Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGICAL ANTHROPOLOGY | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA |
| Name of Lecturer(s) | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA, Lect. Sibel AKSU GÜNGÖR |
| Assistant(s) | |
| Aim | The objective of the course is to introduce the field of psychological anthropology. Psychological anthropology studies individuals and their sociocultural communities. Psychological anthropologists focus on the dynamic relation between the particular and the universal; the individual and the global. Psychological anthropology studies the link between people's "psychologies" with their communities discussing concepts like the self, emotion, memory, cognition, development and mental illness. In this course, we will discuss these concepts mostly focusing on the cross-cultural examples. In the course of our discussions, we will trace the origins and the development of the field. |
| Course Content | This course contains; Introduction,Introduction to anthropology,Content and History of Psychological Anthropology,Personality and Culture,Psychoanalytic Anthropology,Development,Emotion,Midterm,Cognitive Anthropology,Memory,Self,PRESENTATIONS on Mental Illness ,PRESENTATIONS on Violence and Crime PRESENTATIONS on Humans Right . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 10, 13, 16, 9 | A, D, E | |
| 10, 16, 9 | A, D, E | |
| 10, 16, 9 | A, D, E | |
| 10, 16, 9 | A, D, E | |
| 10, 13, 16, 4, 9 | A, D, E | |
| 10, 13, 16, 4, 9 | A, D, E | |
| 10, 13, 16, 4, 9 | A, D, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | What is Culture? |
| 2 | Introduction to anthropology | The rise of anthropology Anthropological theory in 1920s 1930s |
| 3 | Content and History of Psychological Anthropology | Introduction: Universal & Particular (Bock 1994, ix-xix) The Psychology of Primitive Peoples (Bock 1999, 5-25) Introduction (Casey and Edgerton 2005, 1-14) Introduction (LeVine 2010, 1-18) |
| 4 | Personality and Culture | Culture and Personality (Bock 1999, 45-139) Introduction to Sex and Temperament in Three Primitive Societies Mead (McGee and Warms 1996, 230) |
| 5 | Psychoanalytic Anthropology | Psychoanalytic Anthropology (Bock 1999, 25-45) Is Psychoanalysis Relaevant for Anthropology? (Lutz, Shwartz and White 1992, 251-168) Kagwahiv Mourning II:Ghosts, Grief and Reminiscences Kracke (LeVine 2010, 165-173) |
| 6 | Development | Cross-Cultural Perspectives on Children’s Development - Rogoff and Morelli (Bock 1994, 231-242) Self Construction Through Narrative Practices: A Chinese and American Comparison of Early Socialization Miller, Fung, and Mintz (LeVine 2010, 193-219) |
| 7 | Emotion | Some Reflections on Cultural Determinism and Relativism with Special Reference to Emotion and Reason (Spiro 1984) Emotions Have Many Faces Briggs (LeVine 2010, 60-68) |
| 8 | Midterm | |
| 9 | Cognitive Anthropology | Anthropology and Cognitive Challenge (Bloch 2012) The Development of Cognitive Anthropology (D’andrade 1995) |
| 10 | Memory | How We Think They Think: Anthropological Perspectives to Cognition, Memory and Literacy Ch.7 (Bloch 1998, 100-113) How We Think They Think: Anthropological Perspectives to Cognition, Memory and Literacy Ch.8 (Bloch 1998, 114-126) Anthropology and Cognitive Challenge Ch.8 (Bloch 2012) |
| 12 | Self | Anthropology and Cognitive Challenge Ch.6 (Bloch 2012) Emotions and Selfhood (Bock 1999, 223-241) The Illusion of Wholeness: Culture, Self, and the Experience of Inconsistency (Ewing 1990) |
