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As a "wicked problem," climate change requires interdisciplinary understanding and collaboration in order to prepare future leaders to develop solutions. To this end, as an ecologist and an anthropologist at a mid-sized university in the southeastern U.S., we designed a pair of interdisciplinary, research-intensive courses for first-year Honors students with the goal of improving understanding and communicating the urgency of climate change. We employed High Impact Practices (HIPs) and Course-Based Undergraduate Research Experiences (CUREs) to accomplish learning outcomes during both years of the course. Gains in scientific knowledge and climate change-specific knowledge were assessed with quantitative and qualitative analysis of pre and post-tests. Analysis suggests that the course improved climate change knowledge and sophistication of interdisciplinary thinking and increased student confidence in understanding of the process of science. This course structure offers an approach to providing a practice space for developing multifaceted solutions to wicked problems.

This paper builds its arguments on the (re)interpretation of 'human' and its entanglements with nonhumans in the digital age. Since the concept of humanness has prominently transformed into something innovative because of immense improvements in science and technology, and thereby society, terms such as human, nonhuman, posthuman, and transhuman including cyborgs, have emerged as concepts that require to be reinterpreted in the digital age. In a planet where cryptocurrency, artificial intelligence, 5G technology, autonomous vehicles, quantum computers, genetic engineering, edge computing, microchips, green tech, and hydrogen fuel cells are commonly regarded as innovative inventions of the 21st century, the positions of humans are decentralized and displaced from centralized to more peripheric spheres. Beginning from anthropocentrism, broadly defined as a thought process that makes humans the primary measure of everything, this paper exposes the (trans)formation of humans from anthropocentricism to posthumanism and paradoxically from posthumanism to transhumanism by drawing upon the philosophical discussions of Donna Haraway, Rosi Braidotti, Cary Wolfe, Francesca Ferrando. By interrogating the socio-cultural existence of humans through epistemological and ontological viewpoints, this paper attempts to (re)define the place of humans in the digital age with a focus on the relationship between human and nonhuman beings and their entanglements.

This article explores the causes of the epistemological crisis that gave rise to conspiracy theories which culminated in large swathes of the U.S. population refusing to accept the outcome of a democratic election. An epistemological crisis is defined by a blurring of facts and falsehoods to the degree that blatant and obvious propaganda holds sway over large segments of the population, resulting in truth decay. We provide an analysis of the propaganda themes collected and identified by the Computational Propaganda Project from April through July of 2020 that demonstrate their prevalence in American social media platforms. We then show how education may limit propaganda's deleterious effects. We approach our research in an interdisciplinary way from the fields of education and cultural anthropology and so contribute an angle to the current conversations about education in a democratic society that has not been the primary focus of educational thought.

Environmental science classes often ask students to examine changes in species or their environments to determine the human impact on a particular habitat or ecosystem. It is not always practical to take students out for a field study to do this kind of analysis; instead, the scientific method and diversity analyses can be utilized while students compare topographic maps, photographs, or paintings over time. In this article, we present three laboratories that use artwork (e.g., paintings or photographs) to have students examine anthropogenic alterations in the character of landscapes and explore how our connection with nature has changed over time. These laboratories can benefit educators looking for an interdisciplinary STEAM approach to introduce both biology majors and nonmajors to environmental science concepts and the scientific method in a highly relatable way.

In an institution where assessment was viewed as meaningless box-checking for the purpose of accreditation, a new reflective assessment practice changed 15 faculty members' perception of assessment in a single semester. Piloted with an interdisciplinary graduation requirement for Cultural Competency, the new assessment practice became a powerful tool for closing the loop in which participating faculty analyzed evidence to make improvements for student learning. This article provides a detailed history of the inception and development of that practice and evidence of faculty appreciation for a new four-question protocol.

We describe the structure, benefits, and challenges associated with a virtual cultural heritage exchange (VCHE) between undergraduate students in an applied anthropology class and a group of English language learners (ELL). Using qualitative data collection and analysis methods, the project aimed to teach anthropological methods and perspectives to the students while investigating three research questions: Will a VCHE (1) build social bonds and bridges, (2) improve English language acquisition, and (3) raise "heritage consciousness" (awareness and appreciation of, along with an associated sense of agency toward, cultural heritage) among participants? Results support the research questions and show the effectiveness of VCHEs when they are designed to meet the interests and needs of ELL participants and students.

In this theoretical essay, we find inspiration in Lotman's semiotics, in Morìn's sociology of education, the studies of cultural psychology and psychoanalysis of Valsiner and De Luca Picione, and other cultural stimuli coming from the didactics of mathematics. The notion of boundary and liminality was developed and discussed to grasp a relationship between some psychological processes and some transformative aspects of educational processes. Our idea is that an interdisciplinarity education could help orient disciplinary resources towards common educational goals and acquire the skills necessary for each student to be a citizen of the glocal community.

