Introduction to the course
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This document provides an overview of a course titled "Social and Cultural Fundaments of Aruba and the Caribbean". The course will introduce students to sociology with a focus on the unique cultures of Aruba and the Caribbean. It will cover topics like the impact of geography and history on emerging cultures, social identities, social institutions, and social trends like migration and integration. The course meets on Tuesdays and Thursdays from 1-3:30 pm and will include an archeology excursion, guest lectures, and assessments including an exam and bonus assignments. More information can be found on the course wiki or by contacting the instructor.
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Cultural anthropology is the study of human cultural variation. A key goal is to understand other cultures on their own terms rather than judging them based on one's own cultural standards. Culture is learned and shared among a group, and includes ideas, behaviors, and symbols. While culture influences biology, it is learned rather than genetically encoded. Anthropologists strive to approach other cultures with cultural relativism by understanding emic cultural perspectives. Participant observation and ethnography are core anthropological methods to immerse oneself in a culture.
Ip youth engagements in local community development
The document summarizes the activities of the IP Youth Engagements in Local Community Development group in the Philippines. The group founded the CHIVA NI VIRAC organization to help younger generations learn about Ibaloy culture, heritage, and traditions. The organization works to document local history, publish materials in the Ibaloy language, conduct cultural workshops and trips, and support cultural events. It aims to establish a museum and cultural center to preserve Ibaloy culture and engage youth. The group works with local governments and organizations to promote Ibaloy culture and traditions.
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Anthropology - On Culture and Cultural Knowledge.pdf
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Ip youth engagements in local community development
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Unit 8 structures of inequality
This document discusses theories of social stratification and inequality. It begins by outlining objectives to explain multidimensional concepts of social stratification and how inequalities are sustained by certain ideologies. It then presents an experiment inspired by John Rawl's theory of justice that asks participants to choose between different types of societies with varying social and economic inequalities. The document goes on to define social stratification, discuss its principles and forms of social divisions. It also examines processes that sustain stratification and the intersectionality of inequalities before analyzing different theories and perspectives on stratification including meritocracy, Marxism, and a human development approach.
Unit 7 perspectives on development
The document introduces part 2 of a module on development. It will discuss the importance of normative judgments in development debates and relate development concepts like human development, capabilities, and freedom. It will introduce Amartya Sen's human development and capability approach and thesis of "Development as Freedom." Development can be legitimated through normative, empirical, and predictive analyses, which are interconnected. Normative approaches shape what data is collected, analyses, and policies by influencing definitions of concepts like poverty. Different views of development lead to different policy choices and trade-offs.
Unit 1. The Awakening of the Sociological Imagination part 1
1) Society can be studied sociologically by analyzing social phenomena like interactions between individuals and groups.
2) The sociological imagination involves understanding how social forces shape individuals and how individuals shape society.
3) Sociologists use micro and macro perspectives - micro looks at individual interactions and macro at larger social structures - to illuminate the connection between self and society.
Health as a social problem
This document discusses whether health issues should be considered social problems. It defines a social problem as something that contradicts desired quality of life, is caused by multiple social factors, and requires social action to resolve. The document argues that health issues meet this definition as illnesses can reduce quality of life, have social causes like lifestyle and environment, and require changes to things like healthcare access and costs. It examines how classical perspectives and normative approaches view health and social problems. The conclusion is that health issues relate to the definition of a social problem due to how they can impact life and wider social factors must be addressed through actions like prevention and healthcare reform.
Framing Social Problems 2 & 3
This document provides an overview of different theoretical frameworks for analyzing social problems. It discusses sociological paradigms like structural functionalism, conflict theory, and symbolic interactionism. It also covers feminist theory, queer theory, social constructionism, and critical constructionism. Additionally, it outlines normative approaches like human rights frameworks, basic needs approaches, and the human development and capability approach. The document discusses analyzing social problems at different levels from the individual to global scale. It also contrasts micro and macro perspectives. Overall, the document introduces a variety of lenses for examining social problems from a sociological and normative standpoint.
