ECONOMIC ANTHROPOLOGY
Radical economic theory and financial history
Anthro 409-001 (94544)
Anthr 509-001 ( 95706)
LAS 409-001 (95499)
LAS 509-001 (95707)
Spring SEMESTER 2022
In class, TTh 3:30-4:45 pm, Mod Lang Rm 210
Optional (for undergrads) Zoom Wed 8-9 pm
DR.PARK (Zoom Office hours by Appointment: W 12-3 pm, Th. 12-2 pm)
COURSE SYLLABUS (syllabus & pdfs sent by link in email)
Course objectives and expected learning outcomes
N.B. I do not use D2L in this course
Course Description: This course has no pre-requisites beyond intellectual curiosity about economics and economic history. The course uses lectures, readings, online quizzes and essay exams. The first half covers a series of topics from radical economics, ecological economics and economic theory more relevant to historical and anthropological work than standard economic theory. It also provides students means to evaluate and critique economic theory for all times and places. The second half of the course looks at historical case studes from the ancient world to the modern period using the texts, The Roots of Western Finance and Hidden Interests in Credit and Finance by Park and Greenberg (2017). These books provide a multicultural history of finance in Mesopotamia, Classical Greece, Dynastic Egypt, the Judeo-Christian tradition, the Islamic world, Iberia. North Africa as well as feudal and modern economies up to and including the 2008 credit crisis. Ignorance of history facilitates ignorance about the present.
By the end of the course, students should have a good idea of the limitations of neoclassical economics, what is intellectually and ethically inexcusable about modern financial systems, and also have a critical grasp of a number of foundational issues in economics. We will begin by discussing a number of frequently misunderstood economic terms such as; market, equilibrium, competition, externality, price vs value, profit, labor, development. Subsequent readings will provide much more thorough reasons for a critical perspective on each of these terms and others. Mathematics will be minimized and not essential to success in the course. There are no prerequisites. The intent of the course is to stimulate thought, no student is required to endorse any theoretical position, though they are expected to understand disparate theoretical viewpoints. It is my hope that students will learn to view economic theory critically through exposure to a carefully selected, and disparate, set of viewpoints.
By the end of the course, students will:
1) Be able to describe the basic concepts and methods of both neoclassical economic theory, radical economic theory, and economic history.
2) Acquire analytical reading and critical thinking skills: how to spot the assumptions and logic of economic arguments aimed at causal explanation.
3) Learn how radical economic theory challenges some of the assumptions and conclusions of neoclassical economic theory as applied in particular to historical and archaeological economies.
4) Understand the importance of finance to economic functioning over the long history of western economies.
5) Gain a deeper understanding of critical topics in the understanding of labor, wealth, economic value and the motivations underlying economic activity by individuals and corporations or powerful particulars.
The course adopts a comparative perspective (at once, ethnographic, historical, and geographical) in order to understand urban problems. Students will be encouraged to reflect on whether social scientists (or any citizens) should engage in economic or financial planning simply because they have the technical capacity to do so, when those activities have markedly different effects—some of them harmful or helpful for different subsets of the society.
Course Requirements
The course has 100 points graded on a standard scale (e.g. A: >= 90, B: >= 80 & <90, C: >=70 & <80, D: >= 60 & <70, E: <60). The midterm is short essay and primarily requires evidence that you understand the readings and lectures up to that point in the class. In the past the great majority of students have received an A or a B in the course.
Requirements comprise three parts:
Undergraduate student requirements
1. Participation 40 points. During class, I will regularly ask you to briefly answer a question via an online site (See Hardware requirements below). This means that attendance in class, comprehension of the assigned reading materials or the lectures are important to success in the course.
2. Take-home essay question Midterm worth 30 points (three essays, chosen from among those set for the exam).
3. Take-home final: worth 30 points. This will be a single essay with an expected maximum length of 6 pages. Due on 10 May provided 4 May.
Graduate student requirements
Same as undergrads except: midterm and final have an additional required essay plus grads are to present a selection of readings in the weekly zoom session which will comprise three quarters of their participation points.
Hardware Requirement
All students are asked to sign up to join the Tophat software. This software allows all students to participate using any computer, tablet or smartphone. As instruction in the Spring 2021 semester is online this just means during the zoom you will regularly also log in to another website to answer questions. Please let me know if this will be an issue. On the website (tophat.com) you sign up as a student and choose University of Arizona, Anth 409 / 509. The join code is XXXXX and password: XXXX). You do not need to sign up until after the first class meeting since we will not be using the site until the following week.