This article deals with the relationship between the Holocaust and antisemitism, focusing on the events of 2020-2021. The point of departure is the fifth World Holocaust Forum at Yad Vashem in Jerusalem, held under the slogan: "Remembering the Holocaust, fighting antisemitism". The event took place at the invitation of Israel's president, Reuven Rivlin, in advance of the 75th anniversary of the liberation of Auschwitz and International Holocaust Remembrance Day (January 23, 2020). Content analysis of the speeches given by presidents and prime ministers from around the world reinforce the insights of the Holocaust and the association with current-day antisemitism. In March 2020 the COVID-19 virus appeared, and a wave of antisemitism surfaced with it. Analysis of contents that appeared on websites and social networks reveals vitriolic antisemitism against Jews as generators of the virus, being the virus themselves. This study utilized the method of anthropologist Clifford Geertz (1926-2006), who established the interpretive approach to anthropology for analyzing culture contents. This, with regard to content analysis in general and to the contents of social networks and their contribution to antisemitism, in particular. Operation "Guardian of the Walls" in Gaza in 2021 further fanned antisemitism. Content analysis of websites and social networks portrays the Jewish soldier as a Nazi soldier and all Jews as murderers -- with all the Holocaust symbols and Holocaust language. The study seeks to examine whether and to what degree the educational system in general and guides of youth trips to Poland as mediators of memory in particular, are prepared for the educational challenge of eradicating antisemitism in the post-Holocaust era. The research findings show that the challenge still awaits us. Education is an essential instrument in the battle against antisemitism but the educational system, both formal and informal, is not prepared.

This paper aims to analyze the temporary teachers' hiring policy in Cametá, during the last two municipal administrations (2013-2020). The main focus is the interface between disputes for local power and the municipal administration of education. This is a case study using a qualitative approach, employing the procedures of documental analysis, interviews, participant observation, and a survey for data collection. Our theoretical framework was based on understandings from the anthropology of politics, with the concept of "clientelism" as the central analytical category. Moreover, we draw from literature that centers research done from a municipal perspective. The results indicate that the practice of hiring temporary teachers occurs mainly in schools in the rural area, being based on clientelist relationships. Several actors are involved in the hiring process and these clientelist relationships, with emphasis on city council members, school principals, and temporary teachers. Furthermore, the precarization of the labor of temporary teachers was observed, with recurring delayed salaries and months worked without payment. The performance of the public prosecutor's office proved to be insufficient in a scenario of non-compliance with the legal framework that regulates the teaching profession in the Brazilian education system.

This paper investigates how Japanese mathematics teachers produce and share didactic knowledge together. It is a case study of a post-lesson reflection meeting so-called "open lesson." The crucial idea of this study is the dialectic between the "specific" and "generic" level of "foci" of the participants' reflections about the observed teaching practice; namely, about applied teacher's specific didactic technique for achieving a specific mathematical goal, and more general pedagogical issues such as realisation of the objectives of mathematics education. This dialectic is mediated by the "meso"-level notion of "mathematical activity," described in the guidelines for Japanese national curriculum. The application of the "scale of levels of didactic co-determination," provided by the "anthropological theory of the didactic" into the analysis shows in what way the dialectic interplay between the teachers' comments with focus of the specific and generic levels influences the development and establishment of the Japanese teachers' shared professional scholarship.

This article begins with Geoffrey Clarfield describing how by becoming an anthropologist, going to graduate school, shipping out to Kenya in the mid-1980s, and doing field work among a Cushitic speaking group of camel nomads in the desert lands of northern Kenya, he was able to achieve his goal of both experiencing and understanding the difference between preindustrial and industrial societies, socially, cultural, and psychologically. He goes on to explain that because he was studying an East African Cushitic speaking people he had read articles by a British anthropologist, Christopher Hallpike, who had done field work among the Konso, a Cushitic people who live north of the Rendille in southern Ethiopia. Hallpike later wrote a book called "The Foundations of Primitive Thought" (1979) which Clarfield describes as an enlightening and glorious read for those who have swum in the anthropological literature for decades. It is a work that has not only been ignored by mainstream anthropology but vilified because of its political incorrectness. Hallpike is now retired and living in England (where he was born, raised, and educated). He has managed to take on the neo-Darwinians in an extended essay/book called "Darwinism, Dogma and Cultural Evolution" and published a series of essays on modern anthropological myths called "Ship of Fools: An Anthology of Learned Nonsense about Primitive Society." The remainder of the article provides a transcribed interview between Clarfield and Hallpike. Some of the topics discussed include: social and cultural anthropology during the last twenty to thirty years; the work of Richard Dawkins, Jared Diamond and other cultural materialists; Hallpike's developmental writings; "Foundations of Primitive Thought"; and Hallpike's advice for young aspiring anthropologists.

