ANTH5_Fall 2008


*Course Description*

This course will examine religious practices and beliefs from a cross-cultural and comparative perspective. Together, we will define the key concepts of this course: magic, witchcraft, and religion. We will investigate connections and disparities between what people “do” and what people say they “believe.” We will relate course issues to contemporary religious, political, and economic contexts. One way to do this is to examine connections among the concepts of race, nation, and religion. Are certain nations religious while others are secular? Do certain groups of people look to magic while others look to science to explain the world’s mysteries? If so, what do such differences imply? If not, what do such assumptions mean? Throughout the semester, we will examine a number of religious traditions—from Televangelism to Songhay spirit possession to Judaism to Neo-paganism to Haitian vodou. On our journey, we will investigate: traditional performance in Nigeria; Protestantisms in the US; spirit possession and Islam in West Africa; Jewish immigrant culture in Southern California; and finally, vodou in New York and Haiti. We will explore the above questions and much more through ethnographic readings, class discussions, films, short papers on the readings, and a final research paper based on your fieldwork in a local “religious” community of your choice. By getting a chance to choose, conduct, and write your own ethnographic project, you will practice skills you learn from the course—including research methods; descriptive and reflexive writing; and cultural interpretation and analysis. *Course Learning Outcomes* Analyze and explain the major theoretical approaches of the Anthropology of magic, witchcraft and religion Analyze and explain particular human behaviors involved in religion and the supernatural Assess various histories and politics of religions in western and non-western cultures Compare, contrast, and evaluate particular monotheistic and polytheistic religions Analyze and explain religious traditions as they are embedded within systems of race, class, and gender Each of the above outcomes will be measured by: response papers, quizzes, exams, discussion participation, and a semester-long research project.

*Course Requirements*

Class Participation	15%
Quizzes & Response Papers	20%
Midterm	30%
Final Exam	15%
Final Research Paper & Presentation	20%

Class Participation (15%)

Attendance at all class meetings is required. If you miss 4 classes, you will be dropped from the course. The college policy on attendance is that students missing one more class hour than the unit value for that particular course may be dropped without possibility of credit. Do not be late: lateness is disrespectful to the instructor and your classmates.

All students are expected to read the assignments before each class and come prepared to participate in class discussions and exercises. Be prepared to read between 40 to 130 pages a week! Please read critically and take notes, making sure you understand the authors’ main points. Also, I encourage you to keep a personal reading journal in which you write down your reflections and questions for class discussion.

Quizzes & Response Papers (20% total)

Several short answer quizzes based on course readings, lectures, and films will be given throughout the semester. The instructor will either let you know about quizzes in advance or surprise you. Response papers based on specific readings or films will be assigned in advance.

A response paper is 1-2 pages, typed and double-spaced. While it is a relatively open format, your response paper should deal with one or a few of the main points made by the author or film. I am interested in your critical thinking here: tell me what you think about the piece. While some summary is fine, I do not want a summary paper. For example, you might consider these questions before you write: Given what the author or film was trying to convey, do you agree or disagree? Why or why not? Do you have lingering questions about the material presented? Did you appreciate the piece? Why or why not?

Midterm (30%)

The Midterm consists of a take-home essay and a fieldwork paper. Based on assigned readings, topics covered in class and videos, the essay will require synthetic and critical thinking. The fieldwork paper will give you the opportunity to begin the process of formally writing up your fieldwork experience, using ethnographic writing techniques of thick description and analysis.

Final Exam (15%)

The final will be a take-home essay exam. Based on assigned readings, topics covered in class and videos, questions will require synthetic and critical thinking.

Final Research Paper and Presentation (20%)

Your 6-8 page final paper (typed and double-spaced) is due on the last day of class. The paper will be based on your original ethnographic research in a local religious community. You will need to begin field research for this paper fairly early in the semester. Throughout the semester, you will conduct two 2-hour rounds of fieldwork for a total of 4 hours. However, you may conduct more fieldwork if you are inspired! You will give a brief oral presentation on your research during the last weeks of class. Please select a paper topic from the choices at the end of the syllabus.

Final Grades

YOU MUST COMPLETE ALL OF THE ABOVE REQUIREMENTS IN ORDER TO PASS THE COURSE. Your grade in the course will be based on: class participation (15%); quizzes & response papers (20%); midterm (30%); final (15%); and final research paper and presentation (20%).

90%-100% = A; 80%-90%=B; 70%-80%=C; 60%-70%=D; below 60%=F

Throughout the semester, how do I know my grade? It is your responsibility to keep track of all of your grades throughout the semester. I recommend that you keep a running list of all of the grades (checks, points, etc.) that you receive. Then, you do the math! If you still have questions after you have examined your list, ask your instructor for feedback.