IMPORTANT: Please make sure your username in Tophat is or begins with your LastnameFirstname to facilitate alphabetization when grades are exported. Tophat questions can be fixed only by coming to my office during my office hours and redoing them -- I will be happy if every student ends up with 100% on this segment of the course..
Required texts: Due to the high cost of books and the many course readings, there are no book purchases required for this class. Required readings (extracts) listed in the syllabus by week will be distributed as pdfs I will also distribute short extracts as a pdf of other “useful” texts. Extracts from Park & Greenberg for the second half of the course will be provided as pdfs.
Most Recommended books
Frank, Robert H. The Darwin Economy. Liberty, Competition, and the Common Good. Princeton: Princeton University Press, 2011.
Hahnel, Robin. Green Economics. Confronting the Ecological Crisis. New York: M. E. Sharpe, 2011.
Nussbaum, Martha C. Creating Capabilities. The Human Development Approach. Cambridge: The Belknap Press, 2011.
Picketty, Thomas. Capital in the Twenty-First Century. Cambridge: Harvard University Press, 2014 (available online as a pdf).
Additional Recommended books for those with funds (see also Select Bibliography at end of syllabus).
Chayanov, A.V. Theory of Peasant Economy. Madison: University of Wisconsin Press, 1986.
Common, Michael and Sigrid Stagl. Ecological Economics: an Introduction. Cambridge University Press, 2005.
Dobb, Maurice Theories of value and distribution since Adam Smith, Cambridge University Press, Cambridge 1973.
Marx, Karl. Capital. Vol. 1. Ben Fowkes, translator. Penguin Classics. 1990.
Nell, Edward. The General Theory of Transformational Growth. Keynes after Sraff. Cambridge: Cambridge University Press 1998.
Pederson, Lasse Heje. Efficiently Inefficient. How smart money invests & market prices are determined. Princeton: Princeton University Press, 2015.
Stiglitz, Joseph E. The EURO How a common currency threatens the future of Europe. New York: W.W. Norton & company, 2016.
WEEK DATE TOPIC AND REQUIRED READINGS ( not required)
I. Critical Perspectives on Economic Theory
1. 13 January Introduction: Economics and social science, causality & value, the role of history,
individualism, and sociological causality. What is a capitalist market ?
Frank, The Darwin Economy. Chapts 2, 10-12; Darwin’s other theory and
Issues with Libertarianism
(17 January Martin Luthoer King Jr Holiday, no UA classes)
2. 18, 20 January Contingent Origins and Development of Capitalist Economies
Extract from Witold Kula Measures and Men (pdf)
Herbert Simon. “Organizations and Markets” (pdf)
Park “Origins of Capitalism” (pdf)
3. 2 , 27 January The Feudal Economy
W.Kula, An Economic Theory of the Feudal System pp.3-82.(pdf)
4. 1, 3 February W.Kula, An Economic Theory of the Feudal System pp.113-153, 176-186.(pdf)
5. 8, 10 February Peasant Economy
A.V. Chayanov, The Theory of Peasant Economy, pp.35-51, 71-118
(pdf)
6. 15, 17 February
Contrasts between Chayanov’s model and Neo-classical theory
A.V. Chayanov, The Theory of Peasant Economy, 195-241
(pdf)
7. 22, 24 February Marxian theory, Cost of production and the labor theory of value
C.Meillassoux, Maidens, Meal & Money, pp. 91-144 (pdf).
Wolff and Resnick, Economics: Marxian and Neoclassical pp.239-268
(pdf).
8. 1, 3 March
Ecological Economics
Hanel. Green Economics. pp. xii-33 (pdf)
Hanel. Green Economics. pp. 35-49 (pdf)
Amartya Sen. “Rational Fools” (pdf)
Spring Recess 5-13 March
Take-home MIDTERM provided Thursday 11th, return 18 March
9. 15, 17 March Ethics, capitalism, capabilities, and inequalities
Nussbaum, Creating Capabilities, especially chapters 1-5.
Extracts from Picketty, discussion of inequality
II. Multicultural roots of Western Finance
10. 22, 24 March Classical Greece & the Republic of Rome
Park and Greenberg, The roots of Western finance
Chapter 4 (pdf)
11. 29, 31 March
Dynastic Egypt
Park and Greenberg, The roots of Western finance
Chapter 6 (pdf)
12. 5, 7 April Early Islamic Finance
Park and Greenberg, The roots of Western finance
Chapter 6 (pdf)
13. 12, 14 April Ethical considerations in European financial history
Greenberg and Park, Hidden Interests in credit and finance
Chapter 1 (pdf)
14. 19, 21 April The 2007-8 global credit crisis.
