Lecture 23 - University of Southern California



Dr. Erin Moore Department of Anthropology

Spring 2019 University of Southern California

epm@usc.edu

Classroom: KAP 147, M and W 8:30-9:50

Office: Kaprielian 340, by appointment or after class.

Syllabus Anthropology 101g, GE credit (10601R)

Body, Mind and Healing: Introduction to Medical Anthropology

Anthropology is the study of what it means to be human across time and species. Anthropologists study social-cultural, biological and historical perspectives. This course introduces students to medical anthropology from a cultural perspective. This is not a class for healing ourselves but about the anthropology of the body and how different cultures interpret the body, illness and healing in a surprising variety of ways.

1. Medical Anthropology is one of the newest children in the field of Anthropology. The class begins by looking at the role of the medical anthropologists in three cultures: Fresno California, Fiji, and New Guinea. We look at a variety of roles of the medical anthropologist: with the state in requiring medical treatments and solving the hidden mysteries of cannibalism.

2. People everywhere get sick and all societies have developed practices, technologies and medicines to treat illness. However, not all peoples understand sickness, healing, or even what it means to have a body in the same way. What kinds of healing rituals have been developed and what gives them their power? We will discuss meditation, placebo, nocebo, shamans, possessions, acupuncture, religious healers, and biomedical doctors.

3. Lastly we examine the politics and economics of health care. According to the Harvard M.D. and Anthropologist, Paul Farmer, who gets sick and why they are sick is less about pathogens and more about the roles of global economies and the “structural violence” suffered by the poor.

Student Learning Goals:

1. Apply anthropological concepts, theories and methodologies to your own and others’ lives.

2. Demonstrate engagement with the course materials and your classmates.

3. Analyze scholarly materials in medical anthropology.

4. Create original data based on ethnographic research collected on non-biomedical healers through participant observation. 

5. Write a research paper that analyzes and evaluates your ethnographic data with comparative analysis to our course materials.

6. Explain and evaluate Paul Farmer’s arguments in collaborative Power Point presentations. 

7. Explain and evaluate your own research findings to the class in a Power Point presentation. 

Texts: Available at the USC Bookstore and on 3 hour reserve at Leavey library.

1. Becker, Anne E., Body, Self, and Society. The View from Fiji, U, of Penn. Press 1995. Or on-line thru USC,



2. Lindenbaum, S., Kuru Sorcery: Disease and Danger in the New Guinea Highlands. 2nd Edition, Paradigm, London 2013.

3. Farmer, Paul 2005, Pathologies of Power, University of California Press.

Bring the books that we are currently reading to class with you.

Additional readings on:

1. Ares e-reserves: Learn the Ares system ahead of time.

2. Blackboard Scans (posted on blackboard under assignments).

Course Requirements:

Participation 10% (plus 5% on the Paul Farmer presentations)

Written Reflections 15%

1 Experiential Paper 15%, (plus 5% Power Point presentation)

2 Exams 25%, 25%

1. Class Participation (10%)

a. This class is a combination of seminar and lecture. There are no separate discussion sections. Come prepared to class and bring your experiences to the materials. We all learn from each other. You will be asked to share your written reflections and at times change seats.

Please do not come in late. No food, drink, or chewing gum in the class. If this is a problem see me early in the semester.

Technology policy: I ask you to zip your phones in your backpacks during class. If you are surfing the web on your computer, I will ask you to permanently switch to pen and paper notes. You will not get credit for being present in class that day. We will close computers during films.

Grading is based on your engaged discussion in each class, work sheets and collaborative evaluative projects (and following the technology policy).

2. Written Reflections: (15%)

Grading: All students must write approx. 400 word response on the readings assigned for each class. Writing should be on all the materials assigned for the next class. Thoughtful responses are descriptive, comparative and critical/evaluative. Write your own thoughts, experiences and connections with the readings. Cite page numbers. These are not graded individually but are recorded as adequate or not. I will notify you if it is not adequate. This may not be turned in LATE. Remember, even if you can’t attend the class, you can e-mail the comment to me on time.