| 13 | PRESENTATIONS on Mental Illness | Toward a Distinction between Psychiatric and Social Abnormality (Honigman 1953) Assessment of Hoarding (Frost and Hristova 2011) Stuff Compulsive Hoarding and the Meaning of Things (Frost and Steketee 2010) Duramayan Adam (Adam 2018) Mars'ta Bir Antropolog (Sacks, 2019) |
| 14 | PRESENTATIONS on Violence and Crime PRESENTATIONS on Humans Right | Political, Domestic, Corporate Violence, Mobbing, Bullying FGM, Head Hunting, Peyote Usage, Child Marriages, Sati |
| Resources |
| Addis, Donna Rose, Alana T. Wong, and Daniel L. Schacter. "Remembering the Past and Imagining the Future: Common and Distinct Neural Substartes During Event Construction and Elaboration." Neuropsychologia, 2007: 1363-1377. Baddeley, Alan D. Essentials of Human Memory. New York: Psychology Press Ltd., 1999. Bloch, Maurice E. F. How We Think They Think Anthropological Perspectives to Cognition, Memory and Literacy. Westview Press, 1998. Bloch, Maurice E.F. Anthropology and Cognitive Challenge. Amazon Kindle Edition. Cambridge: Cambridge University Press, 2012. Bock, Philip K. İnsan Davranışının Kültürel Temelleri: Psikolojik Antropoloji. İstanbul: İmge Kitabevi, 2001. —. Psychological Anthropology. London: Praeger Publishers, 1994. —. Rethinking Psychological Anthropology: Continuity and Change in the Study of Human Action. 1999. Casey, Conerly, and Robert B. Edgerton. A Companion to Psychological Anthropology Modernity and Psychocultural Change. Edited by Conerly Casey and Robert B. Edgerton. Blackwell Publishing, 2005. Corballis, Michael C. The Recursive Mind The Origins of Human Language, Thought, and Civilization. Amazon Kindle. New Jersey: Princeton University Press, 2011. Cristina, Bicchieri, and Ryan Muldoon. "Social Norms." The Stanford Encyclopedia of Philosophy. Spring 2014. Edited by Edward N. Zalta. The Stanford Encyclopedia of Philosophy, 2014. D'andrade, Roy. The Development of Cognitive Anthropology. Cambridge: Cambridge University Press, 1995. Eriksen, Thomas Hylland. Küçük Yerler Derin Mevzular Sosyal ve Kültürel Antropolojiye Giriş. İstanbul: Avesta, 2009. Ewing, Katherine E. "The Illusion of Wholeness: Culture, Self, and the Experience of Inconsistency." Ethos 18, no. 3 (September 1990): 251-278. Foucault, Michel. The Birth of Clinic: An Archeology od Medical Perception. New York: Vintage Books, 1994. Heidegger, Martin. Being and Time. Albany: Statte University of New York Press, 1996. Honigman, John J. "Toward a Distinction between Psychiatric and Social Abnormality." Social Forces (Oxford University Press) 31, no. 3 (March 1953): 274-277. Kandel, Eric R. In Search of Memory The Emergence of a New Science of Mind. Amazon Kindle Edition. New York: W.W. Norton & Company, 2006. Kitayama, Shinobu, and Sean Duffy. "Cultural Competence—Tacit, yet Fundamental: Self, Social Relations, and Cognition in the United States and Japan." Lee, Dorothy. "Codifications of Reality: Lineal and Nonlineal." Psychomatic Medicine (Prentice Hall), 1950: 89-97. LeVine, R. Psychological Anthropology: A Reader on Self in Culture. Oxford, 2010. LeVine, Robert. Zamanın Coğrafyası: Kültürlerin Zaman Algısı Üzerine. İstanbul: Maya Kitap, 2013. Lewis, Michael, Jeannette M. Haviland-Jones, and Lisa Feldman Barret, . Handbook of Emotions. New York London: The Guilford Press, 2008. Lutz, C., T. Shwartz, and G. White. New Directions in Psychological Anthropology. Cambridge University Press, 1992. Quinn, Naomi. "The Self." Anthropological Theory (Sage Publications) 6, no. 3 (2006): 362-384. "Culture and Moral Development." In The Emergence of Morality in Young Children, by Richard A. Shweder, Manamohan Mahapatra and Joan G. Miller, edited by Jerome Kagan and Sharon Lamb. Chicago: University of Chicago Press, 1987. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGICAL ANTHROPOLOGY | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA |
