Presentation on theme: "Anthony Sinclair, SACE, University of Liverpool Teaching and Learning Theory."— Presentation transcript:
Anthony Sinclair, SACE, University of Liverpool Teaching and Learning Theory
Cognitive change the development of key interpretive questions the nature of key analytical approaches how to interpret archaeological evidence in a theoretically informed manner Affective / psychomotor changes We want students to
Palaeolithic Theory 1985 / 2008 Technology Diet & Subsistence Chronology Hominin Anatomy Species Change Palaeoenvironments Lives and Societies Technology Diet & Subsistence Chronology Hominin Anatomy Species Change Palaeoenvironments Lives and Societies Hominin Cognition
The Manufacture & Use of Technology Tool classification & organisation Typologies Assemblage formation & forms of deliberate deposition ManufactureFracture mechanics & chaine operatoire agency Useuse-wear studiesresidue analysis
The Manufacture & Use of Technology Archaeological assemblage classification core / flake / blade tool type / debitage tool function tool type / debitage type archaeological culture toolkit / gear task tool function tool use life task planning curation and expediency risk scarcity, and another 8 more concepts to be able to think with
Teaching frameworks The Historical Approach Antiquarianism Culture History The economic approach of Graham Clark The New Archaeology Post-Processual Archaeology Current Themes gender landscape and being agency evolutionary approaches
The thematic approach how to interpret diet trade and exchange the organisation of space the structure of time social relationships e.g. ranking material culture multi-vocality Teaching Frameworks
the essay and its question the data set Forms of Assessment
can sometimes work well reveals development of thought chains But, how much do you really like to re-read Renfrew and Bahn, Hodder, Johnson? The essay & its question Monuments are better understood from the inside in phenomenological terms than from the outside in New Archaeological or Marxist terms. Do you agree with this?
The Data Set has some good elements theory data adding the problem of qualitative / quantitative data analysis What factors might be relevant for interpreting the % of obsidian at x ?
The Data Set What makes an office?.....desk, telephone, office chair, filing cabinet, computer.... The Office Culture
financial reasons (wealth) social reasons (social class) functional reasons (tasks) environmental reasons historical reasons The Office Culture
Some Problems reading about, understanding and digestion of theory takes time sources: basic texts or articles are we clear about what students need to know? can we be sure that students understand theory? do we need to think about a curriculum? what would a curriculum look like?
Renfrew & Bahn: What shall we explain? artifacts what was this tool used for, how was it made? events how was Stonehenge made, why was this animal eaten? classes of events how did agriculture start, why did people make monumental buildings? general cultural change how did societies become more unequal?
David Clarke: The archaeologist at work
Ian Hodder The Archaeological Process
to understand data sets you need to be clear about the concepts that inform data. classificatory concepts define a grouping correlational concepts link facts - evolution theoretical concepts entities that cannot be seen some concepts may be threshold concepts a theory curriculum? doorways to understanding? The Concept