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ANT 240        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;       Jon Andelson

Spring 2007        &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;          &= nbsp;     HHH; x3139<= /p>

 

Intentional Communities=

 

        &= nbsp;   This is a course about people who attempt to create a better life together in community.  It is a course abo= ut freedom, authority, alienation, dreams, optimism, human frailty, charisma, tradition, revitalization, industrial capitalism, agrarianism, individualis= m, the family, faith, and very possibly the future.  Taking this course is unlikely to = help you get a job after you graduate, but it may affect how you think about soc= iety and your place within it.

 

Texts

 

Donald E. Pitz= er (ed.), America’s Communal Utopias (U.-North Carolina Press, 19= 97)

Susan Love Bro= wn (ed.), Intentional Communities: An Anthropological Perspective        =   

(SUNY, 2002)

Rupert Fike (e= d.), Voices From The Farm (Book Publishing Co., 1998)

Alan Weisman, = Gaviotas: A Village to Reinvent the World (Chelsea Green, 1999)=

E. Ben-Rafael,= Crisis and Transformation: Kibbutz at Century’s End (SUNY 1997)

Donald Kraybil= l and Steven Nolt, Amish Enterpri= se: From Plows to Profits (Johns

Hopkins University Press, 2004 ed.)

Jonathan Dawso= n, Ecovillages: New Frontiers of Sustainability (Chelsea Green, 2006)=

 

Course Requirements: 100 pts Total

 

1. four short reaction statements on early communities (due 1/26)(4x2=3D8 pts)=

2. short oral presentations on historic American communities (due 1/31 to 2/16)(5 pt= s)

3. 6-8 page pa= per on historic American communities (due 2/19)(15 pts)=

4. four 2 page statements on theoretical applications (due 2/21 to 3/5)(4x5=3D20 pt= s)

5. 5 page paper applying theoretical perspectives to The Farm (due 3/16= )(15 pts)

6. 10 page fin= al paper on contemporary communities (due 5/16)(20 pts)

7. group presentation/written report on community vision and plan (due 5/9, 5/11)(10 pts)

8. class attendance and participation throughout semester (7 pts)<= /p>

 

Topics and = Readings

 

1/22     I.  The Social and Conceptual Context = of the Communitarian Impulse

 

        &= nbsp;   II. Historical Manifestations of Communitarianism

 

A.     Early Highlights of Communitarian History

 

1/24 = ;            &n= bsp;   1.   <= /span>Early Buddhist/Hindu Monastic Communities

Kenneth K.S. Ch’en, Buddhism in = China: A Historical Survey (1964), Chapter IX, “The Monastic Order” = (BB)

      =             &nb= sp;     2. Qumran Community

Lawrence H. Schiffman, Reclaiming the Dead Sea Scrolls (Doubleday, 1995), Chapters 6 = and 7 (BB)

 

1/26 = ;            &n= bsp;   3.  Christian Medieval Monastic Communities

Norman F. Cantor, The Civilization of = the Middle Ages (1993), section “Monks and Society” (BB)

 

4.      English Communities in the Renaissance

W.H.G. Armytage, Heavens Below: Utopian Experiments in Engla= nd 1560-1960 (1961), Chapters 2-5 (BB)

 

DUE: SHORT REACTION STATEMENT ON COMMUNIT= IES= 1

 

B.     = America: The Flowering of Communitarianism in th= e 17th-19th Centuries

 

 &nb= sp;            =           ORAL PRESENTATIONS ON READINGS2

 

1/29 = ;            &n= bsp;   1.   <= /span>Pitzer: Foreword/Introduction and Durnbaugh (Colonial) in Pitzer<= /p>

 

1/31 = ;            &n= bsp;   2.   <= /span>Brewer (The Shakers) in Pitzer

 

2/2 =             &nb= sp;     3. &nb= sp; Arndt (Harmony Society) and Andelson (Amana) in Pitzer

 

2/5 =             &nb= sp;     4. &nb= sp; May (Mormons) and Foster (Oneida) in Pitzer

 

2/7 =             &nb= sp;     5.   <= /span>Guarneri (Fourierists) and Sutton (Icaria) in Pit= zer

 

2/9 =             &nb= sp;     6. &nb= sp; Huntington (the Hutterites) in Pitzer

 

2/12 = ;            &n= bsp;   7.   <= /span>Bartelt (Jewish colonies) and Landing (Koreshan Unity) in Pitzer<= /p>

 

2/14 = ;            &n= bsp;   8.   <= /span>Melton (Theosophical comm.) and Hine (socialist comm.) in Pitzer=

 

2/16 = ;            &n= bsp;   9.  Weisbrot (Peace Mission= ) in Pitzer     &nbs= p;            &= nbsp;    

Tracy E. K’Meyer, “What Koino= nia Was All About: the Role of Memory in a Changing Community,” The Or= al History Review 24(1):22- (Summer)=

 

2/19 = ;            &n= bsp;   ** PAPER DUE3

 