Greenberg and Park, Hidden Interests in credit and finance
Chapter 9 (pdf)
Conclusion: Greenberg and Park
Hidden Interests in credit and finance
16. 26, 28 April Conclusion: Greenberg and Park
Hidden Interests in credit and finance
distribution of take-home final due 10 May
17. 3 May Discussion
Take home final: exam will be an essay on one or more of the chapters (available as pdfs) in The Roots of Western Finance and Hidden Interests in Credit and Finance
(5 May Reading day No classes but I have office hours 10 am to 4 pm for quiz make-ups)
Take home final due 10 May by email.
● Class attendance:
○ If you feel sick, or may have been in contact with someone who is infectious, stay home. Except for seeking medical care, avoid contact with others and do not travel but you can of course attend the zoom session unless too sick - in which case you need to notify me by email.
○ Campus Health is testing for COVID-19. Please call (520) 621-9202 before you visit in person.
○ Visit the UArizona COVID-19 page for regular updates. Get a vaccine when it is available.
● Academic advising: If you have questions about your academic progress this semester, or your chosen degree program, please note that advisors at the Advising Resource Center can guide you toward university resources to help you succeed. You may always talk to me by email of phone. I can meet in person outside on a lawn (arrange the time with me in advance) if you need to but you must wear a mask.
● Life challenges: If you are experiencing unexpected barriers to your success in your courses, please note the Dean of Students Office is a central support resource for all students and may be helpful. The also can be reached at 520-621-2057 or DOS-deanofstudents@email.arizona.edu.
● Physical and mental-health challenges: If you are facing physical or mental health challenges this semester, please note that Campus Health provides quality medical and mental health care. For medical appointments, call (520-621-9202. For After Hours care, call (520) 570-7898. For the Counseling & Psych Services (CAPS) 24/7 hotline, call (520) 621-3334.
● Exams: Remember this course has no in-class exams during the official exam period, instead take home final exams are due as listed in syllabus.
● Equipment and software requirements: For this class you will need daily access to the following hardware: [laptop or web-enabled device with webcam and microphone]; regular access to reliable internet signal; ability to download and run the following software: [web browser and Adobe Acrobat].
Class and University Rules for Anthro 311
Plagiarism
Plagiarism is of course forbidden and will certainly net you a zero for an assignment. Repeat offenders will be referred to university disciplinary committees who will decide what action is appropriate. You may discuss even your individual projects verbally with others but please create your own slides for projects or credit their source on the slide. It is essential to learning that your own brain process the material - simply repeating what someone else says in written or oral form does not require or usually involve any learning.
Zoom session behavior
Students attend class to hear the lectures (or the majority do) and since they pay good money to go to the U of A they also have the right to peace and quiet during any zoom session. I, in addition, do not think anyone should be in attendance merely to get credit so people will be asked to leave for infringing class rules which prohibit:
a) inappropriate clothing or lack of appropriate clothing for you and anyone who wanders into your zoom area.
b) inappropriate talking on phones, texting, etc.
c) interruptions of the lecture or any form of disruptive behavior.
Note: I am not timid and have no inhibitions about asking students to leave the zoom but this does not mean you will receive any further punishment – once you have quietly left - your slate is clean though you will not get credit for questions that day unless you arraange to redo the material. If someone is disturbing your concentration you are encouraged to bring this to my attention.
Implicit and Explicit Treatment of other students
The University of Arizona does not tolerate racist or sexist remarks and you are, more generally, expected to avoid disparaging personal remarks about other people. You are explicitly forbidden from making sexist or racist remarks. Tolerance is often a virtue but hate speech is unacceptable in a classroom. You will be asked to leave the zoom if you engage in hateful remarks and may well face further disciplinary action at the discretion of the U of A administration.
Late Work Policy
As a rule, work will not be accepted late except in case of documented emergency or illness. You may petition me in writing for an exception if you feel you have a compelling reason for turning work in late.
Attendance Policy
The UA policy regarding absences on and accommodation of religious holidays is available online
Absences pre-approved by the UA Dean of Students (or Dean designee) will be honored. Participating in course and attending lectures and other course events are vital to the learning process. As such, attendance is expected at all class meetings. Students who miss class due to illness or emergency are required to bring documentation from their healthcare provider or other relevant, professional third parties. Failure to submit third-party documentation will result in a zero on in-class questions.
Assignment Format
Please write all essays using only your own words, no citations, no references, no plagiarism.
Classroom Discipline
The Arizona Board of Regents’ Student Code of Conduct, ABOR Policy 5-308, prohibits threats of physical harm to any member of the University community, including to one’s self.
Notification of Objectionable Materials
Although course content may be deemed offensive by some students, such materials are deemed important for the learning process. Students may excused from interacting with such materials, if they express well-formed opinions that express those objections and their reasons for them.
Accessibility and Accommodations
It is the University’s goal that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, please let me know immediately so that we can discuss options. You are also welcome to contact Disability Resources (520-621-3268) to establish reasonable accommodations.
If you have reasonable accommodations, please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.
Please be aware that the accessible table and chairs in this room should remain available for students who find that standard classroom seating is not usable.
Student Code of Academic Integrity
Students are encouraged to share intellectual views and discuss freely the principles and applications of course materials. However, graded work/exercises must be the product of independent effort unless otherwise instructed. Students are expected to adhere to the UA Code of Academic Integrity as described in the UA General Catalog.
Subject to Change Statement
Information contained in the course syllabus, other than the grade and absence policy, may be subject to change with advance notice, as deemed appropriate by the instructor.
Select Bibliography for economic anthropology
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Selected articles with links
Economic anthropology and development alternatives: rethinking and re-politicizing theory and practice
Author(s): Mallika Shakya and John Clammer
Source: Dialectical Anthropology, Vol. 41, No. 2, Economic anthropology and development alternatives: rethinking and re-politicizing theory and practice (June 2017), pp. 87-96 Published by: Springer
Stable URL: https://www.jstor.org/stable/44979741
Accessed: 10-01-2022 22:35 UTC
What (if anything) can economic anthropology say to neoliberal development? Toward new anthropologies of capitalism and its alternatives
Author(s): John Clammer
Source: Dialectical Anthropology, Vol. 41, No. 2, Economic anthropology and development alternatives: rethinking and re-politicizing theory and practice (June 2017), pp. 97-112 Published by: Springer
Stable URL: https://www.jstor.org/stable/44979742
Accessed: 10-01-2022 22:39 UTC
Neoliberalism
Author(s): Tejaswini Ganti
Source: Annual Review of Anthropology , 2014, Vol. 43 (2014), pp. 89-104 Published by: Annual Reviews
Stable URL: https://www.jstor.org/stable/43049564
Karl Polanyi's Institutional Theory: Market Society and Its "Disembedded" Economy Author(s): Michele Cangiani
Source: Journal of Economic Issues , MARCH 2011, Vol. 45, No. 1 (MARCH 2011), pp. 177-197
Published by: Taylor & Francis, Ltd.
Stable URL: https://www.jstor.org/stable/25800760
The Neoclassical Origins of Polanyi's Self-Regulating Market
Author(s): Kurtuluş Gemici
Source: Sociological Theory , JUNE 2015, Vol. 33, No. 2 (JUNE 2015), pp. 125-147 Published by: American Sociological Association
Stable URL: https://www.jstor.org/stable/44114437
Long Live Eurasian Civ! Towards a new confluence of anthropology and world history Author(s): Chris Hann
Source: Zeitschrift für Ethnologie , Bd. 142, H. 2, Special Issue: Rethinking Culture, Area, and Comparison from the Axial Age to the Contemporary Multi-centric World (2017), pp. 225-244
Published by: Dietrich Reimer Verlag GmbH
Stable URL: https://www.jstor.org/stable/10.2307/26607022
There Is No Such Thing as “the Economy”. Economic Phenomena Analysed from a Field- Theoretical Perspective
Author(s): Christian Schmidt-Wellenburg and Frédéric Lebaron
Source: Historical Social Research / Historische Sozialforschung , Vol. 43, No. 3 (165), Special Issue: Economists, Politics, and Society. New Insights from Mapping Economic Practices Using Field-Analysis (2018), pp. 7-38
Published by: GESIS - Leibniz Institute for the Social Sciences Stable URL: https://www.jstor.org/stable/10.2307/26491527
Economics of Convention and the History of Economies. Towards a Transdisciplinary Approach in Economic History
Author(s): Rainer Diaz-Bone and Robert Salais
Source: Historical Social Research / Historische Sozialforschung , 2011, Vol. 36, No. 4 (138), Conventions and Institutions from a Historical Perspective / Konventionen und Institutionen in historischer Perspektive (2011), pp. 7-39
Published by: GESIS - Leibniz Institute for the Social Sciences Stable URL: https://www.jstor.org/stable/23032283
Lineages of Embeddedness: On the Antecedents and Successors of a Polanyian Concept
Author(s): Gareth Dale
Source: The American Journal of Economics and Sociology , APRIL, 2011, Vol. 70, No. 2, Social, Methods, and Microeconomics: Contributions to Doing Economics Better (APRIL, 2011), pp. 306-339
Published by: American Journal of Economics and Sociology, Inc. Stable URL: https://www.jstor.org/stable/41329189
Threatened common property resource system and factors for resilience: lessons drawn from serege-commons in Muhur, Ethiopia
Author(s): Mengistu Dessalegn
Source: Ecology and Society , Dec 2016, Vol. 21, No. 4 (Dec 2016) Published by: Resilience Alliance Inc.
