When I started this blog, I had no idea that this was my introduction to human, and that my path lays in social anthropology. I was simply answering my own questions that arose on the road of motherhood, delving more and more into the nature of things. Now I have found a name for it, and therefore, finding information has become even easier. In particular, I just completed the second course in anthropology from the “Cultural Project” – Anthropology of Childhood.
If the first course gave me a general idea of what anthropology is all about (and gave me a lot of pointers), the second one touched more closely on the topic of Prynadia’s blog, introducing me to the anthropology of childhood. The project also includes an up-to-date course on the anthropology of war and many other excellent courses on humanitarian topics. The strongest point of the project is the dedicated lecturers who are really interesting to listen to, in particular the lecturers of the two courses I listened to – anthropologist Tina Polek and culturologist Larysa Osadcha.
Anthropology of childhood
Курс зачепив кілька тем, яких я торкалася тут раніше, що підкреслило, що я у правильному місці, зокрема, я писала про історію виховання, особливості французького виховання, неперекладні терміни щастя з різних куточків світу, транзакційний аналіз. Загалом курс охопив виховні традиції Японії, Китаю, США, Франції, Ізраїля, Фінляндії, Швеції та України з точки зору соціально-антропологічних досліджень, а також додав культурологічної та психологічної нотки. Нотки, які цілком могли б бути оркемими курсами).
The course touched on several topics that I also touched on here before, which emphasized that I am in the right place, in particular, I wrote about the history of upbringing, the peculiarities of French upbringing, untranslatable terms of happiness from different parts of the world, transactional analysis. In general, the course covered the educational traditions of Japan, China, the USA, France, Israel, Finland, Sweden and Ukraine from the point of view of socio-anthropological research, and also added a cultural and psychological note. Notes that could totally be entire separate courses).
Components of childhood
Anthropologists study childhood to understand how cultures shape the experiences, development, and socialization of children, and thus future adults. Here are the key points:
- Cultural variability: Concepts of childhood and expectations of children vary across cultures. What is considered acceptable behavior, responsibilities and milestones can vary greatly from one society to another.
- Socialization and personality formation: Childhood is a critical period for socialization when children learn the norms, values, and roles of their society. This process helps shape their identity and place in the culture.
- Initiation into adulthood: Many cultures have special rituals or festivals that mark the transition from childhood to adulthood. These rituals may include ceremonies, learning, or maturity tests. For example, some indigenous peoples of Australia have a tradition of initiation into maturity, when young men spend a whole six months alone with the wild nature (for example, the Pitjantjatjara people).
- The role of play: Play is generally recognized as important for child development, but its forms and purposes may vary. In some cultures, play is highly structured and educational, while in others it is more free and creative.
- Education and training: The methods and content of education differ from culture to culture, reflecting different priorities and values. In some societies, education is formal and school-based; in others, it is informal, with knowledge transmitted through oral traditions and routines.
- Family and community involvement: In some cultures, raising children is a collective responsibility where family and community members play an active role. In others, it is more focused on the nuclear family.
- Childhood as a Social Construction: Anthropologists view childhood not simply as a biological phase, but as a social structure shaped by economic, political, and cultural factors. This perspective helps to understand how the experience of childhood is influenced by broader social structures and what is the place of the person in society in general.
What is unbringing
The essence of education can be condensed into the transfer of values and culture-appropriate sense of responsibility and independence to the child, in particular, collectivist and individualistic types of cultures are distinguished. I liked Larisa Osadcha’s thesis that the best thing parents can give their children is a sense of dignity and recognition.
Intercultural analysis of upbringing
Here is a brief comparison of childhood and upbringing in Japan, China, Israel, Sweden, Finland, France, USA and Ukraine:
Collectivistic and individualistic cultures:
- Collectivists (Japan, China, Israel): Emphasis on group harmony, family devotion, respect for authority, and social responsibility. Education is strict, discipline, academic success as a value.
- Individualists (USA, Sweden, Finland): Emphasis on self-expression, independence, and personal achievement. Education is child-centered, fosters creativity and critical thinking, with less emphasis on standards and knowledge checks. After moving to Sweden, I finally found peace between myself and the environment, because we share common values.
Family composition:
- Traditional (Japan, China, Ukraine): Emphasis on family hierarchy and respect for elders with a mix of nuclear and extended families. I think Ukraine is slowly drifting away from here.
- Egalitarian (Sweden, Finland): Priority is given to gender equality and work-life balance, where both parents share responsibility for raising children.
Education:
- Rigorous and test-oriented (Japan, China, Ukraine): Academic success is highly valued, with an emphasis on structured study and exam preparation.
- Child-centered (Sweden, Finland): Education systems prioritize student well-being, creativity, and minimal homework.
Play:
- Structured (Japan, China): Play often involves organized activities with less time for unstructured play due to academic pressure.
- Unstructured (Sweden, Finland): Play is often outdoors and unstructured, reflecting the cultural emphasis on nature and a balanced life.
Socialization:
- Respect and Resilience (Israel, Ukraine): Children are raised with a sense of resilience shaped by the country’s history and challenges, with an emphasis on social responsibility and commitment to family/state. Israel, in my opinion, is generally based on this.
- Politeness and self-reliance (France, USA): Children are taught to be polite, confident and independent, focusing on personal achievement and success.
Culture of shame / Culture of guilt
A culture of shame
The culture of shame is based on the external control of human behavior, where the emphasis is on how a person is perceived by others. Shame occurs when a person does not meet society’s expectations or violates social norms, which leads to social condemnation.
In such cultures, it is important to save face, reputation, and honor. People control their behavior to avoid condemnation from society, family or group of people. These are, for example, Japan, China, Korea and other East Asian countries.
Culture of guilt
Guilt culture is based on internal control of behavior through conscience and moral principles. Guilt occurs when a person violates their own internal moral norms, which leads to feelings of guilt, even if no one knows about it.
Such cultures emphasize internal moral values and individual responsibility. People control their behavior to avoid feeling guilty about themselves or their own moral code. These are, for example, the USA, Germany, Scandinavian countries.
Summary
What in the summary? 1. The Cultural Project’s course “Anthropology of childhood” is not disclosed in the article, if you understand what I mean) 2. I want more of that course, about more countries. After all, such things help a lot to understand what kind of world we live in, what causes such a difference between cultures and how to peacefully coexist with it.
Literature
- Julie Lythcott-Haims – “How to Raise an Adult: Preparing a Child for a Successful Life”
- Pamela Druckerman – ‘Bringing Up Bébé
- Brenna Hassett – Growing Up Human
- David F. Lancy – The Anthropology of Childhood