This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers' experiences in a culturally diverse integrated high school were explored and interpreted vis-à-vis tenets and precepts of CRT. Findings from observation and interviews indicate that the pedagogic settings as structured by the teachers were not attendant to the aspirations of CRT and teacher practices were not reflective of dispositions of CRT. Teachers professed negative experiences of the pedagogic setting, demonstrated and professed limited knowledge of the cultural being of their learners. The findings highlighted the need for micro-context cultural excavations to remedy socioculturally detached teaching. Cognisant of the emergent need for a learning tool, the LEAP model is proposed premised on centering the humanistic world of the learners and the inherent currency in their culture for progressive teaching and learning engagements.

This paper addresses aspects of alternative proposals taking place in the public education system, based on an anthropological, ethnographic, comparative study of alternative schools and educational projects in Catalonia. More specifically, it first explores educational change in Catalonia through time and on the present, with a special focus on the public sector, stressing its historical dimension and the process of its current depoliticization. Then, based on a specific ethnographic case and on daily dynamics of exclusion, school choice and parental involvement, attention is drawn to aspects of the privatization of educational innovation and the reproduction of inequalities. It is argued that, apart from a first-level educational segregation due to economic resources, a second level appears that divides families according to cultural criteria. In the end, the potential for social transformation such education proposals hold is highlighted, along with a few factors that would facilitate its unfolding.

This study was conducted from a perspective that adopts a broad vision of mathematical talent, defined as the potential that a subject manifests when confronting certain types of tasks, in a successful way, that generate creative mathematical activity. To analyse this, our study proposes a Praxeological Model of Mathematical Talent based on the Anthropological Theory of Didactics and the notion of mathematical creativity, which defines four technological functions: (1) producing new techniques; (2) optimizing those techniques (3); considering tasks from diverse angles; and (4) adapting techniques. Using this model, this study analyses the creative mathematical activity of students aged 10-12 years displayed as they sought to solve a series of infinite succession tasks proposed to encourage the construction of generalization processes. The setting is a Mathematics Club (a talent-promoting institution). The evaluation of results shows that the Praxeological Model of Mathematical Talent allows the emergence and analysis of mathematical creativity and, therefore, encourages the development of mathematical talent.

The goals of this research are: 1) to substantiate the conceptual content and introduce into the terminological circulation of the philosophy of culture the concepts of "nihitology of culture" and "nihitogenesis"; 2) to substantiate the intensification of ontologization of the negative in the second half of the XX century and the present. Data were achieved using observation and description of the behaviour of modern man in virtual and real cultures; hermeneutic analysis of observation results, as well as a description of the results of virtualization and simulation of modern culture. The article extrapolates the ontological method to the aesthetic and social spheres. Research results are as follows: 1) the following metamorphoses of non-being in the space of culture being have been discovered: anthropologization of the negative; semiotization and aesthetization of non-being; "hollow" attitudes of everyday worldview and individual experience of inner devastation; production and consumption of simulacra; virtualization of cultural reality; 2) the processes of diminishing or even loss of reality are associated by the author with various factors, such as: the transition from the individual's solid identity to its "fluid" form, and ultimately to the loss or destruction of identity; the ongoing destruction of the integrity of "ego"of a modern subject. This is expressed in the fall of stable norms, including ethical ones, in the absence of a single anthropological ideal and in highlighting visibility in the form of "flickering of countless guises", "masks"; an increase in the volume of simulacra in the spheres of media, art, morality, religiosity, and in everyday life as well; active interest in negative entities manifested by postmodern art; loss by a person of a sense of spiritual security, compensation for this loss by hedonism, unlimited consumption of material goods; communication virtualization, etc.

This paper assesses the dangers of the use of the concept 'culture' in present political and educational rhetoric. The first section offers a critique of the use of the term 'culture' in the so-called intercultural educational efforts. It asserts that 'culture' in its present use is a proxy for 'race' and supports views, which ignore diversity and suggest, purposely or not, an homogeneity which can easily spread into the sphere of biological resemblances and differences. The paper, then, identifies possible alternative understandings of culture through the examination of the contribution of anthropology to cultural research. In the last section of the paper suggestions are made to overcome current approaches to intercultural education through a call to diversify the understanding of diversity to include not only ethnic/cultural differences but also, physical, and cognitive ones. To achieve this goal a turn to the ontological and the training of teachers as 'critical experts of design' is suggested.

In this commentary, summarized from a recent interview, the author shares insights and memories from a career devoted to drama and performance studies. He enthusiastically recounts events, initiatives, and collaborations that have helped sustain his lifelong passion for performance.

