Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-28T20:42:06.489Z Has data issue: false hasContentIssue false
  • English
  • Français

Anthropologia Incognita: Teaching and Learning Anthropology in Europe Today

Published online by Cambridge University Press:  28 February 2024

Thomas K. Schippers
Thomas K. Schippers*
Affiliation:
University of Nice
Rights & Permissions [Opens in a new window]

Extract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

During the last thirty years both the social sciences and humanities in many countries have experienced a huge increase in student numbers, often directly related to national policies aimed at enlarging access to higher education for the majority of a generation. Although this evolution seems globally positive, it has also caused some specific problems within those disciplines, such as anthropology, which until recently led only to academic careers. In most European countries anthropological teaching has been predominantly research-oriented, that is rather than ‘knowledge-oriented’ like disciplines taught in secondary education. In this paper, after having recalled some aspects of the teaching of anthropology since the 1950s, I would like to propose certain arguments for a discussion about the aims and means of teaching social sciences in general and anthropology in particular in the coming decades. Given the actual ‘dis-ease’ about this topic, this debate seems to becoming more and more inevitable.

Type
Research Article
Information
Diogenes , Volume 47 , Issue 188 , December 1999 , pp. 64 - 72
Copyright
Copyright © ICPHS 1999

References

Bateson, G. (1937). Naven Stanford: Stanford University Press.Google Scholar
Barley, N. (1983/1986). The Innocent Anthropologist: Notes from a Mud Hut. Harmondsworth: Penguin Books Ltd.Google Scholar
Claessen, H.J.M., Vermeulen, H.F. (eds.) (1997). Veertig jaren onderweg. Leiden: DSWO-Press.Google Scholar
Clifford, J. and Marcus, G.E. (eds.) (1986). Writing Culture: The Poetics of Ethnography. Berkeley and Los Angeles: SAGE Publications.CrossRefGoogle Scholar
Coupland, D. (1991). Generation, X., Tales from an Accelerated Culture. New York: St. Martin's Press.Google Scholar
Fournier, M. (1994). Marcel Mauss. Paris: Fayard.Google Scholar
Geertz, C. (1973). The Interpretation of Cultures. New York: Basic Books Inc.Google Scholar
Jongmans, D.G. and Gutkind, P.C.W. (eds.) (1967). Anthropologists in the Field. Assen, The Netherlands: Van Gorcum N.V.Google Scholar
Lévi-Strauss, C. (1983). Le regard éloigné. Paris: Plon.Google Scholar
Lévi-Strauss, C. (1984). Paroles données. Paris: Plon.Google Scholar
Malinovska, V. (ed.) (1967). Bronislav Malinovski: A Diary in the Strict Sense of the term. London: Routledge Kegan Paul.Google Scholar
Lovell, N. (1999). The politics of teaching and the myth of hybridity. Anthropology Today, 15/3, 10–13.CrossRefGoogle Scholar