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Click to edit Master title style Cultural Anthropology, 7E Chapter 8 – The Cultural Construction of Violent Conflict © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. Problem 8 to edit Master title style Click • How so societies give meaning to and justify collective violence? © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. Introduction Click to edit Master title style • The Justification of Violent Conflict • Purposeful, organized, and socially sanctioned combat involving killing (war or feud) seems to be an intrinsic feature of human societies. • Some suggest that violent conflict is regarded as part of human nature; others reject this as simplistic. • The fact that humans construct systems of meaning to justify violent conflict and to distance themselves from tis consequences suggests that it has little to do with a natural aggressive impulse. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. Questions Click to edit Master title style 8.1 How do societies create a bias in favor of collective violence? 8.2 How do societies create a bias against violence conflict? 8.3 What are the economic, political, or social differences between peaceful and violent societies? 8.4 What are the effects of war on societies? 8.5 How is it possible to justify the creation of weapons of mass destruction? © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.1 HowClick Do Societies Createtitle a Bias in Favor to edit Master style of Collective Violence? • Horses, Rank, and Warfare Among the Kiowa • Among the Kiowa, rank was determined in two ways: • The number of horses a man possessed. • The honors he earned in warfare. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.1 HowClick Do Societies Createtitle a Bias in Favor to edit Master style of Collective Violence? © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.1 HowClick Do Societies Createtitle a Bias in Favor to edit Master style of Collective Violence? • Horses, Rank, and Warfare Among the Kiowa (cont) • Kiowa society was divided into four ranks: • Ongop - Men who were generous, owned considerable wealth, and had distinguished themselves in war. • Ondeigupa - Men who had property, especially horses, and were generous but had not distinguished themselves in war. • The lower ranks were keen or dupom - people who were poor, property-less, or helpless. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.1 HowClick Do Societies Createtitle a Bias in Favor to edit Master style of Collective Violence? • Horses, Rank, and Warfare Among the Kiowa (cont) • To rise in status, a young Kiowa male needed a horse. • With a horse, he could participate in raids, gradually obtaining enough horses to rise to a rank of ondeigupa. • When he had twenty or thirty horses, people would speak of him with respect. • To rise to the top rank of ongop required the accumulation of honors won in war. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.1 HowClick Do Societies Createtitle a Bias in Favor to edit Master style of Collective Violence? © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.1 HowClick Do Societies Createtitle a Bias in Favor to edit Master style of Collective Violence? • Good Hosts Among the Yanomamö • The Yanomamö of Venezuela live in villages of 40 to 250 people and live primarily on crops they grow in their gardens. • Anthropologist Napoleon Chagnon, who has worked with the Yanomamö since 1964, estimates that 20- 25% of male deaths are the result of warfare. • For the Yanomamö, women and children are valuable resources. • The men believe that to protect themselves and their resources, they must be fierce, and raiding another village is one way they demonstrate their ferocity. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.1 HowClick Do Societies Createtitle a Bias in Favor to edit Master style of Collective Violence? • Defending Honor in Kohistan • Among the Kohistani in northwest Pakistan, villagers follow a code that demands vengeance against any threat to a man’s honor. • When anthropologist Lincoln Keiser worked in the village of Thull in 1984, defense of honor continually led to relationships of dushmani, or blood feud. • The men of Thull believe that if someone wrongs them, they must retaliate, but the act of revenge should not exceed the original wrong. • Any unwarranted behavior toward a man’s daughter, wife, or unmarried sister requires deadly retaliation. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.1 HowClick Do Societies Createtitle a Bias in Favor to edit Master style of Collective Violence? • Constructing Religious Justifications for Violence • When adherents to Christianity, Judaism, Sikhism, Buddhism, or Islam commit violent acts in the name of a spiritual mission, they are often responding to social, political, or economic grievances. • Reverend Michael Bray set fire to abortion clinics in the name of God, but also claimed that the U.S. government was undermining moral values. • Osama bin Laden sought the establishment of an Islamic state, but was also protesting the Israeli occupation of Palestinian territories and U.S. support for governments in the Middle East. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.1 HowClick Do Societies Createtitle a Bias in Favor to edit Master style of Collective Violence? © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.2 HowClick Do Societies Createtitle a Bias in to edit Master style Against Violent Conflict? • Peaceful societies create a bias against violence by: • Sharing • Valuing nonaggressive behavior • Building relations of dependence between individuals and groups • Engaging in collective behaviors that promote harmony © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.2 HowClick Do Societies Createtitle a Bias in to edit Master style Against Violent Conflict? • Characteristics of Peaceful Societies • The Semai of West Malaysia are known for their avoidance of physical conflict. • The Semai notion of pehunan, is a state of being in which a person is unsatisfied in regard to a need, such as food or sex. • The Semai believe that to deny a person in need intensifies danger to the individual and the group. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.2 HowClick Do Societies Createtitle a Bias in to edit Master style Against Violent Conflict? • Characteristics of Peaceful Societies (cont.) • The idea of pehunan encompasses a depiction of the community as nurturing caregivers. • The Semai believe that it is the obligation of all members of the community to help others. • Semai values stress affiliation, mutual aid, and the belief that violence is not an option for settling disputes. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.3 WhatClick Are the Political, Social to Economic, edit Master titleorstyle Differences Between Peaceful and Violent Societies? • The following factors may lead societies to construct an ideological bias toward violence: • • • • A lack of centralized control Competition over scarce resources Private property Sexism • The Need to Protect Resources and Honor • The Yanomamö, the Kohistani and street gangs in the U.S. each band together to protect themselves from other groups. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.3 WhatClick Are the Political, Social to Economic, edit Master titleorstyle Differences Between Peaceful and Violent Societies? • Creating the Conditions for Violence • The Yanomamö’s aggression may be due to their contact with Westerners & access to Western goods. • The Yanomamö fought for possessions, land, and wives. • Deaths from disease and war disrupted traditional social relations, the depletion of game weakened traditional patterns of sharing and cooperation, and access to Western technology provided new sources of conflict. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.3 WhatClick Are the Political, Social to Economic, edit Master titleorstyle Differences Between Peaceful and Violent Societies? • Sexism and Violent Conflict • In peaceful societies, like that Ju/wasi, men and women are relatively equal and there is little violence against women. • Societies that tend toward violence, such as the Yanomamö, are more violent and institutionalize violence against women. • Anthropologists debate whether sexist ideologies promote violent conflict or violent conflict promotes sexism. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.4 What Aretothe Effects of title War style on Click edit Master Societies? • The Impact of War on Population • Violent conflict encourages a strong preference for rearing male children, supports restrictions on female children, and creates an ideology of male supremacy. • Restricting the number of childbearing females in a population is a more effective means of population control that killing adult males. • War and violent encourage sexism, but only because they serve to promote selective population control. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.4 What Aretothe Effects of title War style on Click edit Master Societies? • The Evolution of the Nation-State • Robert Carneiro argues that violent conflict has been the primary agent that has transformed human societies into nation-states. • At first, war pits village against village, resulting in chiefdoms; then it pits chiefdom against chiefdom, resulting in states; and then it pits state against state. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.4 What Aretothe Effects of title War style on Click edit Master Societies? • The Evolution of the Nation-State (cont.) • Carneiro predicts that if the number of political states continues to decline as it has in the past, by the year 2300 there should be only a single world state. • The rise of the Zulu state in Africa illustrates Carneiro’s theory of how war leads to the coalescence of separate political units into a larger state. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.4 What Aretothe Effects of title War style on Click edit Master Societies? • Violence and Male Solidarity • Male solidarity seems to be enhanced by collective violence. • Anthropologist Ralph L. Holloway suggests that the psychological attributes that allow human beings to create sentimental bonds between members of a group are the same attributes that promote violent conflict against nongroup members. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.5 HowClick Is Itto Possible to Justify edit Master titlethe style Creation of Weapons of Mass Destruction? • The Anthropology of a Nuclear Weapons Laboratory • With so many powerful weapons, why do nations keep expanding their arsenals? The answer lies in a strategy known as MAD—mutually assured destruction. • Suppose there are two nations at war, both with nuclear weapons. According to MAD, if one nation used its weapons, the other would quickly respond with its own, resulting in the destruction of both countries. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.5 HowClick Is Itto Possible to Justify edit Master titlethe style Creation of Weapons of Mass Destruction? • The Anthropology of a Nuclear Weapons Laboratory (cont.) • Thus, the central tenet of MAD is that the proliferation of nuclear weapons is essential to prevent another group from using those same weapons. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.5 HowClick Is Itto Possible to Justify edit Master titlethe style Creation of Weapons of Mass Destruction? • The Anthropology of a Nuclear Weapons Laboratory (cont.) • Gusterson suggests that “nuclear realists” who justify the manufacture and use of nuclear weapons make four assumptions about the world: • First, unlike national systems in which a monopoly on the use of force guarantees stability, they claim that anarchy characterizes international relations. • Second, they assume that states must rely on self-help since no one else is going to offer them protection. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.5 HowClick Is Itto Possible to Justify edit Master titlethe style Creation of Weapons of Mass Destruction? • The Anthropology of a Nuclear Weapons Laboratory (cont.) • Third, they assume that nuclear weapons are the ultimate form of self-help, because they vastly increase the cost of aggression against them. • Fourth, they assume that relatively little can be done in the short term to change the anarchistic nature of the international system. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.5 HowClick Is Itto Possible to Justify edit Master titlethe style Creation of Weapons of Mass Destruction? • The Anthropology of a Nuclear Weapons Laboratory (cont.) • International relations are not as anarchistic as they are made out to be, and that rules and norms that control aggression exist. • Many critics see the nuclear arms race as “objective social madness.” People who work in the area, they assume, must be in denial and must demonize the other to justify their work. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.5 HowClick Is Itto Possible to Justify edit Master titlethe style Creation of Weapons of Mass Destruction? • The Language of Nuclear Destruction • Language is used to distance the planners from the consequences of the actions they are planning: • Technostrategic • Collateral damage • Domestic metaphors: Christmas tree farms, carpet bombing, etc. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.5 HowClick Is Itto Possible to Justify edit Master titlethe style Creation of Weapons of Mass Destruction? © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.5 HowClick Is Itto Possible to Justify edit Master titlethe style Creation of Weapons of Mass Destruction? © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. Case Study: Uses (and Misuses?) Click The to edit Master title style of Anthropology for Peace and War © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. Case Study: Uses (and Misuses?) Click The to edit Master title style of Anthropology for Peace and War • (HTS) (cont.) • • • Each Human Terrain Team (HTT) would study local culture, interview natives, and provide valuable information to the battalion commander. Human Terrain Systems (HTS) Analysts apply a thorough understanding of the ops/intelligence fusion process to compile, collate, analyze and evaluate data sources and unevaluated intelligence to develop a coherent picture of the human terrain. Anthropologists fall on both sides of the debate over HTS – do they hurt or help? © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. 8.5 HowClick Is Itto Possible to Justify edit Master titlethe style Creation of Weapons of Mass Destruction? • (HTS) (cont.) • U.S. civilian anthropologist and HTT social scientist talk to local resident to investigate a tribal dispute on August 12, 2009, in the Village of Wum Kalay, Paktya Province, Afghanistan. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. Case Study: Uses (and Misuses?) Click The to edit Master title style of Anthropology for Peace and War • The Anthropological Reaction to HTS • In 2007, the American Anthropological Association issued a formal statement condemning specifically the Human Terrain System Project, concluding: • (i) that the HTS program creates conditions which are likely to place anthropologists in positions in which their work will be in violation of the AAA Code of Ethics and (ii) that its use of anthropologists poses a danger to both other anthropologists and persons other anthropologists study. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. Case Study: Uses (and Misuses?) Click The to edit Master title style of Anthropology for Peace and War • Limiting the Application of the Technologies • The use of social scientists for HTTs in Iraq and Afghanistan raises the larger issue of the responsibility of anthropologists and other social scientists to be aware of how their research and data may be used. • • The Pentagon is developing computer programs using data collected by anthropologists to predict which neighborhoods in some distant city (Baghdad, Kabul, etc.) are dangers, at risk for riots, gun violence, bombings, etc. A number of grants have been awarded by the military to those doing research to forecast human behavior. © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use. Discussion ClickQuestions: to edit Master title style • What should be the role of anthropologists in warfare? • Should anthropologists share their research with government sources who may use it for distinctly non-anthropological purposes? © 2017 Cengage Learning® May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.