The final grade is the percentage of adequate responses over the total number due. Top grade is an A, 95%.

NOTE: E-mail to: epm@usc.edu, WRITE 101 in the subj. line.

Please PASTE it into the email.

Send by 10 pm the day before the class in which we will discuss the material. Please mail early (weekend before) if you can.

Bring a copy of your reflection to class with you (on phone, computer or print), be familiar with your reflection so that you can explain it to a classmate.

3. Comprehension Tests (25%, 25%) This will be a combination of map, short answers and essays. Bring a large exam book to be given to another. There are no phones or bathroom trips allowed during the exams.

How do I study? Review the slides on blackboard under assignments, your notes on class and films. Answer the study questions that I give to you on your own. Then study group with the other students. If you need to make up the final for an officially recognized reason, the exam will be different and may be all essay.

The goal of the exam: is to test not only your knowledge of the cultures (compare and contrast) that we studied and where they are located geographically (map) but also your ability to apply anthropological concepts to new situations.

4. Experiential Paper (15%) and class presentation on paper (5%)

Plagerism: “Using an essay, term paper or project in more than one course without permission of the instructors of the courses.”

A. Choice one: Interview a healer, IN PERSON. The healer must work outside Western medicine (not acupuncture/acupressure - we do that in class, nor psychotherapy). You must have a new experience and NOT write something from an earlier visit (you can revisit the site though).

Find out about a particular healing event, a story told by the healer of a particular patient or healing session that stands out as particularly successful, difficult, or memorable. Include some brief background information on this particular healing tradition. What are this healer's education, licensing, fees, and clientele? What does this healing say about conceptions of the body?

2. Observe a practice or receive a treatment.

You may be the patient, if you cannot find another to observe. Parents, special friends, etc. are good patients. This assignment is not just an interview but PARTICIPANT OBSERVATION.

B. Choice 2: You may do a research paper on the eHRAF (Human Relations Area Files) through the USC libraries. This is a cultural archive with records from cultures around the world. You will have to do this research on your own or with a USC librarian’s help (Melissa Miller is the anthropology librarian). I will not be giving tutorials. You will research three different cultures and their healing traditions. (This is a new addition to this class).

Both Choice A or B will then continue to write the paper described below:

3. CITE (with pages) SPECIFIC CLASS READING

Grading: All deadlines are met topic, outline, and paper due time.

Type a 8-10 page double-spaced paper, Times New Roman 12 pt., 1 in margins. (It may not be longer).

a.) Describe your research (who, where, how, technological devices, what was said, quotes, cultures and locations) AND

b.) Relate your own research to the class readings and cite them. For example: (Moore 2016: 44) means the author wrote in 2016 on page 44, – no need for bibliography or footnote cites. Cite a variety of our readings, at least 3 per page. Do not cite films, Power Points or lectures. I want you to go back in to the texts and embed them in your research narrative. For example, how did Levi-Strauss’ research relate to your own.

There will be a list of required topics to cover with your healer on Blackboard under assignments.

c.) For field research, attach to the paper: the healer's card, your notes and a picture of you with the healer. (If you cannot, come see me).

Turn in with a folder in class as well as file it on Blackboard on TURNITIN (under assignments, look for the TURNITIN logo).

REVIEW these requirements before you turn in your paper.

Due Dates:

3/18 Topic, type a paragraph (who – IN PERSON, what, when, where, why or eHRAF cultures and internet cites for me to also visit) and bring it to me in class;

4/10 OUTLINE OF PAPER DUE IN CLASS, 2 pages, outline format with thesis. Topic sentences and how this healing relates to our class.

4/22 Paper due, start of class.

After this time it is late and loses 1 grade per day (first day late is after start of class on this day). After 6 days the grade is a ZERO.

Get started thinking about topic possibilities today. Ask friends and relatives for ideas (mothers, aunties); go to ethnic neighborhoods, the internet, religious sites, and come ask me ... I have a folder of places.

Begin NOW, people flake out on you or you might discover that the healer is too expensive.

