ISS 210 1st Edition Lecture 13Outline of Last Lecture I. The cognitive leap II. Stealing Fire from the Jaguar III. Symbolic thought IV. Blombos Cave, South AfricaV. Hohlenstein-Staedl “Lowenfrau” VI. Sungir (28kya) nr. Moscow VII. Culture as Adaptation VIII. Lunar “Calendar” Inscribed on AntlerIX. Why Language? X. Verbal StrokingXI. Childs PlayOutline of Current LectureI. Analytical UnderstandingII. Limitations of Fieldwork III. Importance of TheoryIV. CommunicationV. PersonaVI. Social StructureVII. StatusVIII. Internalization of NormsIX. Norm Conflict, Roles and Values Current LectureI. Analytical Understanding– The goal is to discover the “latent underlying form”– Latent because it is not apparent on the surface, not part of the conscious awareness of members of that society– People thought– Analytic structures do not always correspond with the natives view of their own society because they don’t normally analyze their own behavior– Barrett’s Spanish village were not conscious of their class structure– My analysis of North Hatley derived from changes that were occurring at the provincial level– Municipal councils that had traditionally buffered the “English” villages from the French speaking provincial government were being required to implement provincialII. Limitations of Fieldwork – Sampling error. The research is not truly “replicable”– In Somoa, Margaret Mead (1930s) interviewed women and girls about social relationships; Lowell Holmes (1950s) interviewed men about politics and faa soma (the Somoan wan)– Observer Bias– Ethnoscience- Trying to get the natives understanding through native linguistic terms and modes of thought– Questionnaires, opinion surveys and scheduled interviews provide data but may not equal sensitive observation– Interpersonal DynamicsIII. Importance of Theory– A theoretical perspective is a paradigm that allows researcher– To formulate hypotheses based on the theoretical literature or on what other researchers have found in similar circumstances– To support or falsify these observations in a broader ethnological (comparative) context– Language is the source of identify and division in North Hatley– No religion is– To parse the universal from the culturally specific– Everyone wants to look young in the US but in Japan– To distinguish social science research from journalismIV. Communication– Human society is built on communication (exchange) – Society imposes categories and classifications– On the natural world (days, years, holidays, etc)– On people, what and with whom we exchange things– Cultures are systems for the exchange of energy and information– Exchange is not random but follows a pattern based on socially defined expectations (symbolic) imposed on social actorsV. Persona– A culture is a system of exchange between persons we do act not as individuals but as “persons” acting out a social relationship– Individuals have different selves and become different “persons” depending on the context– The use of persona in Greek theatreVI. Social Structure– A social structure is the sum of all the interactions of the members of a given society – The basic elements of the social structure are:– Status – define social relationships between “persons” – Norm – expectations about the appropriate behavior relative o any status relationship– Roles – how the individual acts on these expectations– Sanctions – social mechanisms for punishing the violation of normsVII. Status – Socially defined relationships that may obtain between persons– Ascribed status – social statuses determined by birth– Achieved status – social statuses earned by individual– Not prestige or ranking (although this may be an aspect of some statusesVIII. Internalization of Norms– Social ideals (norms) are not simply “out there” but are influenced in ones innermost being – Individuals in all societies are different, yet come to behave in roughly equivalent ways by internalizing norms– Individuals learn to adjust their behavior to social conventions by internalizing the expectations of others and making them their – Child will wash his hands even when adults are not present – The protestant work ethic: self respect requires an individual work even when there is no one to supervise– Individuals experience a psychological reaction when they are violated– Proxemics – speaking Minnesotan with a Mexican friendIX. Norm Conflict, Roles and Values – Conflicting expectations create inconsistent and conflicting demands– Individuals may have different statuses with different norms at play in the same time – Individuals as members of plural communities may experience conflicting expectations related to the same status (roommate or boyfriend) – Role: the actual behavior of persons in a status relationship – The pattern of conduct and characteristics displayed in one role cannot be transferred directly to another person has to choose between alternate behaviors – Role conflict – Values: the criteria by which you chose between statuses– What you chose is indicative of your values (study or road trip) – The choices you make define who you are– Learning to resolve these is a consistent manner is important to forming an identity– Illustration of:– Role conflict: sibling, parents and the truth– Status conflict: Boomer and Dr.