Framing Social problems 1
This document provides an introduction to analyzing social problems from a sociological perspective. It discusses key concepts like the sociological imagination, which involves understanding how individual experiences intersect with broader social and historical forces. Personal problems are defined as having causes and solutions within an individual, while social problems have causes linked to social structures. Analyzing problems as either personal or social can lead to very different understandings of their causes and consequences. The document also discusses critical thinking around social problems, including common fallacies to avoid, and defines social problems as social conditions with negative impacts. It notes that perspectives influence how social problems are approached.
Unit 11
This document summarizes key concepts from black feminist thought and postcolonial feminist perspectives. It discusses (1) how black feminist thought centers black women's lives and experiences, challenging Eurocentric and masculinist views; (2) the interlocking systems of oppression around race, class and gender; and (3) how knowledge is produced through situated knowledge and collaboration with marginalized communities. The document also examines the matrix of domination and resistance at different levels, as well as the importance of dialogue and empowerment in constructing feminist knowledge.
Unit 10
1. Critical theory is declared dead by the author, who sees this as an opportunity to reflect on the end of an era of thought.
2. Modernism embraced grand narratives like progress, universalism, and faith in science that postmodernism rejects. Postmodernism emphasizes local differences and rejects universal truths.
3. Philosophers like Nietzsche, Wittgenstein, Foucault, Derrida, and Lyotard contributed to postmodern anti-foundationalism and the idea that knowledge is socially constructed and tied to power relations.
4. Postmodernism is criticized for being relativistic, vague, and paradoxically relying on its own metanarrative. Its implications for research include
Unit 9
This document discusses a community talk assignment on the island of Aruba about gender and Feire's approach to self-realization, dialogue, sharing, and diversity. Students are asked to give a community talk on these topics using Feire's methods of open discussion and embracing different perspectives.
Unit 8
This document discusses the concepts of cosmopolitanism, globalization, and multiculturalism. It explores ideas around identity, internationalism, elitism, political awareness, identification, loyalty, and tolerance as they relate to cosmopolitanism. Key figures discussed include Kwame Anthony Appiah, V.S. Naipaul, and Amaritya Sen. The document examines ideas of plural identities and clashes between identities, and critiques that see singular categorization and identity in favor of acknowledging plural identities and dialogue between civilizations. It discusses cosmopolitanism as involving choice, discovery, and responsibility toward priorities, different loyalties, and associations through a shared global humanity and plural-identity positioning.
Unit 7
This document provides an introduction to critical theory and discusses several theorists within this framework. It outlines the goals of understanding critical theory and examining the relationships between critical theorists and ideas of community. Key theorists discussed include Paulo Freire, Jürgen Habermas, and thinkers from the Frankfurt School such as Adorno, Fromm, Horkheimer and Marcuse. Paulo Freire's educational philosophy and concept of conscientização (critical consciousness) are explained as an example of critical theory. The document also discusses using critical theory to deconstruct power dimensions within social relations and promote humanizing liberation processes.
Unit 6. Case study: empirical or interpretative approach
This document provides information about an upcoming case study assignment. It will count for 10% of the student's final grade. Students will work in groups of 2 or 3 to choose either an empiricist or interpretative paradigm as a starting point for their research. They will then write a 350-word statement arguing which paradigm best approaches their assigned research question. They will be evaluated on their understanding of the paradigms, formulating their own opinion, clear argumentation, and English writing skills. Students should avoid vague language and logical fallacies in their response. The document provides two potential research topics centered around a new grocery store and using incentives to increase sales and production.
Unit 4. Experience as knowledge
This document discusses four paradigms of knowledge: empiricism, interpretative theory, critical theory, and postmodernism. It then covers structural functionalism as a paradigm that views society as a whole structure where all parts are interrelated and dysfunctional parts lead to disequilibrium and change. Structural functionalism was advocated by Émile Durkheim and views social facts as external influences that can only be understood through empirical induction. However, structural functionalism has been criticized as being tautological, deterministic, and lacking historical/cultural context. Later theorists attempted to address these criticisms by combining functionalism with falsification and using grounded theory to generate theories from qualitative data.
Unit 2. The logic of scientific discovery
This document discusses approaches to distinguishing science from pseudoscience, including logical positivism and critical rationalism. Logical positivism held that sense experience and positive verification are the only ways to obtain authentic knowledge, while critical rationalism proposed falsifiability as the demarcation criterion. Specifically, a theory is scientific if it is logically consistent and falsifiable without ad hoc adjustments. For example, observing a single black swan would falsify the conjecture that all swans are white. While an improvement, Popper noted that confirmation is still not a valid criterion for demarcation, as theories shape what is observed.