 &nb= sp;          III. Theoretical Perspectives on American Intentional Communities

 

500-WORD RESPONSE/APPLICATIONS ON YOUR CH= OICE OF FOUR OF THE THEORETICAL ESSAYS BELOW, DUE THE DAY AN ARTICLE IS DISCUSSE= D

 

2/21 = ;            &n= bsp;   Rosabeth Moss Kanter, “Commitment and Social Organization: A Study of Commitme= nt Mechanisms in Utopian Communities,” American Sociological Review <= /i>33(4):499-517 (1972)

 

2/23 = ;            &n= bsp;   Michael Hechter, “The Attainment of Solidarity in Intentional Communities,= 221; Rationality and Society 2(2):142-155 (1990)

 &nb= sp;            =           Gretchen Siegler, “In Search of Truth,” in Susan Love Brown, Intentio= nal Community (2002)

 &nb= sp;            =    

2/26 = ;            &n= bsp;   John W. Bennett, “Social Theory and the Social Order of the Hutterian Community,” Mennonite Quarterly Review 51(4):292-307. (1977)

 &nb= sp;    Mark P. Leone, “The Role of Primitive Technology in 19th Century American Utopias,” in Heather Lechtman and Robert S. Merrill (eds.), = Material Culture: Styles, Organization, and Dynamics of Technology (1977)

 

2/28 = ;            &n= bsp;   Susan Love Brown, “Introduction;” Lucy Jayne Kamau, “Liminality;” and = Lawrence Foster, “Between Two Worlds” in Susan Love Brown, Intentional Community: An Anthropological Perspective (2002)

. &n= bsp;        

3/2 =             &nb= sp;     Beth DeWolfe, “The Mob at Enf= ield;” Andelson, “Sociogenesis” in Susan Love Brown, Intentional Communities (2002)

 

3/5 =             &nb= sp;     A.F.C. Wallace, “Revitalization Movements,” American Anthropologist= 58:264-281 (1956)

 &nb= sp;            =           Susan Love Brown, “Cultural Critique,” in Susan Love Brown, Intent= ional Community (2002)

 

 &nb= sp;          IV. Contemporary Case Study: The Farm, a Hippie Commune, 1970-present

 

3/7            = 1. &nb= sp; Benjamin Zablocki, “American Communitarianism as a Social Movement,” from Chapter 2 of Alienation and Charisma (1980)(BB)

 &nb= sp;            =             &nb= sp;   Fike, Voices From The Farm, pp. vii - 28

 

3/9 =             &nb= sp;     2.   Fike, pp. 29 - 73<= /span>

 

3/12 = ;            &n= bsp;   3.   Fike, pp. 74 - 119=

 

3/14 = ;            &n= bsp;   4.   Fike, pp. 120 - 161

 

3/16 = ;          PAPER DUE: APPLY THEORETICAL PERSPECTIVE TO THE FARM4

 

3/17-4/1&= nbsp;    SPRING RECESS

 

 &nb= sp;          V.  Case Studies on Intentional Communi= ties and Capitalist Society

 

 &nb= sp;            =     A.Gaviotas: Thinking Outside the Box in the Colombian Llanos

 

4/2 =             &nb= sp;     1.  Weisman: Overture, Part I (to p.59= )

 

4/4 =             &nb= sp;     2.   Weisman, Part I (p.59-90) and= Part II (to p.121)

 

4/6 =             &nb= sp;     3.   Weisman, Part II (p. 121-159)= and Part III (to p.188)

 

4/9 =             &nb= sp;     4.   Weisman, Part III (p. 188-222= ) and Afterword

 

C.     The Kibbutz: Crisis and Transformation in= an Intellectual Utopia

 

4/11 = ;            &n= bsp;   1.   Melford Spiro, “The Mor= al Postulates of Kibbutz Culture” (1956)

 &nb= sp;            =             &nb= sp;   Ben-Rafael, Preface, Chapters 1 & 2

 

4/13 = ;            &n= bsp;   2.   Ben-Rafael, Chapter 3

 

4/16 = ;            &n= bsp;   3.   Ben-Rafael, Chapters 4 & = 5

 &nb= sp;            =             &nb= sp;   Begin process of forming community groups

 

4/18 = ;            &n= bsp;   4.   Ben-Rafael, Chapters 6 & = 7

 

D.     The Amish: Creeping Modernity<= /span>

 

4/20 = ;            &n= bsp;   1. Kraybill and Nolt, Chapters 1-3

 

4/23 = ;            &n= bsp;   2.  Kraybill and Nolt, Chapters 4-6

 &nb= sp;            =             &nb= sp;   Continue to work with community groups

 

4/25 = ;            &n= bsp;   3.   Kraybill and Nolt, Chapters 7= -9

 

4/27 = ;            &n= bsp;   4.   Kraybill and Nolt, Chapters 1= 0-12

 

4/30 = ;            &n= bsp;   5.   Kraybill and Nolt, Chapters 13 & 14

 

