and pose a question that might help move discussion forward to follow your inspiration, or address your frustration.

2) Context: Write a short paragraph situating the week’s readings within the context of the course as a whole: what new elements do they bring to the topic? Which previous readings do they build upon, which do they forget? How do they speak to themes emerging in class discussion?

Individual postings will not be graded, but the number from each student will be recorded and a grade assigned accordingly (2% x 5 = 10% of total grade). ePosts may be further used in seminars to precipitate or expand upon discussions and debates.

1500 word Research proposal: comprising the (working) title of the proposed project, a 500 word summary outlining the basic details of the project, and an annotated bibliography - 20% weighting.

2500 research essay: an essay based on each student's research and research proposal - 40% weighting.

Submission

All assignments must be submitted electronically via MyUni as a PDF file.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Final results for this course will be made available through Access Adelaide.

Student Feedback

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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