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Soci 302 - Ethnic and Racial Inequality Midterm Exam (David Ryniker; UBC Fall 2021) CA$58.28   Add to cart
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Soci 302 - Ethnic and Racial Inequality Midterm Exam (David Ryniker; UBC Fall 2021)

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Fall 2021 MIDTERM examination (questions & answers) for SOCI 302 (Ethnic & Racial Inequality) taught by David Ryniker at UBC (Vancouver). I got 86%.

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  • January 11, 2022
  • 9
  • 2021/2022
  • Exam (elaborations)
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SOCI 302 (102) Midterm Take Home Exam Raisah Ismail (99860116) 1


SOCI 302 (102) Midterm Take Home Exam

4. How did European debates and ideas about human diversity - from the 16th century

onward - relate to philosophical schools in the ancient world?

Prior to the 15th century, societies were ordered based on kinship with most individuals

living as peasants and engaging in simple production or small bands of hunters and gatherers.

Books were a rarity and there was no printing press yet meaning many people were illiterate,

thus very few people knew about places far away from them or about people who looked or

lived differently from them, making the idea of human diversity virtually non-existent.

Furthermore, the work of important scholars (such as Herodotus, Ibn-Khaldun, and Marco

Polo) contain no evidence of utilising “race” as a system of classification despite observing

people who may physically vary from themselves. Herodotus made associations between

ethnicity and social, mental and behavioural characteristics. For example, he described the

Greeks with adjectives such as “clever” and “brave” whilst describing others (i.e., non-Greeks)

as “barbarians” who lacked these qualities. Although his system of classification was very

ethnocentric, it did not have a “racial” basis as he utilised an environmentalist approach in an

attempt to explain these differences. Thus, this suggests that our ancestors in the ancient world

(up until the 16th century or later) did not know of “race” as a concept or as a term of

classification.

In the 15th century, Europeans began adopting new ways of perceiving the world. New

sailing technology in combination with innovations in the printing press and media resulted in

Columbus’s Voyage in 1492 and Vasco da Gama’s Voyage in 1493 becoming widespread

knowledge. The development of the printing press allowed for widespread literacy which

enabled Europeans to read accounts about faraway places and learn about people who were

very different from themselves. Philosophical schools in the ancient world also played a pivotal

role in the modern development of the concept of “race”. Platonic Thought laid the foundation

, SOCI 302 (102) Midterm Take Home Exam Raisah Ismail (99860116) 2


for the development of logic as it is “the contemplation of what cannot be directly seen or

witnessed but inferred”. Diverging from Plato, Aristotle goes on to focus on two ideas;

empiricism (which placed an emphasis on observation) and a hierarchy of existence (also

referred to as the “great chain of being”). Giovanni Pico Della Mirandola’s 15th-century texts

“Oration on the Dignity of Man” and “On Being and Unity” attempts to reconcile the works of

Plato and Aristotle by arguing that “being and oneness are equal” – the foundation for

humanism which argues that the human quest for knowledge is central to their status in the

great chain of being. Following this, in the 17th century, Isaac Newton and Gottfried Leibniz

invented calculus which attempts to derive unseen facts (i.e., factual) from observed facts. In

the 18th century, Carolus Linnaeus’s reframes Aristotle’s “great chain of being” into a

classification system of the diversity of life which is based on observations of resemblances.

All of these ideas would later on play a vital role in the development of the concept of “race”

as individuals found it easy to follow Aristotle’s hierarchy of existence by placing different

kinds of humans into a hierarchical chain of being through the utilisation of logic and calculus

to explain these differences using factual such as facial angles, phrenology and IQ tests.

An example of European ideas that use such factual to explain human diversity would

be Pieter Camper’s “Facial Angles” which was published in the 18th century. In his work,

Camper characterised individuals by their facial measurements and suggested that Africans

were closer to apes than human beings and that White individuals were the “most evolved”.

Heavily rooted in scientific racism, his work was regarded as very influential with his ideas

being used to support the idea that White individuals were the most evolved and therefore

superior simply based on their facial measurements.

Another example of European ideas that use factual to explain human diversity would

be Franz Joseph Gall’s “Phrenology” which was promoted in several works culminating in the

19th century. Gall believed that the brain was the organ of the mind meaning that it was made

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