Power Point Presentations: I would like you to brief the class about the healer that you met or the research that you did in eHRAF. Grading for an A: the speaker speaks loudly enough for the class, speaks directly to the class, may reference some notes, and for choice A has fotos of the healer with you and the setting. For choice B have a map and fotos of the cultures. Limit the text on each slide (6 slides with 6 lines). You may say more than is written on the slide. Don’t speak too fast. Describe the healing and then offer accurate, interesting comparisons and contrasts to our cultures. No cites required. Focus on interesting points. You do not have to cover your whole research. Make your presentation exciting: consider bringing samples of the healing remedies, pills, or oils if possible. Do a short demonstration or bring a video clip you took. Only six minutes, well timed.

Do not use distracting dancing icons. 95%, A is the top grade.

You must be in class to give your presentation or you do not get credit.

Introducing The Class

1/7 Organizational meeting, Introductions, What is Medical Anthropology?

Remember, your first response is due Tuesday night/tomorrow night. Just one response for all the readings.

1/9 Unit 1. The Field of Medical Anthropology

Spirit Catches You and You Fall Down: TWO CHAPTERS (write on all, 400 wds. total)

1. “Birth,” 3-11; “The Spirit Catches You and You Fall Down” 20-31. chapters on google books, Link:

2. Plus reader’s guide:

Film Clips in class: The Hmong Shaman in America,

1/14 Applying Medical Anthropology

Two articles: write on all

1. Ares Reserve: (from The Spirit Catches You and You Fall Down, pgs. 32-37 “Do Dr. Eat Brains?” and “Take as Directed” pg. 38-59. (Think about the power of the state).

2. Ares reserve: Understanding and Applying Medical Anthropology, The Hot and Cold Theory of Disease, pgs. 251- 257. (Think about the power of the biomedical community).

1/16 What is the Role of the Medical Anthropologist?

In Class: The Last Bone Setter (26:09) (Don Felipe):

or Healthy People, Beautiful Life 46:43, Belieze .

1/21 Holiday

1/23 FIJI, Harvard Medical Anthropologist and the Body,

Read: Becker, Body, Self, Society: Introduction 1-6, and 27-56 (you bought this book), SEE GLOSSARY in back of book

1/28 The Body as Owned by the Community; (Does your community lay claims on your body?)

Becker, Body, Self, Society: pgs. 56-84

1/30 Fiji continued. The Transparent Gaze,

Becker, pgs. 85-126, Note: Fiji is part of Melanesia. (Ch. 6 has a summary if you are interested)

2/4 NEW GUINEA, (Classic study):

What is the work of the medical anthropologist in this case of a deadly disease on young women?

Kuru Sorcery pgs. 3-30 (you bought this book)

In class: “Kuru: Science and Sorcery” Film by Alpers, 52 min., 2010.

2/6 Kuru Sorcery pgs. 55-88, skim only 60-64

Think about the Fore explanatory model of the disease, their divination, prevention and cures.

2/11 Kuru Sorcery pgs. 89-137, Sorcery and Polluters,

Sorcery is the dark side of the healing shaman.

2/13 Kuru Sorcery,

Conclusions and The End of Kuru: pgs. 173-194. And see: ZIKA, what would you want to know if you were the medical anthropologist?

a. (last year, 2 min. )

b. (2 yrs. ago, 8 min.)

Exam REVIEW in class.

Write some of your own exam? Think like a professor.

Send me three questions: true and false or short essays and I may use them.

2/18 Holiday President’s Day

2/20 Exam, bring a Large Bluebook (exam book from the bookstore). Come early to the exam. You can begin the minute that the classroom is empty.

_________

Unit 2: Case Studies: The Performance of Healing: Sickness and Healing in Cross-Cultural Perspective

RITUALS COUNT

2/25 The Role of Community in Healing: A California Retreat Center

Ares Reserve: Healing and the Mind. Ch. 5 Wounded Healers, “Healing” and “Wholeness” pages 317-363

See:

(After you write your response, be prepared to read in class the part you liked best/ or least of the article).

In class: Film clip on the same.

