Dr. H. Russell Bernard
My discipline, cultural anthropology, has one foot in
the sciences and one in the humanities. My philosophy of teaching has always
been to help students understand that they don't have to choose between science
and humanism. We need science, lots and lots of it, to help expose false
ideologies, like racism. And we need humanism, lots and lots of it, to provide
guidance on what people across different cultures and times see is important in
life. I teach my graduate students to prepare themselves as scientists and as
humanists in order to do the best science they can, and I teach them that good
science requires preparation as much in method as in theory.
Cultural anthropology is heavy on theory, light on
method. This always struck me as peculiar, since anthropology is generally so
uncompromisingly empirical: The whole discipline is based on fieldwork - all
four fields, including archeology, biological anthropology, linguistic
anthropology, and cultural anthropology - often with people whose language and
culture is very, very different from our own. Yet, there has always been a
mystique about fieldwork, with little if any training available in methods in
graduate programs around the country. The mystique is partly swagger, since
fieldwork is physically demanding and often dangerous, but it's also partly
healthy skepticism. One wants, after all to allow cultural differences to
emerge as data, in the context of living with people.
My view is that cultural differences are exactly what
we want to record faithfully. I am dedicated to teaching students about
research design and about the systematic methods available for collecting and
analyzing field data. (Over the years, my course on research design has
enrolled students from nursing, education,
wildlife biology, and other disciplines, in addition
to students in anthropology. Students benefit from seeing that the problems of
research design are common across disciplines.) I've also written a textbook on
methods and I've helped develop training courses in methods for the National
Science Foundation.
I have, then, devoted part of my career to helping
students acquire the skills they need for collecting and analyzing credible
data about human thought and human behavior under conditions of fieldwork.
I have devoted another part to teaching general
anthropology - the panoramic, biological, cultural, historical, and linguistic
study of humankind - to undergraduates. I see the introductory course in
anthropology as an essential part of a liberal arts education. Teaching this
course is an opportunity for me to show students both how culturally diverse
the world really is and that differences in things like ideal family size or
ideal body shape are neither random nor immutable. Preparing this course every
year keeps me current with developments across the whole field.
After 45 years of teaching both graduates and
undergraduates, I'm still learning from them. Their enthusiasm for learning
continually challenges me to offer my best.
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