Important Notes

Students requiring special services or arrangements because of hearing, visual, or other disabilities should contact their instructor, counselor, or the Disability Resource Center (DRC) at 848-4865.

Students are expected to exercise academic honesty and integrity. Violations such as cheating and plagiarism will result in disciplinary action which may include recommendation for dismissal.

Please note: Lecture notes are in Powerpoint format. If you do not have Microsoft Powerpoint, you can still access the notes by using the Powerpoint Viewer, downloadable at the Microsoft Office Download Center.

Classroom Etiquette

It is a privilege to step into and participate in a college classroom, right?! I aim to create and facilitate a productive, comfortable, and exciting learning environment for each student. In order to do this, I need your cooperation and willingness to take this learning environment seriously. How might we create this kind of experience? Here are some of my rules:

Walk into the classroom each day with an open mind.
Before entering the classroom, turn OFF your cell phone. At the very least, turn it to “vibrate” mode so that it does not disturb the class. No exceptions!
No talking to your neighbor unless it is part of the class exercise.
Do not do your homework for another class in this class!
No leaving early unless you have cleared it with me.
Be 100% present in body and mind!
If you are unable to follow this classroom etiquette, please take another class!

Texts

Texts are available for purchase at the Gavilan College Bookstore. All texts and videos are on reserve at the library.

You are also required to collect and keep track of handouts distributed in class.

Required:

Stein, Rebecca & Philip Stein. 2008. The Anthropology of Religion, Magic, and Witchcraft.

Stoller, Paul & Cheryl Olkes. 1989. In Sorcery’s Shadow.

Myerhoff, Barbara. 1978. Number Our Days.

Brown, Karen. 1991. Mama Lola: A Vodou Priestess in Brooklyn.

Course Organization

Week 1

TH Sept 4

Week 2

TU Sept 9

TH Sept 11

Week 3

TU Sept 16

TU Sept 18

Week 4

TU Sept 23

TH Sept 25

Week 5

TU Sept 30

TH Oct 2

Week 6

TU Oct 7

TH Oct 9

Week 7

TU Oct 14

TH Oct 16

Week 8

TU Oct 21

TH Oct 23

Week 9

TU Oct 28

TH Oct 30

Week 10

TU Nov 4

TH Nov 6

Week 11

TU Nov 11

TH Nov 13

Week 12

TU Nov 18

TH Nov 20

Week 13

TU Nov 25

TH Nov 27

Week 14

TU Dec 2

TH Dec 4

Week 15

TU Dec 9

TH Dec 11

Week 16

TH Dec 18

Additional Note

Weekly Topics and Assignments

ENCOUNTERING DIFFERENCE AT HOME & ABROAD

Review Syllabus and Course Expectations

Video: Yorùbá Bàtá: A Living Drum and Dance Tradition from Nigeria

ANTHROPOLOGICAL PERSPECTIVES ON RELIGION

Reading Due: Laura Bohannon, “Shakespeare in the Bush” (handout)

Lecture: Anthropological Perspectives on Religion

Reading Due: Stein & Stein, Ch. 1 “The Anthropological Study of Religion”

FUNDAMENTALIST POLITICS IN THE US

Film: The Eyes of Tammy Faye

Lecture: The Rise of Falwellian Fundamentalism

Reading Due: Harding, “The Born-Again Telescandals” (handout)

MYTHOLOGY

Film: Hell House

Writing Due: Field Project Proposal (1 p. typed, x2-spaced)

Reading Due: Stein & Stein, Ch.2 “Mythology”

AFRICAN RELIGIONS & SYMBOLISM

Lecture: African Religions

Reading Due: Stein & Stein, Ch.3 “Religious Symbols”

SONGHAY SPIRIT POSSESSION

Lecture: Colonialism and Niger

Reading Due: Stoller, In Sorcery’s Shadow, prologue–p.55

Reading Due: Stoller, In Sorcery’s Shadow, p. 56-108

Reading Due: Stoller, In Sorcery’s Shadow, p. 109-149

Film: Les Maitres Fous by Jean Rouch

Reading Due: Stoller, In Sorcery’s Shadow, p. 153-232

Hand out Take-Home Midterm

JEWISH CULTURES & RITUAL

Lecture: Islam

Reading Due: Stein & Stein, Ch.4 “Ritual”

Take-Home Midterm Due

Film: In Her Own Time

SURVIVAL AND COMMUNITY

Lecture: Judiasm

Reading Due: Myerhoff, Ch. 1

Reading Due: Myerhoff, Ch. 2

Reading Due: Myerhoff, Chs. 3 & 4

Film: Number Our Days

Lecture: Gender in Anthropology

Reading Due: Myerhoff, Ch. 7

Recommended reading: Myerhoff, Chs. 5 & 6

MAGIC & DIVINATION

Reading Due: Stein & Stein, Ch.7 “Magic and Divination”