| Name of Lecturer(s) | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA, Lect. Sibel AKSU GÜNGÖR |
| Assistant(s) | |
| Aim | The objective of the course is to introduce the field of psychological anthropology. Psychological anthropology studies individuals and their sociocultural communities. Psychological anthropologists focus on the dynamic relation between the particular and the universal; the individual and the global. Psychological anthropology studies the link between people's "psychologies" with their communities discussing concepts like the self, emotion, memory, cognition, development and mental illness. In this course, we will discuss these concepts mostly focusing on the cross-cultural examples. In the course of our discussions, we will trace the origins and the development of the field. |
| Course Content | This course contains; Introduction,Introduction to anthropology,Content and History of Psychological Anthropology,Personality and Culture,Psychoanalytic Anthropology,Development,Emotion,Midterm,Cognitive Anthropology,Memory,Self,PRESENTATIONS on Mental Illness ,PRESENTATIONS on Violence and Crime PRESENTATIONS on Humans Right . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 10, 13, 16, 9 | A, D, E | |
| 10, 16, 9 | A, D, E | |
| 10, 16, 9 | A, D, E | |
| 10, 16, 9 | A, D, E | |
| 10, 13, 16, 4, 9 | A, D, E | |
| 10, 13, 16, 4, 9 | A, D, E | |
| 10, 13, 16, 4, 9 | A, D, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | What is Culture? |
| 2 | Introduction to anthropology | The rise of anthropology Anthropological theory in 1920s 1930s |
| 3 | Content and History of Psychological Anthropology | Introduction: Universal & Particular (Bock 1994, ix-xix) The Psychology of Primitive Peoples (Bock 1999, 5-25) Introduction (Casey and Edgerton 2005, 1-14) Introduction (LeVine 2010, 1-18) |
| 4 | Personality and Culture | Culture and Personality (Bock 1999, 45-139) Introduction to Sex and Temperament in Three Primitive Societies Mead (McGee and Warms 1996, 230) |
| 5 | Psychoanalytic Anthropology | Psychoanalytic Anthropology (Bock 1999, 25-45) Is Psychoanalysis Relaevant for Anthropology? (Lutz, Shwartz and White 1992, 251-168) Kagwahiv Mourning II:Ghosts, Grief and Reminiscences Kracke (LeVine 2010, 165-173) |
| 6 | Development | Cross-Cultural Perspectives on Children’s Development - Rogoff and Morelli (Bock 1994, 231-242) Self Construction Through Narrative Practices: A Chinese and American Comparison of Early Socialization Miller, Fung, and Mintz (LeVine 2010, 193-219) |
| 7 | Emotion | Some Reflections on Cultural Determinism and Relativism with Special Reference to Emotion and Reason (Spiro 1984) Emotions Have Many Faces Briggs (LeVine 2010, 60-68) |
| 8 | Midterm | |
| 9 | Cognitive Anthropology | Anthropology and Cognitive Challenge (Bloch 2012) The Development of Cognitive Anthropology (D’andrade 1995) |
| 10 | Memory | How We Think They Think: Anthropological Perspectives to Cognition, Memory and Literacy Ch.7 (Bloch 1998, 100-113) How We Think They Think: Anthropological Perspectives to Cognition, Memory and Literacy Ch.8 (Bloch 1998, 114-126) Anthropology and Cognitive Challenge Ch.8 (Bloch 2012) |
| 12 | Self | Anthropology and Cognitive Challenge Ch.6 (Bloch 2012) Emotions and Selfhood (Bock 1999, 223-241) The Illusion of Wholeness: Culture, Self, and the Experience of Inconsistency (Ewing 1990) |
| 13 | PRESENTATIONS on Mental Illness | Toward a Distinction between Psychiatric and Social Abnormality (Honigman 1953) Assessment of Hoarding (Frost and Hristova 2011) Stuff Compulsive Hoarding and the Meaning of Things (Frost and Steketee 2010) Duramayan Adam (Adam 2018) Mars'ta Bir Antropolog (Sacks, 2019) |
