ANTH 3002 - Anthropology of Emotion, Mind and Person

North Terrace Campus - Semester 1 - 2020

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.

Open All

Course Details

Course Code	ANTH 3002
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 6 units of Level II undergraduate study
Incompatible	ANTH 2037
Assessment	Workshop participation 10%, Workshop debate or course blog 20%, Research proposal (1,200 words) 25%, Research essay (2,500 words) 45%

Course Staff

Course Coordinator: Dr Susan Hemer

Course Timetable

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

Course Learning Outcomes

1	Display an understanding of key concepts in the anthropological study of mind, consciousness, emotion and personhood
2	Evidence familiarity with anthropological literature, analytic frameworks and research methods in relation to these topics
3	Develop a critical understanding of contemporary psychological and psychiatric knowledge and practice as cultural and contextual phenomena
4	Demonstrate an ability to think, discuss and write critically and analytically about these topics
5	Deeply understand and engage in contemporary debates about mind, emotions and persons, and understand how they relate to ourselves and our society
6	Comprehend and respond ethically to the diversity of social and cultural contexts and practices
7	Display the skills to work collaboratively as well as individually in a learning and research environment

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	3, 4, 5
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	4, 5, 7
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	7
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	6
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	5, 6

Learning Resources

Online Learning

MyUni will be used in this course to communicate with students through Announcements, as well as to post recorded lectures and powerpoint slides. MyUni will also be used to submit assignments and be the site through which students receive feedback.

Learning & Teaching Modes

This course is taught through a combination of lectures and workshops. Lectures aim to provide the theoretical and conceptual background of the topics at hand. Workshops will focus on key debates around these topics as well as cross-cultural variation. Assignments will allow student to focus on a number of issues of their own choice.

Workload

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

WORKLOAD	TOTAL HOURS
1 x 1-hour lecture (or equivalent) per week:	12 hours per semester
1 x 2-hour workshop (or equivalent) per week:	24 hours per semester
4 hours reading and workshop preparation per week:	48 hours per semester
5 hours assignment preparation per week:	60 hours per semester
1 hour research per week:	12 hours per semester
TOTAL WORKLOAD	156 hours per semester

Learning Activities Summary

**Weekly Schedule of Learning Activities**
Week 1	Introduction
Week 2	Independent Study
Week 3	Brain, Mind & Society/ Research skills
Week 4	Language, Thought & Emotion
Week 5	Consciousness, Trance, and Altered states of consciousness
Week 6	Problematic minds
Week 7	Independent study
Week 8	Culture & Personality
Week 9	Anthropology of Emotion
Week 10	Managing & Expressing Emotion
Week 11	Socio-centric & ego-centric personhood
Week 12	Problematic personhood

The University'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	Learning Outcome
Workshop Participation	Formative and summative	10%	1, 2, 3, 6
Workshop Presentation or Discussion Post	Formative and summative	20%	5, 7
1200 word research proposal	Formative and summative	25%	1, 2
2500 word research essay	Summative	45%	4, 6

Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.

Workshop participation has been modified to Course Participation.
Workshop presentations/Workshop Discussion Posts have been modified to Assessed Discussion Posts.

Assessment Related Requirements

Attendance at lectures and workshops is essential for success in this course.

Assessment Detail

Workshop participation (10%): All workshop participants must have read all of the required readings for each week, and be prepared to discuss them. Participation means being actively involved in workshop discussions and demonstrating a working knowledge of the readings. This forms the basis of the Participation mark.

Workshop debate or course blog (20%): Students are required to present material on a chosen week of the course either within the workshop time in order to spark discussion and debate; or as a blog within the MyUni site (equivalent of 1000 words or 10 minutes presentation; including relevant pictures, video clips, and references).

The research project will consist of two parts, a Research proposal (25%) and a Research essay (45%). You will need to choose your own topic relating to the themes of this course which engages with core course readings and concepts.

Research Proposal (25%): Provide a title or question; write a 300 word abstract on your topic; and an annotated bibliography of 6 to 8 items (100-150 words each). Total word count approximately 1200 words.

Research Essay (45%): write a fully referenced 2500 word essay on your chosen topic following feedback on the research proposal that clearly links to course themes and readings.

Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.

Course Participation: Over the remaining weeks of the course you are required each week to do:
• Read the required readings for the week
• Watch the lecture
• Log in to the weekly discussion board/zoom session/chat session & follow any suggested activities (these may be watching a video link, reading what is written etc)
• Post a 200 word response to the readings or question for the week
• Read other student posts AND respond to at least one other student post OR participate in a zoom or chat session

Assessed Discussion Board: Choose one week to do this assignment (of week 4, 5, 7, 9, 10, or 12) and respond to the question for the week. This response needs to provide a position or argument. It should not just be a summary of the readings.

Submission

Assignments are submitted electronically via MyUni.

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 Access Adelaide.

Student Feedback

The University 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 University 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’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University 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