Reading Due: Brown, Mama Lola, Preface, Intro., Ch. 1

HAITIAN VODOU

Reading Due: Brown, Chs. 2 & 3

Reading Due: Brown, Chs. 4 & 5

Film: Haiti: Harvest of Hope

WITCHCRAFT

Reading Due: Stein & Stein, Ch.10 “Witchcraft” & “The Opposite of Right Society:

Witches, Terrorists and the Discourse of Evil” by Sabina Magliocco (handout)

Thanksgiving Holiday

THE SEARCH FOR NEW MEANING

Reading Due: Brown, Chs. 11, 12 & Afterward

Recommended reading: Brown, Chs. 6-10

Concluding discussion

Reading Due: Stein & Stein, Ch.11 “The Search for New Meaning"

MAGIC, WITCHCRAFT, AND RELIGION IN THE SANTA CLARA VALLEY

Your Research Presentations!

FINAL

FINAL EXAM: 10:30am-12:30pm

This syllabus may be revised as the course goes on. Students are responsible for noting such changes

and for keeping track of events and readings in the current syllabus.

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Research Paper Topics

Directions: Choose one of the following topics to research throughout the semester. You will write two papers about your topic. The first is your fieldwork “description” paper and is due in week 9 of the semester. This paper will be based on your first two hours (round 1) of fieldwork. Your final paper is a “description and analysis” paper and builds on your first paper. This final paper is based on your second two hours of research (round 2) and builds on round 1 of your research. The final paper is due on the last day of class. Your first paper is mainly descriptive, while your final paper is a thesis-driven, analytical paper. Both papers will be evaluated on the quality of your original research.

1. What can a life history tell you about people’s self-expressed religious or spiritual path?

Interview someone about his or her religious or spiritual practices. Pick someone you think has an interesting take on life. Be adventurous. Tape the interview so you can study it. Consider interviewing the person at least twice, so that s/he can fill in the gaps you missed the first time. Try to let the person you interview guide the discussion. Ask the person about his or her sense about religion, and how his or her religion has become a part of his or her life. Let the person talk about what is interesting to him or her.

Come up with 10 questions before your interview. Here are some ideas:

What religious or spiritual tradition do you identify with? How does it feel to be a part of that tradition? (listen for ideas for your follow-up questions)
Were you part of this or any other religious/spiritual tradition during your childhood? Do you remember any stories from that time that may have shaped your sense of the world?
Were you still involved in this religious/spiritual tradition during your teen-aged years? Or did you start to become less involved or involved with another tradition? Do you remember any stories from that time?
What was going on in your life when you became an adult? What religious/spiritual tradition did you identify with at that time?
Is your religious/spiritual tradition still an important part of who you are today? If so, in what ways? If not, why not?
Have you passed your religious/spiritual tradition down to your family? Or, are you planning on doing so? What are your plans for the future? Do these dreams reflect your religious/spiritual worldview?

2. How do rituals and ceremonies build a culturally specific sense of community?

Attend a ceremony. For example, you might attend a church service, rite of passage (e.g. barmitzvah, wedding, funeral, etc.), or an event with a spiritual theme, such as an AA meeting. Take lots of notes on everything you observe. Talk to at least three of the participants about their purposes and experiences. Do outside research on the kind of ceremony you attended, and if possible, attend another similar ceremony after you know something about this kind of event.

3. What kinds of beliefs do people living in the United States have about the relationship between gender roles and religious/spiritual practice, and how do they make their beliefs work in their lives?

Either conduct one very long interview or several short ones on the subject of ideas about gender and religion/spirituality. Pick a particular topic around which to conduct your interview(s). For example, you might interview a parent about his or her gender expectations for his or her children who are being raised in a particular religious tradition. You might interview a working person about how spirituality has shaped (or been shaped by) work experience. You might attend a religious/spiritual event and focus on the language—is it particularly gendered (see Harding’s work)? You might focus on understandings about family and gender. In your interviews, pay attention not only to the person’s ideas about gender and religion but also how s/he uses these ideas in her or his life.

4. How do people create social change through their religious or spiritual practices?

Pick a group of people who are conscious about the links between social justice and religion/spirituality. Talk with three or more group members about their practices—how they started, what they actually do, and their visions for the future. Or, pick a ritual that is geared toward raising consciousness about social justice issues. This could be an art event, performance, rally, fellowship meeting, etc. What is the purpose of the event? Who is participating? Who is not participating? Talk to people organizing the event, and describe the event in detail. What sorts of transformations did the event address or accomplish?