Small group learning activities have been shown to improve student academic performance and educational outcomes. Yet, we have an imperfect understanding of the mechanisms by which this occurs. Group learning may mediate student stress by placing learning in a context where students have both social support and greater control over their learning. We hypothesize that one of the methods by which small group activities improve learning is by mitigating student stress. To test this, we collected physiological measures of stress and self-reported perceived stress from 26 students in two undergraduate classes. Salivary cortisol and testosterone were measured within students across five contexts: a) pre-instructional baseline, b) following a traditional lecture, c) after participating in a structured small group learning activity, d) following completion of multiple choice, and e) essay sections of an exam. Results indicate students have lower salivary cortisol after small group learning activities, as compared to traditional lectures. Further, there is no evidence of a relationship between physiological measures of stress and self-reported perceived stress levels. We discuss how structured small group activities may be beneficial for reducing stress and improving student-learning outcomes.

Key features of open video repositories (OVRs) are outlined, followed by brief descriptions of specific websites relevant to the social sciences. Although most were created by instructors over the past 10 years to facilitate teaching and learning, significant variation in kind, quality, and number per discipline were discovered. Economics and psychology have the most extensive sets of repositories, while political science has the least development. Among original-content websites, economics has the strongest collection in terms of production values, given substantial support from wealthy donors to advance political and economic agendas. Economics also provides virtually all edited-content OVRs. Sociology stands out in having the most developed website in which found video is applied to teaching and learning. Numerous multidisciplinary sites of quality have also emerged in recent years.

This paper is derived from a field study in the framework of my doctoral dissertation, in which we analyze life stories (Bertaux, 2005) of young people who have discontinued their studies at the University of Buenos Aires (UBA) in four courses with a high rate of dropout between the years 2005-2015: Computer Engineering, Anthropological Sciences, Chemical Sciences and Communication Sciences. With that goal in mind, seventy-five interviews were conducted with fifty-nine people: sixteen key informants and forty-three young people who discontinued their university studies between 2005 and 2015. In this paper we present one aspect of the analysis: the reconstruction of the symbolic framework of the discontinuation experience from the perspective of its protagonist, and how this outlines specific types of discontinuation.

The purpose of this article is to describe the learning outcomes that graduates needed to face AEC and demographic bonuses. The data used in this article from the research result held in the Department of Anthropology Education of Universitas Negeri Medan. This research was conducted in the Sociology Subject Teachers' Meeting. This research is descriptive using data collection techniques through Forum Group Discussion (FGD). Mapping the ability of teachers needed by the graduates of the Department of Anthropology Education in dealing with the Asian Economic Community (AEC) and demographic bonuses. The graduates need to master two things in dealing with AEC, namely mastery of technology and mastery of knowledge.

Which modes of information literacy instruction (ILI) work best in asynchronous online courses? Recent national trends and COVID-19 have made it critical to answer this question, but there is little research comparing different modes of ILI specifically in asynchronous contexts. This multiyear study employed five different modes of ILI in different sections of an asynchronous online anthropology course and compared the modes' effects on students' coursework. Ethnographic analysis of students' bibliographies revealed nuanced changes to students' approaches to searching and source selection. These findings can inform librarians' development of ILI curricula and pedagogy for the unique circumstances asynchronous instruction presents.

Introduction: The number of two-to three-year-old children using mobile phones was 10% in 2013 compared to 40% in 2017 (Konok, Bunford, & Miklósi, 2020). Several theoretical and empirical studies deal with the didactics of using modern technology in the classroom. Most studies highlight the neutral (Zsolnai, 2017) or positive impact of using ICT in the classroom. Only a few address the negative effects of digitally enhanced learning (Dávila, Casabayó, & Rayburn, 2018; Livingstone, 2012; Lorenzo & Trujillo, 2018). State education has continually tried to integrate modern technology with education, but there are also examples of institutional restrictions on its use and even a total ban can also be found. Purpose: This study provides an overview of the pedagogical and epistemological reasons why Waldorf pedagogy and Waldorf Steiner schools take a critical approach to the use of information and communication technologies (ICT) and to "screens" in general, together with mapping out the current state of Waldorf schools in Hungary. Methods: In the present study, we applied source analysis as a traditional research method in the philosophy of education. Conclusions: The findings show that the institutional use of information and communication technologies entirely contradicts the basis, tasks and spirit of Waldorf pedagogy. If we look at the epistemology and anthroposophical anthropology of Waldorf pedagogy, we can see that the autonomy of a Waldorf teacher is not limitless, and so a continuous practical and theoretical responsibility of the Waldorf movement and Waldorf teachers is to establish and uphold coherence between the practices of every Waldorf institution and Waldorf pedagogy.

Students involved in two separate travel study programs consented to participate in a mixed-methods research approach examining the effects of an experiential learning course offered to criminal justice and forensic science students. The course exposed students to handson criminal investigations involving human body decomposition and osteology. Results indicate positive findings of transformation and discovery by students after analyzing reflective journals, interviews and pre- and post-tests scores. Students were able to apply their new knowledge and conceptual understanding to real-world problems and potential career opportunities. This transformation produced life affecting changes.