 &nb= sp;          VI. Ecovillages: the Cutting Edge of Global Communitarianism<= /p>

 

5/2 =             &nb= sp;     1.   Dawson, Preface, Forward, Ch= apters 1,2 and 3 (to p.45)

 

5/4 =             &nb= sp;     2.   Dawson, Chapters 3 (p. 45-66)= , 4 and 5

 

5/5 =             S= ATURDAY FIELD TRIP TO ABUNDANCE ECOVILLAGE, FAIRFIELD

 

 &nb= sp;          VII.      Class Commu= nity Visions and Plans

 

5/7 =             A= .  continue to work with community gro= ups

 

5/9 =             B= .   GROUP PRESENTATIONS AND WRITT= EN REPORTS DUE

 

5/11 = ;          C.  GROUP PRESENTATIONS AND WRITTEN REP= ORTS DUE

 

5/16 = ;          ** FINAL PAPER DUE5=

 

 

 

 

 

 


 


ASSIGNMEN= TS:

&nbs= p;

1 Write brief = (no more than a short paragraph) answers to each of the following three questions,  for each of the fo= ur readings discussed on 1/24 and 1/26. 

a.      =   What= was the most noteworthy (interesting, innovative) thing to you about the commun= ity?

b.      = What is the most important question the c= ase raises in your mind about communitarianism?

c.      =   What appealed and what did not appeal to you about the community?

 

3 This assignm= ent can be fulfilled in one of two ways, either with (a) a comparative essay= on several of the  communities= based on course readings and student supplementary reports, or (b) a paper based = on original analysis of primary sources.  In either case, the paper should be between 1,500 and 2,000 words lo= ng, not counting citations.

Compar= ative Essay (several options):=

i) Compare at least four historic American intentional communities o= n a topic of interest to you, analyzing similarities and differen= ces among them.  Possible topics include, but are not limited to: charismatic leadership, gender relations, economic systems, childrearing practices, decision-making, relations with t= he wider society, community longevity, and values.

ii) Compare secular with religious communities.

iii) Compare immigrant communities with those that developed in Amer= ica.

Primar= y Source Analysis

        &= nbsp;       Work with primary source materials regarding a particular community.  The instructor can point you to re= adily available primary source materials on the Shakers, Harmonists, Amana, Mormo= ns, Hutterites, Oneida, the Christian Commonwealth (connected to the Social Gos= pel Movement and Grinnell’s own George D. Herron), and some other communities.  You might be abl= e to locate on-line primary sources for others as well.  Your goal in this option will be t= o do a short piece of original analysis from primary sources.

&nbs= p;

3 These four 500-word response papers are intended to give you practice dealing with the= ory, either in terms of (a) evaluating its logic and coherence or (b) applying i= t to case material not used in the original article.  You must write at least one of eac= h type of response.

&nbs= p;

 

4 The mate= rial in Fike’s book, Voices From The Farm, resembles in some ways w= hat an ethnographer might obtain in a set of open-ended interviews in which the ethnographer invited his or her consultants to talk about whatever they wis= hed to regarding life in the community.  The main difference is that the selections in Fike’s book were written rather than obtained through an interview, and so perhaps were the product of more careful reflection.

        &= nbsp;       Your assignment is two-fold: to treat the material in Fike’s book as an ethnographer would treat a set of interviews, and to apply one (or more) of= the theoretical perspectives we have studied in Part III to the material.  You might use the theoretical perspective(s) to shed additional light on the material.  You might use the material to “test” the perspective(s).&nbs= p; In either case, your objective is to make a theoretically-informed commentary on The Farm as an intentional community.  Be sure to offer your thesis clear= ly in your opening paragraph and to marshal  the necessary logic and evidence to support it in the rest of the paper.  Essays should be approximately 1,250 words.  Ci= te page numbers for all quotations and paraphrases from Fike’s book and = the theoretical perspective(s) you are using.

 

5 Since Spring Recess we have been examining contemporary intentional communities in diffe= rent parts of the world, focusing on Gaviotas, the kibbutzim, the Amish, and ecovillages as our main examples.  In the final paper you are to treat some topic of relevance to the general subject of contemporary intentional communities.  You may choose from among several options: (a) compare and contrast the four groups discussed in class, supplementing course material with additional sources where needed, (b) com= pare two of the four groups we have studied with at least one other community we have not studied, (c) analyze a topic of interest about contemporary communities, using at least one of the groups we covered in class along wit= h a number of other communities.  = A very good source of topics/ideas about contemporary intentional communities, especially those in the United States, is the Communities Directory = and issues of Communities Magazine, both published by the Fellowship for Intentional Communities. 

        &= nbsp;       The final paper should have an interesting thesis stated clearly in the opening paragraph, should make use of theory (you are not limited to those we have studied in class), should have a coherent argument, should be well-written (prose and grammar), and should include citations of all sources of quotati= ons, paraphrases, and ideas.  It sh= ould be roughly 2500 words (about 10 pages) in length.

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