Title: Geertz, Common Sense
1Geertz, Common Sense
2Common Sense as a Cultural System
- common sense
- Discuss Zande vs. Evans-Pritchards common
sense (what is the underlying system?). - Why is it useful to look at categories that cross
cultures (e.g. hermaphroditism)? - Give own examples of common sense systems
- that have shifted historically
- that demonstrate cultural relativity
3Common Sense as a Cultural System
- common sense
- How is common sense knowledge system built?
- What are transmission systems for common sense
knowledge systems? - Give examples of how common sense can regulate
activities of the society (e.g. economic,
agricultural, etc.). What are the limitations?
4Common Sense as a Cultural System
- Geertz seeks to understand roughcast shapes of
colloquial culture vs. worked-up shapes of
studied culture - common sense dimension of culture not usually
conceived as forming an ordered realm
5Common Sense as a Cultural System
- the elementary forms of religious life among the
Australian aborigines, native botanical systems
in Africa, spontaneous sense of design on the
Northwest Coast, concrete science in the
Amazon - traditional occupation of anthropologists to find
out about systematized knowledge in different
cultures
6Common Sense as a Cultural System
- common sense
- immediate deliverance of experience
- realm of the given and undeniable,
matter-of-fact, self-evident realities - just life with world as its authority
- if it rains it is common sense to step into the
house - what everyone with common sense knows
7Common Sense as a Cultural System
- common sense
- not a tightly integrated system but based on
conviction by those who have it on its validity - epistemology of common sense is external reality
(contrast with religion -- revelation, science
-- method, ideology -- moral passion) - common sense (problem of everyday experience,
how we construe the world we biographically
inhabit) - interpretation of experience constructed
cultural system what leads to what - system of thought based on pre-suppositions
8Common Sense as a Cultural System
- common sense / everyday experience
- categories organized into systems
- transmitted body of knowledge
- natural symbols
- formalized knowledge information infrastructures
- Why? moral order creates meaning
9Budd, Jesse Shera
10Jesse Shera, Sociologist of Knowledge?
- Jesse Hauk Shera (1903-1982)
- librarian / scholar / theoretician /philosopher /
educator - An early pioneer in the electronic organization
of information and library catalog - automation, Jesse Hauk Shera was born in Oxford,
Ohio, on December 8, 1903, the son of - a dairyman. He grew up in Oxford, graduating from
McGuffey High School in 1921. - While in high school, Shera was a member of the
debating team as well as a cheerleader. - Initially interested in a career in chemistry, a
visual impairment, poor eyesight, prevented - him from pursuing this goal. Instead, he remained
in Oxford and graduated with honors - with an A. B. in English from Miami University in
1925. He continued his educational - career at Yale University, graduating in 1927
with a master's degree in English. As - employment for English professors was scarce in
the pre-depression era, Shera was unable - to procure a teaching position and returned to
Ohio, where he joined the library staff at - Miami University. (From http//www2.msstate.edu/
jeg98/JShera.htm)
11Social Epistemology / Sociology of Knowledge
- knowledge justified true belief
- (social) epistemology the limits of knowing /
justification of belief examination of the
social dynamics of knowledge claims - sociology of knowledge primary focus is on the
social dynamics (including the creation and
maintenance of culture, the construction of
rules, tacit or otherwise, of action and
behavior, and the governance of group belief)
that influence human action (Budd, p. 425)
12Jesse Shera, Sociologist of Knowledge?
- LIS epistemological discipline (a body of new
knowledge about knowledge itself - Engagement with the social processes of knowledge
creation, distribution, and use - recorded knowledge graphic record (Shera) and
beyond
13Osborne, Locating Identity
14Locating Identity
- Explain the places of memory concept. Give
examples of such 'places' that you are familiar
with. How is memory organized around space and
time? - Why is memory related to identity of groups? Why
is it important for groups to have 'memory'
organized a certain way? What are the channels of
transmission for group memory (say, in a family,
an institution, a nation).
15Locating Identity
- Give examples of mnemonic devices (landscapes,
verse, objects, etc.). Which ones among them
could serve as collective markers, and which ones
organize personal memories. How do they differ? - Discuss how memory can be individual, collective,
and hegemonic.
16Locating Identity
- Why does the author say that systems of
remembering and forgetting are socially
constructed. How is 'forgetting' part of the
process of remembering?
17Locating Identity
- What, in your opinion, is the significance of
memory research for managing memory institutions
(libraries, archives, museums)? What do they have
in common as connection to building collective
identity? What are the pittfals for these
institutions?