This quantitative research study examined one instructor's redesign of her introductory Anthropology course (N = 265) from Teacher-Centered (TC) to Learning-Centered (LC) and the resulting impact on her students' perceptions of Teaching Presence (TP), Social Presence-Interaction (SP-I), Social Presence-Participation (SP-P), Cognitive Presence (CP), and Satisfaction (SAT). Using the Community of Inquiry (CoI) survey (Swan et al., 2008) in a face-to-face classroom environment; results indicated that implementing a LC classroom compared to a TC classroom was found to have a significantly positive impact on students' perceptions of TP (p = 0.021), SP-I (p < 0.001), SP-P (p < 0.001), CP (p = 0.002), and SAT (p = 0.022). Multiple regression results indicated that TP, SP-I-, and SP-P were able to predict 42% of students' level of satisfaction score with TP having the highest level of prediction ([beta]=0.37). Preliminary evidence suggests that instructors who implement LC teaching methodologies can have a positive impact on TP, SP-I, SP-P, CP, and SAT.

Studies in modern linguistic theory to determine the scope and vision of human communication have shifted their attention to semiotics, in which actions speak louder than words as some say. The semiotic capacity of an individual reflects the effective and efficient usage of pragmatic competence in which the language user has the awareness of sociocultural and anthropological conventions processed and produced in the course of communication. Such a capacity also enables a systematic usage of cognitive skills, thereby developing the value of the communicative context and the perception of the individuals in various discourses. This paper attempts to identify, decode, and proceed utterances in a systematic mixture of psychological, physiological, sociological and anthropological procedures, in which non-verbal expressions appear as signs and symbols to communicate information. It is also argued that not only do individuals attain semiotic information naturally, they also do so with proper curricular semiotic education (especially in language learning & teaching environment) and research. In this respect, studies in biosemiotics explore the micro and the macro cosmos of human nature which are in a continuous cycle of interaction to process language. It is further established that the curiosity to discover the value systems in human communication through semiotic decoding means more than the mere study of language and its linguistic properties.

Based on our present working-experience with a Mapuche kimche (sage) and a logko (spiritual and political leader), we aim at intervening in broader debates on the intersubjective and intercultural production of knowledge. To do so, we pay special attention to contemporary mandates and pervasive conceptions about forms of practicing a better, more proper anthropology. We approach the problem from three different viewpoints: (1) discomforts and disagreements with naturalized forms of initiating, certifying, informing, writing, citing, and authorizing knowledge; (2) the Mapuche etiquette to converse properly and its various bets on horizontality; and (3) review of our own philosophy of language, particularly the concepts of translation and performativity.

Using the autoethnographic case study method, this article examines how my positionality as a foreign-born faculty member intersects with the institutional rhetoric of diversity and inclusion present in many predominantly White institutions. My vignettes show that foreign-born faculty, although contributing to the representation of diversity numbers, are positioned as knowledge providers in the discussions about the 'global', the 'cultural' and sometimes the 'racial', thus, ironically reinforce the embedded White institutional culture. This article argues that foreign-born faculty members could make use of their cultural positions to unpack the classed and racial culture on campus and to cultivate students' anthropological sensibility. In other words, foreign-born faculty are in a unique position of recognising the limitations of the current diversity and inclusion rhetoric in predominantly White institutions (PWI), but also, they have the potential of decentring the White, middle-class cultural norms. This article concludes with some pedagogical implications.

In the past decade, there has been a growing recognition that society's emphasis on speed and efficiency came with some costs: a loss of the ability to appreciate activities and understand their meanings. Recently, this meta-movement has made its way into the literature on literacy, causing the author to embark on an investigation into the veracity of the claims that slow reading might also mean "better" reading. A natural history approach was adopted for the analysis to evaluate whether there was evolutionary justification for the movement, leading to the review of relevant work in the fields of ethology, psychology, cognitive neuroscience, anthropology, sociology, linguistics, and literacy. The findings reveal an evolutionary push toward both speed and understanding, two aims that eventually come to be at odds in expert readers. It is the conclusion of the author that, from an evolutionary perspective, there may be justification for the start of a slow reading movement, but that it must be paired with practices that develop the capacity to read fast.

This article argues that cross-disciplinary linkages -- that is, relationships among phenomena studied by those in different disciplines -- often serve to destabilize, at least temporarily, systems of stability that are theorized to operate within the sets of phenomena studied within most disciplines. It surveys across disciplines both systems of stability and mechanisms of instability, and derives several implications for interdisciplinary and disciplinary research practice. In particular it argues that systems of stability deserve to be included within conceptions of disciplinary perspective. It speculates on how a general connection between stability and instability might be explored. The article thus informs our understanding both of what interdisciplinarity is and how it is best performed.

Article is devoted to the scientific heritage of educators and psychologists of Russia in the first quarter of the twentieth century. The aim of the research is the identification of the most significant ideas of P. P. Blonsky, L. S. Vygotsky, V. P. Kacshenko, S. T Shatsky which based the theoretical and methodological basis of inclusive education. The article describes a number of provisions that have conceptual value and practical importance for the implementation of inclusive education.

