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ALABAMA® University Libraries THE UNIVERSITY OF ALABAMA® University Libraries Engaging Undergraduates through Neuroanthropological Research Christopher D. Lynn – University of Alabama, Max J. Stein – University of Alabama, and Andrew P.C. Bishop – Arizona State University Deposited 2/21/2018 Citation of published version: Lynn, C.D., Stein, M.J., Bishop, A.P.C. (2016). Engaging Undergraduates through Neuroanthropological Research. Anthropology Now, 6(1), 92-103. https://doi.org/10.1080/19492901.2013.11728423 This is an Accepted Manuscript of an article published by Taylor & Francis in Anthropology Now on 17 May 2016, available online: https://doi.org/10.1080/19492901.2013.11728423. © Taylor & Francis AnthroNow_6-1_AnthroNow 2/25/14 10:29 AM Page 92 education in the “neuroanthropology” of religion through a project that develops new appli- cations for the study of religious commit- Engaging Undergraduates ment and the psychology of dissociation, through affirms scientific inquiry and empowers stu- Neuroanthropological dents to become active researchers. We present this project from the varied perspec- Research tives of a professor and undergraduate men- tor (Lynn), a graduate student and assistant Christopher D. Lynn, Max J. Stein in undergraduate training (Stein) and a and Andrew P. C. Bishop graduate student trained through this pro- gram (Bishop). nthropology’s holistic way of viewing Aand interpreting the world is an asset to The Neuroanthropology “Brand” any college graduate. It helps put global and local events in context and grounds this Neuroanthropology is an increasingly popu- context in particularistic and scientifically lar specialty that combines ethnography meaningful frames. Nevertheless, the disci- with neuroscience to understand the brain pline is frequently beset by skepticism of its in culture. As a synthesis of principles, theo- value. Most recently, critics have pointed to ries and methods, it addresses questions National Science Foundation funding of about what Lende and Downey (2012) refer projects outside the United States (Cantor to as the “encultured brain.” Neuroanthro- and Smith 2013). These challenges focus on pological theory is situated in the biocul- immediate placement of majors in occupa- tural paradigm, which investigates how tions with “anthropology” in the job de- humans are shaped by an irreducible rela- scription (Lende 2011) and the lack of fi- tionship among biology, culture and envi- nancial largesse bestowed on professional ronment. Biocultural principles position anthropologists (Goudreau 2012), while neuroanthropology to recognize how hu- others hold anthropology to be “the best man potential is shaped relative to individ- major to change your life” (Antrosio 2012). ual life stations. Despite the myopic viewpoints, it is vital The value of the neuroanthropology that anthropologists address criticisms of the brand is that it embraces novel integration discipline’s methods and relevance. of disciplines, or “informed disciplinarity” Public anthropology advocate John (Lattuca 2001), and does not simply borrow Hawks (2011) says anthropology’s rele- constructs from other fields (Holley 2009). vance can be demonstrated by embracing Neuroanthropology is also a dynamic new new forms, defending good science and frontier (Dias 2010), rather than a gimmick empowering students. We propose to meet to attract students. A Google Scholar search this challenge by training undergraduates of “neuroanthropology” indicates more than 92 anthropology NOW Volume 6 • Number 1 • April 2014 AnthroNow_6-1_AnthroNow 2/25/14 10:29 AM Page 93 25 peer-reviewed journal articles on the topic in the past five years. At least three US While compromising some universities (University of Alabama, Univer- precision, neuroanthropological sity of South Florida and University of Wis- approaches can employ smaller, consin–Madison) offer full courses in neu- roanthropology. In addition to their edited more affordable and minimally volume on the subject, Daniel Lende and invasive neuroscientific methods in Greg Downey run the Neuroanthropology the field. PLOS blog, which, according to Lende’s 2012 review, enjoyed 350,000 page-views by 220,000 visitors from 197 different coun- tries and territories for that year alone. There In neuroanthropological research, pat- have been multiple sessions at regional and terns physiologically detectable in clinical national conferences, and a special interest and experimental research may not accu- group of the American Anthropological As- rately reflect “dually embodied” exper - sociation is being established based on a ience—i.e., those processes by which Neuroanthropology Facebook group (http:// universal biology is modified through indi- www.facebook.com/#!