An Agenda for Psychological Anthropology

Levine, Robert A.

doi:10.1525/eth.1999.27.1.15

Cited by 19 publications

(8 citation statements)

References 4 publications

(2 reference statements)

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“…The turn in contemporary anthropological theory toward bodily practice, away from culture as social rules, or purely cognitive or semiotic structure, is a salutary development for those interested in apprenticeship, skill, and practical knowledge, but it has not always been accompanied by careful attention to physical education or physiological change. The under‐theorization of mimesis is part of a tendency to neglect enculturation, as Robert LeVine (1999) suggests, perhaps because of aversion to psychology or person‐centred theoretical models. What we find in capoeira is that bodily learning can bring to conscious light some of the movement traits, postures, and tendencies that may have once been unconscious, but become problematized in transformative apprenticeship.…”

Section: Mimetic Learning and Imitationmentioning

confidence: 99%

‘Practice without theory’: a neuroanthropological perspective on embodied learning

Downey

2010

Royal Anthropological Inst

153

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This paper, drawing on research on skill acquisition and sports training, asks two questions. First, how does the mimetic channel function and thus limit what can be acquired by bodily enculturation? Second, given that it was acquired through imitation, what must be the nature of the resulting bodily knowledge? These questions are addressed through a close examination of movement education, especially its neurological, psychological, and interactional dynamics in the Afro‐Brazilian art capoeira. The study of embodied knowledge and its development in bodily practices suggests that gaining bodily skills requires more than ‘knowledge’, involving changes in physiology, perception, comportment, and behaviour patterns in unsystematic, diverse modes. Embodied knowledge from this perspective appears more complex, less systematic or susceptible to structural account, than typically modelled. Résumé À partir de travaux sur l’acquisition de compétences et l’entraînement sportif, l’article pose deux questions. D’une part, comment fonctionne le canal mimétique, et comment limite‐t‐il ce qui peut être acquis par une enculturation corporelle ? D’autre part, sachant que l’apprentissage s’est fait par imitation, quelle peut être la nature des connaissances corporelles en résultant ? Ces questions sont abordées par le biais d’un examen attentif de l’éducation au mouvement, et notamment de sa dynamique neurologique, psychologique et interactive, dans l’art afro‐brésilien de la capoeira. L’étude des connaissances incorporées et de leur développement dans les pratiques corporelles suggère que l’acquisition de compétences physiques nécessite plus que des « connaissances » et implique des changements physiologiques, perceptifs et comportementaux de nature diverse et non systématique. De ce point de vue, les connaissances incorporées semblent plus complexes, moins systématiques ou susceptibles de faire l’objet d’un compte‐rendu structural, que dans les modèles classiques.

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Section: Mimetic Learning and Imitationmentioning

confidence: 99%

‘Practice without theory’: a neuroanthropological perspective on embodied learning

Downey

2010

Royal Anthropological Inst

153

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“…However, in anthropology, this research stance is more often called psychological anthropology. Both disciplines have similar goals, orienting their research and methodology perspective towards the mother discipline, which makes the link between them a weak one (LeVine, 1999).…”

Section: Psychological Approaches To Culture: Absolutism Universalismentioning

confidence: 99%

Which psychology(ies) serves us best? Research perspectives on the psycho-cultural interface in the psychology of religion(s)

Anczyk

Grzymała-Moszczyńska

Krzysztof-Świderska

et al. 2020

Archive for the Psychology of Religion

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The article concentrates on answering the main question to be addressed, as stated in its title: which psychology(ies) serves us best? In order to achieve this goal, we pursue possible answers in history of psychology of religion and its interdisciplinary relationships with its sister disciplines, anthropology of religion and religious studies, resulting with sketching a typology of the main attitudes towards conceptualising psycho-cultural interface, prevalent among psychologists: the Universalist, the Absolutist and the Relativist stances. Next chosen examples from the field of applied psychology are presented, as the role of the cultural factor within the history of Diagnostic and Statistical Manual of Mental Disorders’ ( DSM) development is discussed alongside presenting research on the phenomenon of ‘hearing voices’, in order to show the marked way for the future – the importance of including the cultural factor in psychological research on religion.

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“…Más que un conjunto de comportamientos, costumbres, símbolos y reglas que los expertxs transmiten y lxs niñxs o novatxs aprenden, el conocimiento y las prácticas culturales asociadas con las comidas son recreados y alterados a través de relaciones sociales experiencialmente asimétricas. Un conjunto de investigadores ha analizado cómo, en ese marco, lxs niñxs y su capacidad de agencia se apropian y recrean la cultura dentro de sus propios esquemas de pensamiento, sentimiento y actuación en el mundo (Cole & Cole, 1996;LeVine, 1999;Mead, 1934).…”

Section: Introductionunclassified

“¡Es porque no le ponen onda!”: prácticas de comensalidad en la escuela

Fernández

2021

magis

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Partiendo de una etnografía realizada en una escuela primaria estatal de la provincia de Buenos Aires, Argentina, abordaré la perspectiva de lxs niñxs sobre la comida y las prácticas de comensalidad en torno al comedor. Lxs niñxs aportaron ideas centrales para comprender los modos de comer en la escuela, tensionando elementos del sentido común y los modos habituales de estudiar la temática. Asimismo, sus perspectivas permitieron exponer lógicas organizativas de la alimentación escolar que no necesariamente priorizan una alimentación “adecuada”. De este modo analizaré la agencia y las formas de participación política de lxs niñxs en relación con la alimentación.

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An Agenda for Psychological Anthropology

Cited by 19 publications

References 4 publications

‘Practice without theory’: a neuroanthropological perspective on embodied learning

‘Practice without theory’: a neuroanthropological perspective on embodied learning

Which psychology(ies) serves us best? Research perspectives on the psycho-cultural interface in the psychology of religion(s)

“¡Es porque no le ponen onda!”: prácticas de comensalidad en la escuela

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