This essay offers a reorientation of our views on the interrelationships of language and thought as a field of constantly reprogrammable energy, and provides an argument as to why we believe this new metaphor (i.e., language as a field of energy) matters in language pedagogy, in classrooms at all levels, as well as within teacher education and teacher professional development. We define language as a field of energy in the following way: as language operating as a "region" in which a force (in this case, words and their rhetorical functions) operates to bring about some influence resulting in an effect or having an impact on one's own behaviors, on the behaviors of others, as well as having the capacity to influence emotions, and/or the course of events. Following a brief introduction in which we state our purpose, we present the case for the above argument in the context of current language and literacy education. In doing so, we delineate language-thought-perceived reality relationships through a synthesis of a selective representation of the primary thinkers in mainstream language scholarship, as well as other fields, such as philosophy, social anthropology, linguistics, discourse analysis, and to coin a new field, "linguistic metaphysics." While we focus our discussion on language, we are mindful of its obviously intimate, symbiotic relationship with thought. We conclude with suggestions as to how this concept, "language as a field of energy," can be pursued in educational settings.

Problem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving, and critical thinking. Despite extensive research on problem-based learning, a thorough examination of student engagement in relation to PBL is lacking (Savin-Baden, 2014; 2016). We studied student motivation through self-reflection exercises, surveys, and peer-evaluations in a third-year undergraduate anthropology course (N = 49) with students of differing levels of course material experience. We hypothesized that throughout the course student motivation would be highest in students with the most subject matter experience. The results show that student motivation was higher in students with more subject matter experience at the beginning of the course, however during the course their motivation decreased. By the end of the course the majority of students had high motivation toward PBL, however, we were surprised that forensic specialists with the most subject matter experience had low motivation at the end of the course. This research is important to demonstrate the challenges of implementing PBL in a traditional curriculum, and to provide suggestions for engaging diverse student populations in PBL.

In this article, the authors detail their attempt to encourage apprentices to merge theory and practice in a way that is atypical in teacher education. They base their approach on the idea that before stepping into the active work of teaching on their own, apprentices need more time observing children and seeing learning. Observing is hard to do when trying to master lesson delivery and when working with large groups of children with only the support of a single master teacher. What does learning look like when children interact with one another and with other adults under different conditions and in varying contexts? The aim is to contribute to conversations about how best to prepare teachers for schools as they currently exist and for the students they will meet in their classrooms. But perhaps more significantly, the authors ask another set of questions: (1) How can they prepare teachers for classrooms and schools that they might envision and imagine but that do not exist right now?; (2) How can they help teachers to meet the needs of a changing student body?; and (3) How can they prepare teachers to be innovators and change agents who are responsive to the conditions they encounter and who can lead into unknown futures rather than remain locked in the ways of the past? The authors report on a case study, Casssandra (pseudonym), a student in an innovative teacher preparation program that aims to do these things by tightly linking theory and practice, immersing teacher candidates in a nonformal learning context as well as in traditional student teaching placements. The teacher candidates wrote field notes about their observations, which the authors (the instructional/research team) read and responded to, with the aim of supporting their learning and stretching their ideas. Drawing from Wolcott's (2008) notion of ethnography as a way of seeing, the authors guided teachers to describe the everyday activities of schooling and to reflect deeply on their own practices. They encouraged them to see children, teaching, and learning in new ways--not merely as mirrors of their own experiences in K-16 education or those they observed in student teaching. The authors arranged for them to observe and work with children in different kinds of learning contexts, including home and community settings, traditional classrooms, and an after-school program.

Ethnography is becoming an increasingly popular research methodology used across a number of disciplines. Typically, teaching students how to write an ethnography, much less how to undertake "fieldwork" (or the ethnographic research upon which ethnographies are based), is reserved for senior- or MA-level research methods courses. This article examines the pedagogical strategy of engaging first-year students in ethnographic field methods and the art of ethnographic writing and suggests how the use of a short ethnographic exercise (the fifty minute mini-ethnography) can enable students who are at the beginning of their undergraduate degrees to better understand the relationships between theory and empirical data.

One year ago, Baltimore citizens took to the streets to protest not only the death of Freddie Grey, but the structural inequalities and structural violence that systematically limit the opportunities for working-class African Americans in Baltimore. The protests, though, were not just confined to Baltimore City. Borne on sophisticated understandings of intersectionality and political economy, the moral imperatives from the Baltimore Uprising resonated with students at our university in Baltimore County, where campus activists moved to both support the people of Baltimore while using the moment of critical reflection to critique racial inequalities on campus. Since students were displaying a holistic, anthropological understanding of race and inequality in Baltimore, we decided to structure our classes accordingly and brought together several courses in the Department of Sociology, Anthropology and Criminal Justice in order to examine the interrelationships between power, race, class, public space and urban development. We taught common texts, visited each other's classes, and planned events that brought students together with community leaders in Baltimore to discuss common concerns and to learn from each other. This paper reports on that experiment and suggests that a pedagogical model premised on drawing thematic linkages between existing courses is one way to address current events that impact us all while allowing students to direct the course of their own education.