2/27 The healing power of MEDITATION: Guest Allen Weiss

1. Blackboard under assignments for today’s date: Relaxation Response by Herbert Benson.

2. Visit the web page:: ;

(sample meditations)

3/4 Healing Shamans: Introduction to Shamanism: Native American and Southern Africa

1. Ares Reserve: Understanding and Applying Medical Anthropology, Introduction: Healers in Cross-Cultural Perspective (stop before you read, The Dark Side of the Shaman)

2. Blackboard Scan under assignments: Understanding and Applying Medical Anthropology, #14, The Sorcerer and His Magic pgs 129-137, Levi-Strauss,

3. Blackboard Scan: The Doctor’s White Coat

3/6 Blackboard Scan under assignments: Understanding and Applying Medical Anthropology, #19, Transcendental Medication pg. 173-176 (2nd edition #13 pg. 111)

We will see films on healers among the !Kung San (N!um Tchai).

SPRING BREAK March 11, and 13th

3/18 The Shaman’s Power: Nocebo Affect.

1. Ares Reserve, Understanding and Applying Medical Anthropology: Healers in Cross-Cultural Perspective, The Dark Side of the Shaman. (now read the Dark Side).

2. Blackboard Scans under assignments: Nocebo Response: pgs. 138-142 (nocebo).

3. watch:

Film in class: Magical Death, Yanomamo.

Paper topic due in class. Type a paragraph (see instructions above).

3/20 Religion and Healing: Korea

Becoming a healer: It is not easy (Born/genetic? and Trained/Culture),

Ares Reserve: The Performance of Healing, “Initiating Performance, The Story of Chini, a Korean Shaman.” by Laurel Kendall.

Short film on Chini

3/25 PLACEBO: John of God and the Placebo effect, Is he a Shaman? Brazil

1. Blackboard scan: “John of God, The Tailor’s Son”

2. Ares Reserve: The Brazilian Healer with the Kitchen Knife: "The Placebo Effect: The Lie That Heals" pg. 125-129, by Sandy Johnson.

3. Ares reserve: The Brazilian Healer with the Kitchen Knife: Beyond Placebo, by Sandy Johnson

3/27 PLACEBO?: Acupuncture in China

Ares Reserves: Alternative Therapies in Health and Medicine, “Oriental Medicine: An Introduction” Ehling, Dagmar. Pgs. 71-82

Ares Reserve: Trick or Treatment, “The Truth About Acupuncture” pg. 55-88, Singh, Simon and Edzand Ernest. (skim the first part too if you want).

In Class: Bill Moyers: Film on Medicine in China

Unit 3. Health and Human Rights: Paul Farmer

Structural Violence, Global Health and Politics

4/1 1. Introduction: pg. 1-22, general overview. Who is Paul Farmer (a little research)? What is Farmer’s thesis? Structural violence means the unfair ways a society is organized.

Doing a Power Point.

4/3

1. Haiti: Bearing Witness: page 25-50, Power Point Presentation about 20 minutes.

2. Pestilence and Restraint: Guantanamo, Aids and the Logic of Quarantine, pg. 51-90.

Everyone but the presenters will write a response.

4/8 1. Ch. 5: Health, Healing and Social Justice pg. 139-159.

2. Ch. 6 Listening for Prophetic Voices, A Critique of Market-Based Medicine. pg. 160-178,

4/10 Outline of paper due in class plus your reading response.

Ch. 7 Cruel and Unusual: Drug Resistant TB as Punishment. pg. 179- 195.

4/15 Medicine Abroad

Blackboard: 1. Pages from A Heart for the Work (learning Biomedicine in Malawi) (2010) by Claire Wendland

2. pages from Medicine and Memory in Tibet (2018) by Theresia Hofer

4/17 “Sicko” by Michael Moore 2007,

Blackboard: pages from This is Going to Hurt, Secret Diaries of a Junior Doctor (2017) by Adam Kay (in UK with National Health Service).

4/22 Exam review, PAPERS DUE TODAY at the start of class or late.

4/24 2nd midterm bring a bluebook, only post midterm covered.

5/6 “Summative Experience”, 11-1 am, mandatory class for Power Point Presentations of your papers, see instructions above.

_______________________________________

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