Unit 1. What can we know?
This document discusses different views of science and how knowledge is obtained. It contrasts the rationalist view that knowledge can be obtained through reasoning alone (deduction) with the empiricist view that all knowledge comes from sensory experience and induction. Rationalism is illustrated by Descartes' view that one can doubt senses but not one's own existence ("I think therefore I am"). Empiricism and induction are discussed through David Hume's argument that we can never be certain that what is true of some observations of the world will hold for all cases, as with assuming all swans are white based on observing many white swans. The document questions if induction provides very good but not certain reasons to expect patterns in nature to continue.
Introduction: Philosophy of Science
The course covers the philosophy of science through 17 units organized into 3 parts. Students will study the background of scientific theory and 4 main paradigms of social sciences. Assessment includes reading assignments, 3 case studies, discussion participation, and a take-home exam with case study that must receive a 5.5 or higher to pass.
Unit 3. Approaching the uniqueness of Islands, the Caribbean and Aruba
This document provides an overview of Unit 3 which discusses how geography and history impact emerging culture on islands, specifically the Caribbean and Aruba. It notes that islands are unique due to their insular characteristics and discusses how this uniqueness has shaped Aruba's culture and innovative forms of sovereignty. The summary also highlights Aruba's prehistoric, Spanish, Dutch periods which established the foundation for its current fusion of cultures and status as a self-governing country within the Kingdom of the Netherlands.
Unit 8. Culture and Identity with special focus on Aruba
This document discusses the concept of culture through several activities and definitions. It explores culture as a dynamic process that is shared, learned, and adaptive. Culture includes both material and non-material aspects. Material culture refers to physical objects like food, clothing, and buildings, while non-material culture includes ideas, beliefs, norms, and religion. The document cautions that stereotyping cultures can lead to overgeneralizations and prejudice, as culture is variable over both time and place. It aims to discuss cultural diversity and change in Aruba through examining elements of Aruban culture.
Unit 7. Indicators of sustainable development
The document discusses indicators of development and sustainability. It introduces indicators and their use in measuring development objectives and progress. Key criteria for good indicators are outlined, including their relevance, ability to summarize information, precision, and reliability. Sustainable development is defined as balancing near-term and future interests, including a safe environment for future generations. Twelve development priorities for Aruba are listed covering areas like education, culture, economy, environment and governance. The activity asks students to form groups, choose one development priority, and formulate two indicators to measure progress toward that objective.
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Unit 1. The Awakening of the Sociological Imagination part 1
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Introduction to the course
- 1. Social and Cultural Fundaments of Aruba and the Caribbean Towards an introduction to Sociology with Caribbean spices and Aruban flavor
- 2. Social and Cultural Fundaments of Aruba and the Caribbean (GE 7) • Every Tuesdays and Thursdays (block 2) • From 13.00 – 15.30
- 3. Contents of the course: • Towards an introduction to the study of society: awakening the sociological imagination 1 • Towards an introduction to the study of society: awakening the sociological imagination 2 • Approaching the uniqueness of the Caribbean and Aruba: the impact of geography and history on the emerging culture • Discovering the ‘roots’ of Aruba by means of the science of Archeology (excursion and guest lecture) • Human social nature and community
- 4. Contents of the course (2) • Social-identities: the self and interaction • Social trend 1: the emerging of new forms of communities • Culture and identity: with special focus on Aruba • Social integration of Aruba (guest lecture) • Social institutions: the family, religion and education • Social stratification: the structure of inequality • Social trend 2: Migration and integration
- 5. Literature See wikispace for the course: www.caribbean-sociology.wikispaces.com Here you will find literature list, digital articles, PowerPoint presentations for the unit, discussion board,
- 6. Assessment: • Examen • Bonus • You will receive more information on this
- 7. Contact teacher: • e-mail: nadiadresscher@gmail.com • UA building C.E.C room 9 • 5823901 ext. 240 • Available at office: during weekdays usually between 8 am to 5 pm