William Golding has been identified as a nonconformist whose opinions always go contrary to what is customarily accepted or established. This is shown in all his novels, more specifically "The Inheritors", in which he defies long established opinions held by anthropologists, historians, archaeologists as well as many others about the Neanderthals and their immediate successors the Homo sapiens. Though my PhD was about some of Golding's novels, no single word is mentioned in my PhD dissertation about his challenging novel "The Inheritors", which is still regarded by both critics and readership as most complicated. Golding's intention in this novel is not merely to rebut the clichés and stereotypes of the Neanderthals, but also to describe them as enjoying uniquely far sublime qualities that make them outdo their rivals, the Homo sapiens. Therefore, he portrays them very sympathetically, and their plight tragically, thereby demonstrating his scepticism about the moral superiority of the Homo sapiens, the real "inheritors" of the earth. The aim of this article is to discuss Golding's repudiation of such convictions by examining in some detail the novel's thematic structures, characterisation and settings. Likewise, the present article will focus on the clarity of the novel's narrative style that shows the simplicity, if not naivety, of the Neanderthal man's life juxtaposed to the complexity and maturity of his rivals' language and life style.

The principle of dialogue is the innovative teaching and learning practices with a transformative agenda. This paper argues that through dialogue lecturers can stimulate students to think and argue for themselves, rather than defer to tradition and authority. However, the context that is conducive for dialogic education, especially in a country such as South Africa that needs to come to grips with the presence of people who differ by ethnicity, class, gender, age and religion, is not known. The paper aims to share the teaching experience emanating from a lecture hall engaging in difficult topics to talk about, followed by reflection on its implication for transformative educational agenda. Emerging from the analysis of the case study is the competing dichotomy of "us" and "them". I therefore argue for a nuanced context specific process facilitation model to help participants rise above the default codes of "us" versus "them" and look at issues in broad social contexts, irrespective of who is talking.

The relevance of the study is reasoned by the increasing complexity of life activity in modern society, which results in distortion of the moral and value criteria and norms. The purpose of the article is to reveal anthropological methods of formation of university students' spiritual and moral culture. The leading approach to the study is the anthropological approach allowing us to consider the spiritual and moral culture as an evolving set of moral and valuable position and special knowledge. The study involves 300 teachers, 500 students who have identified performance criteria of methods of formation of spiritual and moral culture. The main results of the study are to identify knowledge, motivation, activity-related methods of formation of spiritual and moral culture to ensure the inclusion in the content of education of teaching material about value relations, mandatory forms of culture; conjugation of ethical and professional standards of behavior on the basis of a single criterion of "ethical-unethical"; development of students' capacity for moral target setting. The significance of these results is that the identified methods involve the willingness of teachers to dialogue, respect and understanding of students, building a living knowledge in the course of joint creative activities directed to sense and life creation; determine the development of civil harmony on the spiritual and moral values.

This article explores what an uneven embrace of community engagement means for faculty as they apply for tenure and promotion. It closely examines how three faculty members (including the author) from different departments framed and discussed their engaged scholarly contributions in the presence or absence of departmental guidelines on engaged scholarship. Their experiences and success reveal the influence of departmental context on decisions to include engagement in faculty evaluation criteria and the importance of finding strategies to mitigate the absence or underdevelopment of guidelines.

This paper points out educational study is not only a pure macro-oriented focus such as analysis for policy and ideological formation; rather, it also must be in synchronicity with the actual socio-historical process and the baseline of everyday life in the micro level. Thus, this paper considers that emotional issues may be the good windows to inquire schoolteachers' everyday lives. First, this paper reviews relevant theories in multiple disciplines to systematically politicize emotions as an important site of educational research. Second, this paper emphasizes that to understand emotions are inscribed in culture and ideology, as "embodied and situated." Finally, this paper's focus is not only on how social factors affect what schoolteacher feel, but also on how schoolteachers mobilize their feeling to creation a condition for social transformation. That is, the ultimate purpose is to answer "can one explain the possibility of resistance from an oppressed position through emotion mobilization?" and to build up this model--the emotional requirement for subversive action: "structure of feeling" is an important social condition for intervention from anger to joyful/hopeful commitment to social transformation.

