Class Notes (838,266)
Canada (510,811)
Anthropology (1,602)
ANTA02H3 (394)


5 Pages
Unlock Document

Maggie Cummings

ANTA02-Lec01 Lecture # 8 - March 2, 2010 PDF -Week 8 Movie rd 3 section of Course - PROGRESS OF POWER - Notions of “primitive” cultures or peoples or practices vs. modern cultures/ peoples/ practises - Question these categories - Race and racism - Cultural and institutional power and individuality/ agency In Search of Respect  Looking at a subculture in our own culture  Will have to write an analytical essay (due at the end of march) FINAL EXAM - will not be cumulative (explicitly) - Will be based on the stuff from after the midterm - But will have to remember the things from before the midterm (i.e. what is culture, fieldwork, ethnocentrism, etc) ------------------------------------------------------------------------------------------------------------------------------------------  “Primitive” - “Modern” o Used consciously and question their ‘cultural baggage’ and what they actually are used for o Are they justified? They are not objective labels o Question the labelling because it is not objective - it is value laden and a judgement  Judgment from your own perspective (i.e. our dominant culture) Ethnocentric  Modern vs. Contemporary o Modern = “now”; the present day  Prof. Wants to distinguish between modern and contemporary  Modern = certain type of culture or society; certain group of characteristics and ways of organizing  seen as the opposite of tradition; although the two often co-exist (VSI Chapter 3)  Contemporary - the present day; if you want to talk about ‘today’ or the present  Means: at the same time as (i.e. now)  Modern has a cultural baggage so you want to use it in the right context TIME AND TRADITION VS. MODERN - Time is a social construct o Time = money (dominant metaphor) o Relationship between language and time - we have tenses (past, present, future)  This means that we see our world as being organized in terms of linear time (Sapir-Whorf Hypothesis)  time links together  Hopi don’t see time like this because they don’t have tenses  We make sense of the world: the past is behind us; use it to learn from; the future is ahead of us with the promise of something better o Sense of time for us is TELEOLOGICAL - we think we are moving through time towards a goal o Time is moving through space towards a goal; then movement of time is also seen as PROGRESS or DEVELOPMENT (everything is getting better as we move through time)  We see it as inherently good and making us better and allowing us to progress  This implies that things behind us are less progressed and less developed and worse or backwards  i.e. technology is always getting better and giving us faster, better, efficient ways of doing things  literacy - being literate is tied to the idea of progress and development through time (as people progress, they become more literate and smarter)  rationality - as we move through time we become more rational and intelligent  our lives will become even better in the future because of science and intelligence th - Pre-19 century, linear time was the product of religion (linear time was religion time) o Time started with creation, moved forward, and time will end in these religious times (an apocalypse) o Then a new time will begin in religious time o The general understanding was that the world and time as we knew it was 4000 years old; there was the beginning of time o Ancient times, Medieval times, modern time (progression of time)  This all made sense according to the religious conception o Mid-19 century  Darwin postulated that the would was 4.5 billion years old; there wasn’t a beginning of time  Life had evolved and we couldn’t put our finger on the beginning date  Maybe it was the big bang but we were not sure  There was a chunk of linear time that was unsure (the bottom of time fell out)  Now we had all this other pre-history time that we didn’t know much about  Pre-history implies non-literacy; because it was not written down and could not be read  When Europeans encountered people without written texts (but had oral history) they dubbed them as being “pre-literate”  said they were primitive because they come from a time before reading  Because they were pre-literate, they were seen as being less evolved  they have stayed pre-history (were less evolved at least culturally)  Europeans thought that these people were like our ancestors or “living fossils”  They thought these people were not the same as those of us in the ‘modern’ world  They thought we could look at these people and understand the past because these primitive people are stuck in the past and tell us about our ancestors that have died - We see that people talked about these primitive people as though they are not contemporaries o We think they have been living in the same was as they had in the past; they are stuck in the past o There was a division of: we are modern vs. these people who are stuck in the past o By labelling these people as primitive, we denied them access to the present/ modern world and see them as different o In fact, they do move through time like everyone else, but we believed that they were stuck in the past and we could understand the past o We have these moral fixations about how these people needed to be introduced to progress and development to move them into modern time (i.e. look like Europeans)  They were there to teach the Europeans about the past
More Less

Related notes for ANTA02H3

Log In


Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.