| 14 | PRESENTATIONS on Violence and Crime PRESENTATIONS on Humans Right | Political, Domestic, Corporate Violence, Mobbing, Bullying FGM, Head Hunting, Peyote Usage, Child Marriages, Sati |
| Resources |
| Addis, Donna Rose, Alana T. Wong, and Daniel L. Schacter. "Remembering the Past and Imagining the Future: Common and Distinct Neural Substartes During Event Construction and Elaboration." Neuropsychologia, 2007: 1363-1377. Baddeley, Alan D. Essentials of Human Memory. New York: Psychology Press Ltd., 1999. Bloch, Maurice E. F. How We Think They Think Anthropological Perspectives to Cognition, Memory and Literacy. Westview Press, 1998. Bloch, Maurice E.F. Anthropology and Cognitive Challenge. Amazon Kindle Edition. Cambridge: Cambridge University Press, 2012. Bock, Philip K. İnsan Davranışının Kültürel Temelleri: Psikolojik Antropoloji. İstanbul: İmge Kitabevi, 2001. —. Psychological Anthropology. London: Praeger Publishers, 1994. —. Rethinking Psychological Anthropology: Continuity and Change in the Study of Human Action. 1999. Casey, Conerly, and Robert B. Edgerton. A Companion to Psychological Anthropology Modernity and Psychocultural Change. Edited by Conerly Casey and Robert B. Edgerton. Blackwell Publishing, 2005. Corballis, Michael C. The Recursive Mind The Origins of Human Language, Thought, and Civilization. Amazon Kindle. New Jersey: Princeton University Press, 2011. Cristina, Bicchieri, and Ryan Muldoon. "Social Norms." The Stanford Encyclopedia of Philosophy. Spring 2014. Edited by Edward N. Zalta. The Stanford Encyclopedia of Philosophy, 2014. D'andrade, Roy. The Development of Cognitive Anthropology. Cambridge: Cambridge University Press, 1995. Eriksen, Thomas Hylland. Küçük Yerler Derin Mevzular Sosyal ve Kültürel Antropolojiye Giriş. İstanbul: Avesta, 2009. Ewing, Katherine E. "The Illusion of Wholeness: Culture, Self, and the Experience of Inconsistency." Ethos 18, no. 3 (September 1990): 251-278. Foucault, Michel. The Birth of Clinic: An Archeology od Medical Perception. New York: Vintage Books, 1994. Heidegger, Martin. Being and Time. Albany: Statte University of New York Press, 1996. Honigman, John J. "Toward a Distinction between Psychiatric and Social Abnormality." Social Forces (Oxford University Press) 31, no. 3 (March 1953): 274-277. Kandel, Eric R. In Search of Memory The Emergence of a New Science of Mind. Amazon Kindle Edition. New York: W.W. Norton & Company, 2006. Kitayama, Shinobu, and Sean Duffy. "Cultural Competence—Tacit, yet Fundamental: Self, Social Relations, and Cognition in the United States and Japan." Lee, Dorothy. "Codifications of Reality: Lineal and Nonlineal." Psychomatic Medicine (Prentice Hall), 1950: 89-97. LeVine, R. Psychological Anthropology: A Reader on Self in Culture. Oxford, 2010. LeVine, Robert. Zamanın Coğrafyası: Kültürlerin Zaman Algısı Üzerine. İstanbul: Maya Kitap, 2013. Lewis, Michael, Jeannette M. Haviland-Jones, and Lisa Feldman Barret, . Handbook of Emotions. New York London: The Guilford Press, 2008. Lutz, C., T. Shwartz, and G. White. New Directions in Psychological Anthropology. Cambridge University Press, 1992. Quinn, Naomi. "The Self." Anthropological Theory (Sage Publications) 6, no. 3 (2006): 362-384. "Culture and Moral Development." In The Emergence of Morality in Young Children, by Richard A. Shweder, Manamohan Mahapatra and Joan G. Miller, edited by Jerome Kagan and Sharon Lamb. Chicago: University of Chicago Press, 1987. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |