Catalog Description

Hours: 54 lecture
Description: Exploration of people’s religious and spiritual lives around the world and through time. Comparative analysis of the forms and functions of myths, symbols, and rituals as well as religious specialists, institutions, and movements. Examination of cross-cultural cases of altered states of consciousness, medicines, ancestor veneration, spirit possession, divination, witchcraft, monsters, haunting, and other phenomenon which connect with religious worlds. Addresses religious dimensions of power and control as well as the relationship between religious and sociocultural change. (CSU, UC)

Course Student Learning Outcomes

  • CSLO #1: Apply anthropological approaches, including subfields, to the study of diverse metaphysical knowledges, practices, entities, and institutions.
  • CSLO #2: Explain the importance of centering non-Western and indigneous ways of knowing and being when engaging with course topics.
  • CSLO #3: Discuss diverse supernatural knowledges and practices by relativistically engaging with empirical data and existing anthropological research.
  • CSLO #4: Examine diverse examples to illustrate ways cousre topics holistically connect with other dimensions of peoples lives, such as epistemologies, ontologies, illness, wellness, medicine, death, grieving, family, identities, social order, movements, etc.

Effective Term

Fall 2026

Course Type

Credit - Degree-applicable

Contact Hours

54

Outside of Class Hours

108

Total Student Learning Hours

162

Course Objectives

  1. Explain and apply anthropological approaches and methods to the study of religious knowledges, practices, and experiences.
  2. Discuss the importance of centering non-Western and indigenous ways of knowing and being when studying magic, witchcraft, ritual, myth, and religion in anthropological ways.
  3. Use cross-cultural examples to compare and assess anthropological research and analysis of myth, symbol, and other forms of religious language use.
  4. Explain rituals, discuss their functions, and apply anthropological ritual analysis to examine cross-cultural examples.
  5. Discuss the significance of anthropological knowledge about altered states of consciousness.
  6. Compare religious specialists and discuss their roles within particular cosmologies and sociocultural contexts.
  7. Assess and apply anthropological approaches to studying supernatural entities by examining cross-cultural cases.
  8. Discuss magic and divination in anthropological ways and use cross-cultural cases to explore culturally and religiously specific realities.
  9. Explain and assess anthropological research about witchcraft; discuss sociocultural dynamics revealed by examples; assess how it applies to local and current perspectives, practices, and identities.
  10. Examine cross-cultural examples to discuss interconnections between illness/healing and systems of metaphysical knowledge and practice.
  11. Discuss cross-cultural examples of perspectives and practices related to death and afterlives in anthropological ways.
  12. Examine interconnections between religious knowledges/practices and systems of social order and control as well as their role in cultural change and conflict.
  13. Use cross-cultural cases to assess anthropological approaches to studying religious change and new religious movements.

General Education Information

  • Approved College Associate Degree GE Applicability
    • AA/AS - Behavioral Sciences
    • AA/AS - Social and Behavioral Sciences
    • AA/AS - Multicultural Studies
  • CSU GE Applicability (Recommended-requires CSU approval)
    • CSUGE - D1 Anthro/Archaeology
  • Cal-GETC Applicability (Recommended - Requires External Approval)
    • IGETC Applicability (Recommended-requires CSU/UC approval)
      • IGETC - 4A Anthro Archaeology

    Articulation Information

    • CSU Transferable
    • UC Transferable

    Methods of Evaluation

    • Classroom Discussions
      • Example: The instructor assigns an anthropological podcast or documentary about South American shamanisms. Student scholars bring notes about content highlights (ex. key ideas, stories, information, quotes, etc.) from the documentary as well as thoughts and questions to inform class conversations and discussion. The instructor helps student scholars form small groups and then directs them to use their notes to begin conversing about the case study. Student scholars are then asked to collaboratively identify ways in which the documentary pertains to the main ideas and key concepts within the current learning unit. Groups identify a spokesperson who will share out the highlights of their case study and thoughts about how it pertains to the current learning to initiate broader class discussion about the case study. Each student will complete a written paragraph or activity organizer which addresses the key content, their own thoughts about how it connects with the current unit, as well as what they gained from collaborating with peers. Assignments will be evaluated based on the accuracy of content addressed as well as comprehension of course concepts within the current learning unit.
    • Essay Examinations
      • Example: Student scholars will reflect upon their learning about the relationship between myths as sacred stories and the (re)generation of cosmologies and identities. Students will engage with additional learning resources (ex. an ethnographic article or book segment) to develop deeper understanding and then explain their key learning takeaway from the unit. Students scholars will then share their thoughts about possible real-world applications of their cultural anthropological learning about myths, worldviews, and identities. Student scholars will draw upon empirical evidence and reference anthropological studies from the learning unit to support the importance and applicability of their learning.
    • Objective Examinations
      • Example: Student scholars will take scripted answer exams (ex. LMS quizzes) to assess basic comprehension of anthropological concepts, approaches, and information within course materials. Evaluation will be assessed based upon accuracy of answers. An example question might ask students to select the anthropological definition of ritual from a list of popular and anthropologically problematic notions.
    • Projects
      • Example: Throughout the semester, student scholars will plan, conduct and present their own anthropology 9 capstone projects. Students will select from a range of course topics which include a particular community's sacred story ("myth") or symbols, locally specific magical practices, a particular ritual, perspectives about death and afterlives, religious discourses and power, etc. Student scholars will demonstrate their understanding of basic anthropological approaches and methods within the design phase of their project. They will engage with anthropological methods to gather empirical data and grow their understanding of their topics via a combination of primary (ex. participant-observation, interviews, etc.) and secondary sources (via the Sierra College Library online databases). Scholars will then apply course concepts to examine their research findings, compile their work into a final version (ex. paper, brief video, podcast, presentation, etc.), and share with the class. Student scholars are encouraged to examine topics which will advance their personal, academic and/or professional interests.