Large first year undergraduate courses have unique challenges in the promotion of student engagement and self-directed learning due to resource constraints that prohibit small group discussions with instructors. The Monthly Virtual Mystery was developed to increase student engagement in a large (N = 725) first year undergraduate class in anthropology at the University of Toronto Mississauga. The teaching challenge was to develop a participation component (worth 6% of the final grade) that would increase student engagement without incurring any additional resource costs. The goal of the virtual mystery was to incorporate the principles of problem-based learning to engage students in self-directed learning through an online medium. Groups of approximately 50 students collaborated on a series of "virtual" case studies in a discussion board. Students submitted comments or questions each week to identify the information they needed to solve the mystery. A facilitator oversaw the discussion board to guide students in collaboration and resource acquisition. The final grades of students who participated in the virtual mystery (N = 297) were compared to students who participated in a passive online learning exercise that involved watching weekly online videos and answering questions in a course reader (N = 347). Student self-selection determined group participation. Participation completion for both the virtual mystery and the course reader were high (78.8% and 91.6% respectively). There were no significant differences in the distribution of final grades between the participation options. The high completion rate of the virtual mystery demonstrated that an active learning project can be implemented using problem-based learning principles through an online discussion board; however, the large online group collaborations were problematic. Students were frustrated with repetition and inequitable participation in such large groups; however, students evaluated the monthly mystery as a valuable learning tool that engaged them through the practical nature of the case scenarios.

The aim of this article is to reconstruct the nutrition system of the medieval inhabitants of the Perm Territory located in the western foothills of the Ural mountain range. The investigation is built on a comprehensive analysis of archaeological sources available and on the basis if anthropological materials with involvement of radioactive tracer analysis. As a result of the measures taken within this examination it is possible to conclude that grain crops played a minor role in the diet of the medieval population of the Cis-Ural Perm Region, who relied predominantly on protein-rich food. The research is built on a comprehensive analysis of archeological sources and anthropological materials involving initial results of radioactive tracer analysis which was conducted on the territory under investigation. We have primarily examined the materials from burial grounds of the period when hoe agriculture was prevalent. The conclusions drawn from the anthropological and isotope analysis are in compliance with the notion that this kind of agriculture was low-yield and that grain crops played a minor role in the diet; protein-based foods dominated.

Modern methods of biometric identification are increasingly applied in order to attribute works of art. They are based on developments in the 19th century anthropological methods. So, this article describes how the successional anthropological methods were applied for the identification of Benvenuto Cellini's portraits. Objective comparison of facial parameters was used for a scientific method of face-biometrical identification. For purposes of biometric identification of Benvenuto Cellini's face through anthropological comparison 12 works of art were selected; in each of the selected portraits the following six anatomic points were marked, according to the Perrot's method were calculated ratio, which were analyzed. The biometric parameters of faces under comparison by the Perrot's method are represented as an arithmetic mean of the values of angles and indicators. The main characteristic facial details of Cellini's works, such as the shape of nose, eyes, protruding lower lip, and eyebrows are identified. [Note: The issue number (4) displayed on the PDF is incorrect. The correct citation is v11 n17.]

The practice of making string figures, often called cat's cradle, can be found all over the world and is particularly widespread in Melanesia. It has been studied by anthropologists, linguists and mathematicians. For the latter, the ordered series of moves and the resultant string figures represent cognitive processes that form part of a practice of recreational mathematics. Modern anthropology is interested in the social and cultural aspects of string figures, including their associations with other cultural practices, with the local mythology and songs. Despite this clear link to language, few linguists have studied string figures, and those who have, have mainly focused on the songs and formulaic texts that accompany them. Based on a systematic study of string figures among the Awiakay, the inhabitants of Kanjimei village in the Sepik region of Papua New Guinea, with six hours of transcribed video recordings of the practice, this paper argues that studying string figure-making can be an important aspect of language documentation -- not just through the recording and analysis of the accompanying oral literature, but also as a tool for documenting other speech genres through recordings of the naturalistic speech that surrounds string figure-making performances. In turn, analysing the language associated with string figure-making offers valuable insights into the meaning of string figures as understood by their makers.

The article discusses the position of classical antiquity in higher education in Brazil, taking into account post-colonialism in South America and calls for 'decolonisation' in the field of classical archaeology globally. It is concerned with how the subject of classical antiquity in Brazil intersects with ideals of classical antiquity as European heritage developed during the colonial period, and its perceived embodiment of colonial, eurocentric ideals. This particular inflection in the study of classical antiquity is here referred to as tropicalismo. Situating the discussion within the philosophy of historiography, intellectual and cultural history, it combines empirical ethnography, theory in archaeology and classical reception studies, touching on themes stretching from colonial-era policies to modern-day Amazonian anthropology. The study shows that the emergence of classical archaeology in Brazilian university education, rather than propping up a colonial elitist perspective, helped the foundation of indigenous archaeology at the time of the last dictatorship, thus aligning with progressive social movements. It also documents how the perspective of classical archaeology in Brazil differs from dominant euro-centric models, therefore offering an intrinsic, if not explicit, form of decolonised classical archaeology at a time that the 'decolonisation' of archaeology as a discipline remains a hotly debated topic -- and largely a desideratum -- in European and north American theoretical movements.