I. Course Title: Weirding Archaeology: Exploring the Popular Perception of Archaeology
II. Course Number: ANSC 371
III. Credit Hours: 3 credits
IV. Prerequisites: ANSC 301
V. Course Description:
Archaeology? It鈥檚 all about lost cities, treasures, and a stylish hat, right? This course will explore how the public perception of a scientific discipline has become entangled with pulp fiction adventure heroes, legends of sunken continents, and esoteric religious beliefs. Students will explore the original lost city legends that began when Europeans arrived in the Americas, the growth and influence of Free Masonry on American鈥檚 visions of the ancient world, the spread of esoteric spiritualities focused on ancient wisdom traditions, and finally how pop culture has adapted these ideas to present the ancient world as a place of mystery and adventure.
Note(s): Cultural and Behavioral Analysis designated course.
VI. Detailed Description of Content of the Course:
1. Archaeology & Pseudoarchaeology
To begin this course, students will reassess their knowledge of science and archaeological methods. These concepts will be contrasted with pseudoarchaeological claims such as ancient alien contact or the existence of lost continents like Atlantis. The logical fallacies of pseudoarchaeological claims will be discussed and contrasted with surveys showing belief in such claims is nevertheless widespread.
2. The Lore of Lost Cities
To understand the prevalence of pseudoarchaeological claims, this class will explore the cultural influences that cultivate an interest in the past as a mysterious place where anything can happen. This concept begins with the legend of El Dorado, a mysterious golden city lost in the heart of the Amazon and grows with tales of the lost City of the Monkey God, The City of Z, the Seven Cities of Cibola, and more. Students will examine original sources on these legends, as well as the archaeological data that contradicts them.
3. The Rise of Free Masonry
Next, students will learn about the history of Free Masonry, particularly focused on the order鈥檚 interest in the ancient world. Opinions within Masonry vary, but many trace the order鈥檚 origins back to Biblical Times in the Near East, or further back to ancient Egypt. Some Masonic authors have even suggested the order鈥檚 rituals can be traced back to the ancient Maya or Atlantis. Students will engage with how Masonry鈥檚 popularity in America, interest in the ancient world, and association with conspiracies have affected popular perceptions of archaeology and the ancient world.
4. Ancient Wisdom Traditions
For some Masonic Authors, the order鈥檚 traditions represent the survival of ancient esoteric teachings. Starting in the late 19th century, spiritualists began their own hunt to revivify these and other ancient wisdom traditions across the world. Students will examine these spiritual traditions and their impact on presenting a mystical view of the ancient world.
5. Pop Culture Remix
From Indiana Jones and the Ark of the Covenant to Dora the Explorer and the Lost City of Gold, Americans have been exposed to stories of lost cities, ancient mysteries, and esoteric beliefs. The final unit of this class will examine how the influence of obscure Masonic and Spiritual authors has been felt widely across the American cultural spectrum and ultimately shaped the public鈥檚 perception of archaeology.
VI. Detailed Description of Conduct of Course:
This course will include a combination of original source readings, lectures, and discussions to engage with how the public perception of archaeology has been molded over time. Students will also research a pseudoarchaeology claim of their choosing, write a scholarly paper on that claim, and present the results of their findings to the class.
VII. Goals and Objectives of the Course:
Goal of the Class:
This course is designated as A (Cultural or Behavioral Analysis) Area and fulfills the learning goal: To examine the context and interactions of culture(s) and/or behavior(s). Students will fulfill the learning outcomes in this area: describe behaviors, beliefs, cultures, social institutions, and/or environments and analyze the interactions of behaviors, beliefs, cultures, social institutions, and/or environments.
This course may be applied to the REAL Studies Minor in Cultural/Behavior Analysis.
Students will engage with cultural and historical contexts to understand how popular perception and understanding of a scientific discipline develops overtime.
Learning Objectives:
VIII. Assessment Measures:
Students may be evaluated on the basis of their performance in class discussions, examinations, papers, and/or oral presentations.
Review and Approval
August, 2020
August, 2021