Stable URL: https://www.jstor.org/stable/26270006
Payment: Forms and Functions of Value Transfer in Contemporary Society Author(s): Bill Maurer
Source: The Cambridge Journal of Anthropology , AUTUMN 2012, Vol. 30, No. 2 (AUTUMN 2012), pp. 15-35
Published by: Berghahn Books
Stable URL: http://www.jstor.com/stable/43610872
The Darker Side of the "Original Affluent Society" Author(s): David Kaplan
Source: Journal of Anthropological Research , Autumn, 2000, Vol. 56, No. 3 (Autumn, 2000), pp. 301-324
Published by: The University of Chicago Press Stable URL: https://www.jstor.org/stable/3631086
The Aztecs Paid Taxes, Not Tribute
Author(s): Michael E. Smith
Source: Mexicon , Februar 2014, Vol. 36, No. 1 (Februar 2014), pp. 19-22 Published by: Mexicon
Stable URL: https://www.jstor.org/stable/43857654
The Elusive Maya Marketplace: An Archaeological Consideration of the Evidence Author(s): Leslie C. Shaw
Source: Journal of Archaeological Research , June 2012, Vol. 20, No. 2 (June 2012), pp. 117-155
Published by: Springer
Stable URL: https://www.jstor.org/stable/41410943
"The Gift" Revisited: Marcel Mauss on War, Debt, and the Politics of Reparations Author(s): Grégoire Mallard
Source: Sociological Theory , December 2011, Vol. 29, No. 4 (December 2011), pp. 225-247 Published by: American Sociological Association
Stable URL: https://www.jstor.org/stable/23076392
EXCESS, TIME, AND THE PURE GIFT: POSTMODERN TRANSFORMATIONS OF MARCEL MAUSS' THEORY
Author(s): Carl Olson
Source: Method & Theory in the Study of Religion , 2002, Vol. 14, No. 3/4 (2002), pp. 350-374
Published by: Brill
Stable URL: https://www.jstor.org/stable/23550003
Remodelling the Global Development Landscape: the China Model and South–South cooperation in Latin America
Author(s): MONICA DEHART
Source: Third World Quarterly , 2012, Vol. 33, No. 7 (2012), pp. 1359-1375 Published by: Taylor & Francis, Ltd.
Stable URL: https://www.jstor.org/stable/41698789
Kula Valuables: The Problem of Value and the Production of Names Author(s): Frederick H. Damon
Source: L'Homme , Apr. - Jun., 2002, No. 162, Questions de Monnaie (Apr. - Jun., 2002), pp. 107-136
Published by: EHESS
Stable URL: https://www.jstor.org/stable/25133533
Merovingian and Carolingian Gift Giving
Author(s): Florin Curta
Source: Speculum , Jul., 2006, Vol. 81, No. 3 (Jul., 2006), pp. 671-699
Published by: The University of Chicago Press on behalf of the Medieval Academy of America
Stable URL: https://www.jstor.org/stable/20463826
Karl Polanyi, Marshall Sahlins, and the Study of Ancient Social Relations Author(s): Alan Kirk
Source: Journal of Biblical Literature , Spring, 2007, Vol. 126, No. 1 (Spring, 2007), pp. 182-191
Published by: The Society of Biblical Literature Stable URL: https://www.jstor.org/stable/27638428
Magical formulae for market futures: Tales from the World Economic Forum meeting in Davos
Author(s): Christina Garsten and Adrienne Sörbom
Source: Anthropology Today, Vol. 32, No. 6, SPECIAL ISSUE: CAPITALISM & MAGIC PART 1 (December 2016), pp. 18-21
Published by: Royal Anthropological Institute of Great Britain and Ireland
Stable URL: https://www.jstor.org/stable/45171225
Accessed: 10-01-2022 23:02 UTC