Instructor: Jeanine Pfeiffer, Department of Plant Pathology, College of Agricultural & Environmental Sciences
Description: Interdisciplinary review of herbal medicine as it is conceptualized, investigated, tested, and applied in native, immigrant, rural, and urban societies worldwide. Topics covered include ethnopharmacology, ethnobotany, zoopharmacognosy and medical anthropology. We investigate the perceptions, philosophies, and practices of different peoples relating to herbal medicine, and compare the similarities and differences between urban and rural populations, native residents and immigrants, Western scientists and indigenous communities, laboratory/field researchers and local health practitioners. Our case studies originate from the Amazon, the Andes, South Africa, Borneo, India, China, Mongolia, the United Kingdom, and the United States.Educational objectives are: To expose students to conceptual issues in herbal medicine from a broad, interdisciplinary, intercultural, and international perspective; To engage students in critical analyses of herbal medicine as it is defined, developed, used, and evaluated by scientists, practitioners, and individuals from a wide range of cultures; To expose students to practical issues associated with herbal medicine such as: plant biodiversity conservation, biochemical evaluation, “food as medicine” and drug-related health and safety issues; To increase student’s self-confidence in contributing to class discussions, asking questions, and critiquing scientific articles; and To provide students with a hands-on field exercise in plant identification. Course readings originate from interdisciplinary scientific journals (e.g., BioScience, Social Science & Medicine, New England Journal of Medicine, Economic Botany), ethnobotanical texts (e.g., The Shaman’s Apprentice), the internet, and from popular scientific and human-interest periodicals (e.g., Scientific American, HerbalGram).
Format: The two hours involve a combination of small-group (clusters of 2-4 students) and all-class discussions (students share ad-hoc and one-by-one; answers are compiled on the blackboard or OHP) and other participatory exercises facilitated by the instructor, supplemented with 2-3 guest lecturers and 2-3 documentary films during the quarter. A one-day field trip at the conclusion of the course takes the students to a nature reserve in the Sierra or Capay Valley where they are able to share the results of Part I of their Final Paper (description below). The instructor is accompanied by a volunteer botanist who assists with plant identification.Student preparation of written reports of 500-800 words on weekly reading assignments (see below) are required preparation prior to each class discussion session, as the results of students’ weekly reports are shared verbally in class. The written reports often call for students to conduct online (internet) searches, and to share their personal opinions and experiences relating to the course subject matter. Course readings originate from interdisciplinary scientific journals (e.g., Social Science & Medicine, BioScience, New England Journal of Medicine), ethnobotanical texts (e.g., The Shaman’s Apprentice), the internet, and from popular scientific and human-interest periodicals (e.g., Scientific American, Shaman’s Drum). The final paper consists of two parts: (PART I) a descriptive report on six native California medicinal plants traditionally used by Native California tribes in preparation for the field trip (to assist with recognition of plant species in the field and on-site, ad hoc, peer-teaching by students); and (PART 2) a 1000 word (minimum) conceptual review and critique of the course structure and topical areas (as a means of encouraging students to engage in an integrated thinking exercise). Grading: Punctual attendance and active contributions to small-group and all-class discussions: 40%; weekly written assignments: 40%; final paper; 20%.
About the Instructor: Dr. Pfeiffer is an ethnoecologist, who works with indigenous communities in SE Asia. Her research interests include biocultural diversity conservation, gender and the environment, traditional ecological knowledge, indigenous resource management, community-based & participatory action research, agrobiodiversity, agroecology, cultural ecology, historical ecology, ecotourism, biological invasions and biocultural diversity.