Not available to order
Publication date:
30 October 2014Length of book:
190 pagesPublisher
Rowman & Littlefield PublishersISBN-13: 9781442226975
How do archaeologists think? How do they use the scattered and often-fragmentary remains from the past—both historical and excavated—to create meaningful, sensible interpretations of human history? In Archaeological Thinking, Charles E. Orser Jr., provides a commonsense guide to applying critical thinking skills to archaeological questions and evidence.
Rather than critiquing and debunking specific cases of pseudo-archaeology or concentrating on archaeological theory, Orser considers the basics of scientific thinking, the use of logic and analogy, the meaning and context of facts, and the evaluation of source materials. He explains, concisely and accessibly, how archaeologists use these principles to create pictures of the past and teaches students to develop the skills needed to make equally reasoned interpretations.
Rather than critiquing and debunking specific cases of pseudo-archaeology or concentrating on archaeological theory, Orser considers the basics of scientific thinking, the use of logic and analogy, the meaning and context of facts, and the evaluation of source materials. He explains, concisely and accessibly, how archaeologists use these principles to create pictures of the past and teaches students to develop the skills needed to make equally reasoned interpretations.
Anthropologist Orser wrote his book for students and educated readers. He describes how to think about the past like an archaeologist and is eminently successful in that effort. In the first chapter, he discusses critical thinking versus belief, the relation between science and history, and a brief history of archaeological thinking. Following chapters cover such topics as systematic approaches to critical thinking, the nature of facts and their selection, the use of logic both deductive and inductive, the various uses of analogy, the use of sources as evidence, and the use of artifacts as evidence. Throughout, Orser provides helpful examples, mostly drawn from the realm of pseudo history—the Great Pyramid as a power plant, the myth of the Mound Builders, and St. Brendan’s discovery of America, among others. The final chapter discusses the dangers of faulty archaeological thinking through the examples of the racist interpretations placed on the ruins of Great Zimbabwe and the work of Nazi archaeologists supporting Aryans as innately superior. At times, Orser seems to privilege scientific thinking over historical thinking, but overall, this book should be a model for similar titles in other disciplines and of interest to anyone teaching critical thinking. Summing Up: Highly recommended. All public and undergraduate collections.