72 slides in 40 minutes

Anthropology 152:Culture and Humanity

Alex GolubUniversity of Hawai‘i at Mānoa

Introduction to the Class

Week 1 Session 1Spring 2015

1What is this class?

2How can I succeed

in it?

3How to get an

education

1What is this class?

Anthropology 152Culture and Humanity

Culture

Humanity

‘FGB’Global and

Multicultural Perspectives

‘FGB’“Provide thematic treatments of global processes and cross-cultural interactions from a variety of perspectives. Students will gain a sense of human development from prehistory to modern times through consideration of narratives and artifacts

from diverse cultures. At least one component of each of these courses will

involve the indigenous cultures of Hawai'i, the Pacific, or Asia. FGB courses cover the

time period 1500 to modern times”

2How can I succeed

in it?

Time Commitments

120 creditsto graduate

divided by 4 years

30 credits a year

15 credits a semester

divided by 3 credits a class

5 classes a semester

‘full time’

40 hours a week

5 classes a semesterdivided by

8 hours per class a week

2.5 hours in class

5.5 hoursoutside of class

1.83 hoursbetween sessions

2 hoursbetween sessions

Grading(where the ‘A’ is

coming from)

AttendanceClicker Questions

MidtermFinal

Culture Project

Attendance10%

Clicker Questions10%

Midterm10%

Ethnography:a written

description of the way of life of a

people

(blah blah blah)

Midterm10%

Final10%

Seminar Work

Culture Experts

Culture Experts

Culture Experts

1 Aspect Paper

15%

1 Aspect Paper

15%

•Kinship•Economy•Religion

“Where are they now?”

15%

6-8 smaller group assignments

30%

3How to get an

education

certification versus education

“A liberal arts education offer[s] a broad-based and integrated

perspective on the world and human experiences; better self-

understanding; societal, civic, and global knowledge; an independent and inquiring mind; a desire and

capacity for life-long learning; and valuable transferable skills.”

Liberal Arts

Fit for a free personNot tied to vocation - flexible employmentPublic use of reason for citizenship

Liberal Arts

Fit for a free personNot tied to vocation - flexible employmentPublic use of reason for citizenship

The skills needed to not be a slave

Fit for a free personNot tied to vocation - flexible employmentPublic use of reason for citizenship

“The faculties of thought and imagination that make us

human and make our relationships rich human relationships rather than

relationships of mere use and manipulation”

- Martha Nussbaum

Fit for a free personNot tied to vocation - flexible employmentPublic use of reason for citizenship

“The habit of looking for new meanings, of seeking out new

connections, of investing experience with complexity or extension that makes it richer

and longer, even though it remains anchored in some local

bit of both social space and social time. ”

- Andrew Abbott

Fit for a free personNot tied to vocation - flexible employmentPublic use of reason for citizenship

“To be at home in all lands and all ages;To count Nature a familiar acquaintance,And Art an intimate friend;To

gain a standard for the appreciation of others’ workAnd the criticism of your own;To carry the keys of the

world’s library in your pocket,And feel its resources behind you in whatever task you undertake;To make

hosts of friends . . .Who are to be leaders in all walks of life;To lose yourself in generous enthusiasmsAnd

cooperate with others for common ends—This is the offer of the college for the best four years of your life.”

- William DeWitt

Liberal Arts

Fit for a free personNot tied to vocation - flexible employmentPublic use of reason for citizenship

The skills needed to not be a slave

•Think well about political issuesRecognize fellow citizens as peopleHave concern for the lives of othersImagine well a variety of complex issues affecting the story of a human life as it unfoldsJudge political leaders criticallyThink about the good of the nation as a wholeSee one's own nation as a part of a complicated world order

Plumbers, Pipefitters, Steam Fitters $63,120

Electrician $64,240Plasters and Stucco Masons $67,360

Operating Engineers and Construction Equipment Operator $71,960

Nurse Midwife $98,390Judge $133,890

Dentist $152,000Internist $231,000

“Being educated is your best plan for an uncertain future”

“Business executives appreciate long-term outcomes of a college education, the

preparation not simply for a job but for a long and varied career. According to a study

commissioned by Hobart & William Smith Colleges, business leaders value liberal arts grads for their critical thinking and problem-

solving skills, strong writing and speaking skills, self-discipline, exposure to diverse

ideas, and global perspective. And they hire them because it makes good sense in a global business environment marked by

constant change. Rather than developing a trade good for one particular job, liberal arts graduates develop a broad base of

knowledge and skills that prepare them for evolving challenges over the long haul.”

Source: Studley, J. (2003, Sept/Oct). Are liberal arts dead? Careers & Colleges, 24(1),

17.

Take responsibilitymotivate yourselfbe ethical

manage your timemanage your moneyDevelop Physical Skillsstay welllook goodtype wellwrite legiblyCommunicate VerballyConverse one-on-onepresent to groupsuse visual

displaysCommunicate in writingwrite welledit and proofuse word-processing toolsmaster online communicationsWork directly with peoplebuild good

relationshipswork in teams teach others

Influence peoplemanage effectivelysell successfullypolitick wiselylead effectivelyGather informationsearch the webuse library holdingsuse commercial databasesconduct

interviewsuse surveysUse quantitative toolsuse numbersuse graphs and tablesuse spreadsheet programsAsk and answer the right questionsdetect nonsensepay attention

to detailapply knowledge evaluate actions and policiesSolving problemsidentify problemsdevelop solutionslaunch solutions

“Graduates who were among the 20 percent of lowest-performing students on the CLA were three times likelier to

be unemployed in spring 2011 than were those who performed in the top

quintile (9.6 percent of the former were in search of a job, compared to 3.1

percent of the latter).Furthermore, compared to graduates who scored in the top quintile on the CLA, those who scored in the bottom

quintile were twice as likely to be living at home (35 percent as opposed to 18 percent) and had “significantly more”

credit card debt (51 percent vs. 37 percent).”

仁

What versus How

For Next Time

Chambliss, Mundanity of Excellence