    Repeatable

    No

    Methods of Instruction

    • Lecture/Discussion
    • Distance Learning

    Lecture:

    1. The professor lectures to explain ways that anthropologists define and approach the study of myth and mythology. The professor then directs student scholars to discuss in small groups the key points of an assigned case study which highlights the ways anthropologists examine myth in relationship to worldviews and cosmologies. Student scholars brainstorm questions which are addressed by the professor and topics for class discussion. Instructor then presents new examples. Student scholars are then directed to form new small groups and develop their own thoughts and questions about the examples by applying anthropological approaches to the analysis of myths.
    2. The instructor assigns textbook and case study readings about rituals and ritual analysis. During the following session, the instructor clarifies the key elements of rituals as well as emphasizes how that might differ from other non-anthropological views and why that matters. The instructor also presents multiple cross-cultural cases of rituals to break down into their key elements and demonstrate their multiple functions and outcomes. discusses why viewing rituals in this way is beneficial. Students are then presented with a new case study, or asked to identify one of their own, which they then work together in groups to break down into key elements and contemplate ritual functions. Groups share the highlights of their conversations for overall class discussion and an opportunity for the instructor to check and grow learning.
    3. After learning about anthropological approaches and ideas about divination, student scholars conduct ethnographic interviews with people they know who engage in divination practices (ex. astrology, tarot, etc.). Students will ask about the divination practice and perhaps request a demonstration, then seek to understand the motivations and meanings behind and within the practice. Student scholars will record fieldnotes while interviewing which they will bring to class for group conversations and share out to collaboratively engage in anthropological data analysis. At the end, student scholars submit a brief report about their fieldwork experiences, findings, and relevance.

    Distance Learning

    1. The instructor will use LMS modules to introduce the anthropological approach to studying religion as culturally specific systems of knowledge and practice. Within the module the instructor will provide several key learning resources such as an originally produced overview video, assigned textbook chapter and/or pages, a case study article and/or video. Student scholars will engage with the learning resources provided and demonstrate their learning in stages throughout the module. That can occur by responding to prompts, images, or sections of the instructor's lecture video about the idea of culture, and each other, via multi-media or discussion board assignment with relevant prompts. Scholars may also be asked to demonstrate their understanding of the concept of religion as addressed in the textbook chapter by taking a LMS quiz or discussing what they found to be intriguing ideas/examples about culture in the textbook via a LMS discussion board assignment. Students should also respond to the case study article and/or video by sharing their thoughts about the key content, how it pertains to the idea of religion and its key elements, then discussing how the approach and case might pertain to aspects of their own lives.

    Typical Out of Class Assignments

    Reading Assignments

    1. Student scholars read the assigned pages from the textbook or lecture notes on the topic of divination practices. They will take notes and/or pre-assess their knowledge (ex. LMS quiz), then come to the next class session prepared to ask questions and discuss the material. 2. Student scholars read an ethnographic article or book chapter pertaining to therapeutic rituals. They will take notes and answer a reflection question about the assigned reading in preparation for an in-class discussion activity. At the end, students submit their notes, reflection responses, and discussion takeaways for credit.

    Writing, Problem Solving or Performance

    1. Students read an article about California indigenous origin stories. Students bring notes for a class discussion. Afterwards, students write down answers to questions about how the article relates to contemporary anthropological approaches to studying myths and symbols. 2. After a lecture about anthropological the multifunctionality of rituals, students are presented with a case study to discuss in groups. Students discuss how the various ritual functions pertain to the example. Students are then asked to contemplate the interconnections between the ritual functions. At the end, students write down their thoughts about the key ritual functions observed. 3. Students learn about ethnographic methodologies, view an example, and then engage in their own ethnographic interviews with a friend or family member about a particular religious practice or symbol. Students record fieldnotes to bring to class for discussion and collaborative analysis of the data. They then produce a brief report regarding the benefits, challenges, and relevance of their research experiences and findings.

    Other (Term projects, research papers, portfolios, etc.)

    Course Capstone Project (also mentioned above) Throughout the semester, student scholars will plan, conduct and present their own anthropology 9 capstone projects. Students will select from a range of course topics which include a particular community's sacred story ("myth") or symbols, locally specific magical practices, a particular ritual, perspectives about death and afterlives, religious discourses and power, etc. Student scholars will demonstrate their understanding of basic anthropological approaches and methods within the design phase of their project. They will engage with anthropological methods to gather empirical data and grow their understanding of their topics via a combination of primary (ex. participant-observation, interviews, etc.) and secondary sources (via the Sierra College Library online databases). Scholars will then apply course concepts to examine their research findings, compile their work into a final version (ex. paper, brief video, podcast, presentation, etc.), and share with the class. Student scholars are encouraged to examine topics which will advance their personal, academic and/or professional interests.

    Required Materials

    • Anthropology of Religion, Magic, and Witchcraft
      • Author: Stein and Stein
      • Publisher: Prentice Hall
      • Publication Date: 2025
      • Text Edition: 5th
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • Introducing Anthropology of Religion: Culture to the Ultimate
      • Author: Jack Eller
      • Publisher: Routledge
      • Publication Date: 2022
      • Text Edition: 3rd
      • Classic Textbook?:
      • OER Link:
      • OER:
    • Beliefs: An Open Invitation to the Anthropology of Magic, Witchcraft, and Religion
      • Author: Zunner-Keating, Avetyan, and Shepard
      • Publisher: LibreTexts
      • Publication Date:
      • Text Edition:
      • Classic Textbook?:
      • OER Link:
      • OER: https://commons.libretexts.org/book/socialsci-176707

    Other materials and-or supplies required of students that contribute to the cost of the course.