|
|
|
POLS1252 - Seminar Understanding Man: an Anthropological Perspective
[2 Q. • 4 ECTS - credits]
| Lecturer :
|
|
Delchambre Jean-Pierre |
|
|
|
| Language of instruction :
|
|
A passive understanding of English would be helpful (some of the texts exploited during the seminar texts may be in English).
|
|
|
|
| Learning outcomes :
|
|
This is the fourth and final seminar of the POLS seminar programme and is designed principally for students studying sociology and anthropology. It pursues the general aims of the seminar programme, namely, to introduce students to the main reference works in the human and social sciences, and to teach the methodological skills that are essential for university and scientific research.
In more detailed terms, the seminar includes a conceptual strand and a methodology strand. Under the conceptual strand students learn how to meticulously study and critically interpret texts that have human beings as their object of study. The seminar adopts an anthropological perspective, in the broadest sense of the term. It also places importance on interdisciplinarity and makes connections between concepts and contemporary issues. Under the methodology strand, students learn the rules of effective spoken communication (presentations) and scientific exchange. In other terms, in addition to gaining an understanding of the texts studied and being able to define key concepts, students will need to be able to demonstrate an understanding of the construction of scientific thought (use of concepts, problem definition), and, during class debate, will be encouraged to justify their “stances” and situate them with appropriate referencing in what is an already intellectually mature and well-defined field of study. |
|
|
|
| Prerequisites :
|
|
To have followed and understood the content of the preceding seminars. |
|
|
|
| Course contents :
|
|
Students should note that, as a result of the Bologna reforms, the content of the seminar ‘Understanding Man' has been substantially modified relative to previous years. The seminar adopts a more socio-anthropological approach, while retaining interdisciplinary openness, and certain themes previously studied will be dealt with in new courses (see: The sociology of culture, Symbolic interactionism (the socio-anthropology of symbols), and the Socio-anthropology of emotions and sex).
The seminar has a three-part structure, as follows:
I. Towards the end of the nature / culture divide? (cf. the human condition and animality; contributions from paleontology and ethology; the emergence of culture and the question of the origins of languages; the importance of human language and its characterisation; double articulation and symbolic function; imagination, metaphor: conceiving what does not exist, etc.; whereas an animal adapts to a given environment, a human lives in a world that he helps to construct, both symbolically and using technology, etc.).
II. The question of technologies and artifacts (tools, objects…). Man and machine. Interpretations of technological developments. "technophile" vs. "technophobe" approaches. Case study n° 1: issues related to cognitive sciences and the study of the human brain (neurosciences, the computer and AI, computationalist vs. connectionist models, the question of the relationship between mind and body, la corporéité ou la chair et l'engagement dans un monde, epistemological implications: causes vs. reasons, etc.). Case study n° 2: issues related to new human (re)production technologies (Assisted Reproductive Technology, genetics, cloning, eugenics and biopolitics, etc.; questioning the distinction between normal and pathological; mental health and psychoactive drugs; epistemo-political implications: the essentialisms vs. constructivisms debate, is it being left behind by new forms of naturalist constructivism? ethical and political issues).
III. Nouvelle clinique psy et transformations du lien social. La mutation du sujet contemporain à travers quelques indications et tendances fournies par la clinique et les psychothérapies. Deterioration of classical neuroses; new disorders sometimes classified as «borderline». Winnicott's contribution, the transitional object and creative play. Élargissement socio-anthropologique : un sujet, ça ne tient pas tout seul. Importance of supporting objects and the relationship with the other. From the transitional object to the potential space («the place where we live», which is also the place where creative experience takes place and the connection to others; to link to the phenomenological concept of life-world). Prolongements socio-anthropologiques (notions of apparatus, de médiation…). Approche de la notion de désir. Quel «malaise» dans les relations ? Perte de la bonne distance ? Is it justified to speak of a "crisis of meaning"? Approche critique des discours sur la crise du symbolique ou la désymbolisation… |
|
|
|
| Mode of delivery :
|
|
Teaching takes place with groups of around 20 students. Teaching is roundtable style, which requires the active participation of the student in the learning process. Close textual analysis, bibliographical research, document writing. Spoken presentations followed by class debates. Teaching will also involve individual meetings between the lecturer and the students to ensure that the latter fully understand the scope of the work they are being asked to do. |
|
|
|
| Assessment methods and criteria :
|
|
The seminar itself is evaluated periodically during the term. Student performance is assessed firstly on the basis coursework produced by the student during the term, and secondly by an examination, which examines students' skills and knowledge individually. The main piece of work is the study, comprehension and spoken presentation of a body of texts on a specific issue. Additional coursework tasks may also be specified at the beginning of the seminar. Please note that both active participation and the methodological quality of student presentations are taken into consideration in the assessment of student performance. Regular attendance is therefore a requirement. Students should also ideally attend the seminar with an open and critical mind, as well as intellectual curiosity (which can be demonstrated by showing an knowledge of current journalistic debate). |
|
|
|
| Recommended or required reading :
|
|
Supplied during the course of the seminar.
|
|
|
|
| Other information :
|
|
Documents supplied by lecturers and bibliographical research by students. Images and films may also be exploited. |
|
|
|
|