/groups/neuroan vidual-environment interactions and indi- thro/) that has attracted more than 1,400 vidual bodies exert force on the cultures members in just two years. they embody (Worthman 1999). Further, training students in anthropology usually means suggesting they go outside the uni- Simplifying Anthropology versity to some field site, which makes it dif- and Neuroscience ficult to teach neuroscientific techniques. There are related methodological and ex- Teaching neuroanthropology at the under- pertise limitations for anthropology instruc- graduate level involves reducing complexity tors untrained in neuroscience. Ethno- in ways that can undermine the messages. graphic fieldwork often limits the utility of Similar problems are inherent to museum neuroscientific methods that require large, representations, which struggle to present expensive or invasive equipment. While complex ideas visitors can quickly under- compromising some precision, neuroan- stand without simplifications that result in thropological approaches can employ public misunderstandings. One example is smaller, more affordable and minimally in- the persistent display of horse evolution as vasive neuroscientific methods in the field orthogenic (proceeding in a linear species- or use rapid assessment ethnography when to-species trajectory) rather than anagenic taking advantage of lab-based facilities. (branching, without a trajectory), despite the Fortunately, this is not a unique problem. fact that anagenesis is the accurate model of Holley (2009) outlines a best-practices ap- equine evolution accepted by scholars proach to interdisciplinarity, which in- (MacFadden et al. 2012). cludes: Lynn, Stein, and Bishop Engaging Undergraduates through Research 93 AnthroNow_6-1_AnthroNow 2/25/14 10:29 AM Page 94 • Dedicated organizational and physical stronger ties to their colleagues and profit space more from their HBERG experiences. • Student-centered pedagogy Ideally, 5 to 10 undergraduates partici- • Focus on problem- or theme-based pate every week for a full academic year. learning The cycle begins with brainstorming re- • Curriculum shaped through a variety search design for multiple projects and of interdisciplinary learning experi- learning and developing methods to address ences our questions, then progresses to drafting re- • Culmination in a capstone project or search proposals and collecting and analyz- senior portfolio ing data. The effort culminates in the pres- • Collaborative learning rather than entation of project outcomes at intramural mastery of particular content or regional conferences. Being affiliated • Independent study, internships and with an active organization helps students experiential learning to take the work seriously and motivates • Goal of preparing students for a com- them to complete tasks and move projects plex, modern, interdisciplinary future forward. We will briefly address all of these prac- tices in teaching neuroanthropology to un- Multiple Projects dergraduates, but we will focus on several successful strategies, including a lab-based The most significant challenge has been format, multiple projects for students and providing students with exposure to the full systematized student “workbooks.” arc, from project design to presentation in one year. To address this, we utilize a multi- ple-project approach that allows students to Our Organization experience the various stages of long-term research simultaneously, albeit via different The Human Behavioral Ecology Research projects. Additionally, students use HBERG Group (HBERG) at the University of Ala- as a forum to develop their own research bama is a well-known destination for under- ideas and methods, collect pilot data and graduates who seek to get involved in practice their presentations. This encourages research within the Anthropology Depart- their independence and critical-thinking ment. We maintain a physical space for stu- skills and allows their interests to shape dent activities and for running experiments. their research (Holley 2009). As Karri Holley observes, such a facility “of- Multiple ongoing studies relate to our fers institutional legitimacy and facilitates group’s cognitive science approach to reli- contact among individuals who might other- gion and, in particular, the roles of disso- wise be spread across campus” (2009:91). ciation and cooperation. Dissociation is a Students who consistently use the space be- psychological partitioning of awareness ex- come more invested in the research, build perienced in myriad individual, social and 94 anthropology NOW Volume 6 • Number 1 • April 2014 AnthroNow_6-1_AnthroNow 2/25/14 10:29 AM Page 95 clinical contexts, from absorptive concen- important in enhancing social tolerance tration to religious trance or dissociation (Wrangham 2009) as cooperation
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