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Show 150 Latin America," with distinguished scholar participants representing the fields of anthropology, art history, history and literature. Nationalism has been a ubiquitous and powerful phenomenon with roots reaching back to the struggles for independence and in some instances even earlier. The effort to form truly independent nations and to develop a sense of national identity grew in importance as the Latin American nations sought to achieve self-determination of their destinies and an improvement of their lot in a socio-economic sense. It's been a multifaceted phenomenon with political, diplomatic, economic and cultural manifestations. In recent years, attention has been drawn to manifestations of intellectual nationalism as well. For the principal speaker, our session was privileged to have the distinguished Professor Emeritus from the University of Pennsylvania, Arthur P. Whitaker. Because of the outstanding character of the other participants in this session, not to mention the diversity of disciplines represented, the "commentators" were not limited to remarks bearing on Professor Whitaker's paper, but rather were permitted to use his presentation as a point of departure for an essay focusing on aspects of nationalism from the viewpoint of the individual's own disciplines. Comas, Juan. "La antropologia en la formacion de profesionistas no antropologas," America Indigena, XXIX No. 3 (July, 1969), pp. 719- 726. English Summary: As a resume of this article "Anthropology in the preparation of professionals who are not anthropologists," the conclusions reached by the author are noted below: 1. That there be included in the programs of primary, secondary, preparatory and pre-vocational schools a subject entitled Introduction to General Anthropology, treated in the same broad form as any other subject considered basic. 2. That the contents of said course be prepared with an orientation adequate to each case, but including,of course, subjects that cover the two aspects of the problem: man himself and his cultural processes. 3. At the same time, and where it does not exist, at least one required course in General Anthropology should be established in the professional curricula of Normal Schools, Universities and other centers of higher learning for the preparation of teachers, doctors, biologists, historians, economists, sociologists, psychologists, engineers, architects, lawyers, criminologists, etc. 4. The content of such courses will vary in orientation and extent in accordance with the specific goal in each case, but they should always take up the basic problems both from the biological and cultural point of view. |