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ARCH20520

Academic Year 2026/2027

How Archaeologists Think: an introduction to archaeological theory (ARCH20520)

Subject:
Archaeology
College:
Social Sciences & Law
School:
Archaeology
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Assoc Professor Neil Carlin
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The module is designed to enable you to grasp the basics of archaeological theory. It builds on themes of archaeological study and interpretation introduced in prior modules by examining the ways in which archaeologists make sense of the past: the kinds of questions we ask, how we answer them, and why we ask these sorts of questions. This is because the ways in which we think about the past directly influence what (we think) we know about it.

Together, we will examine the history of archaeological thought: introducing the key thinkers in archaeology from the nineteenth century to the present, examining how they developed and transformed the approaches of their predecessors. We explore the ways in which different philosophers and thinkers influenced these developments in the theory and practice of archaeology, as well as their broader social and economic context.

The module is constructed around weekly sessions. Each week you will be expected to do work in advance (e.g. reading and keeping a reflective learning journal) and be prepared to contribute in class.

You will be encouraged to participate actively in understanding how archaeological thought changed over time and to also confront your own ideas about human culture.

Particular attention is paid to enabling you to critically reflect on the approaches taken to the study of the human past, especially how you personally approach archaeological evidence. This will equip you for all your subsequent Archaeology modules and assist you in relating issues of archaeological interpretation back to key debates in the wider humanities and social sciences.

Note: No Generative AI content is allowed in the final submission for assessments in this module. You may choose to use Generative AI for brainstorming, creating structures and generating ideas for improving work, but remember that this can bring you down a confusing and incorrect path. Have confidence in your own reading, thoughts and voice.

About this Module

Learning Outcomes:

On completion of this module, you will be able to:
1. Identify major shifts in traditions of archaeological interpretation and place these in their historical context
2. Characterise the key debates that shape archaeological thinking, and compare different schools of thought within archaeology
3. Apply different archaeological approaches to the interpretation of archaeological evidence and appreciate the value of these to understanding the human past
4. Recognise and question the theoretical assumptions underlying the interpretations you encounter
5. Demonstrate competencies in a wide range of transferable skills, such as:
---------------------- comparing and contrasting different forms of archaeological information
----------------------- evaluating evidence and alternative ideas
---------------------- investigating interpretations and identifying problems
---------------------- articulating your observations and arguments about these
---------------------- increased tolerance for ambiguity


Indicative Module Content:

The module is divided into 6 blocks relating to different schools of thought or particular themes:
1: Culture Historical approaches
2: New/Processual Archaeology
3: Post-Processual Archaeology: Interpretative & Symbolic
4: Agency, Materiality, Phenomenology, Gender, Colonialism & Rascism
5. Posthumanism and new materialism

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Novice

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

50
Autonomous Student Learning

26
Lectures

18
Seminar (or Webinar)

6
Total

100

Approaches to Teaching and Learning:
Lectures will include quite a significant amount of individual and collaborative active/task-based learning and peer-discussion to facilitate student-centred learning. As a key component of the course, you will be required to independently conduct directed pre-learning activities using provided resources . This is necessary to sufficiently increase your knowledge of key concepts in advance of each class to be able to actively participate during class-based activities where you will have the opportunity to apply and construct your knowledge and get feedback on your understandings. For example, you will work in small groups to develop and present interpretations of an archaeological site/problem from a particular interpretative perspective. In short, this module will require your active engagement with the challenge of managing your learning! This results in more effective learning, better retention of information and better performance in assessments!

Archaeological theory is extensive, and its not possible to be comprehensive in our coverage here. Rather, we are trying to introduce you to some major issues within the history of the subject, and also to show you the connections with other disciplines and wider currents of thought.

Students often find this module challenging at the start, this is because archaeological theory contains a lot of new language which you might not have encountered before and also encourages you to think differently about the world. You will be encouraged to consider the politics/ethics of how we interpret the past and to recognise your own cultural biases and move beyond them.

NOTE: You may choose to use generative AI (Artificial Intelligence) assessments for this module for the following purposes ONLY:
(1) for correction (to correct spelling, grammar and punctuation)
(2) for citation (to arrange references according to a particular citation style).
(3) to organise the structure of an essay (though this is not encouraged because it deskills you)
(4) to find, learn about and understand suitable resources (i.e. for background research - though this is not encouraged because it deskills you).
(5) for brainstorming and generating ideas, but this is really not encouraged.It can lead you down a confusing and incorrect path and seriously undermine your skills. Have confidence in your own reading, thoughts and voice.
Other uses of AI are NOT permitted (e.g. to generate text). Do not use AI to do your critical thinking for you because this deprives you of the opportunity to maintain or sharpen your thinking processes

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Incompatibles:
ARCH20020 - Interpreting Archaeology

Additional Information:
Archaeology PhD students (DRHSC001 Z117, DRHSC001 Z118) may audit this module only.


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Portfolio: You will be required to write up a portfolio of a selection of three of your four interpretations of the Tell Machus site based on your workshop tasks in weeks 2, 4, 5 and 6. Word count c. 2500 words Week 8 Graded No
45
 No
Reflective Assignment: You will need to select your three best logbook entries based on your readings and add a self critical reflection showing how your thinking about archaeology has changed during the modul Week 14 Graded No
55
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

UCD School of Archaeology uses grading rubrics to provide feedback in Brightspace for all modules. Feed forward details are provided to help you think about how you to improve your approach in future assignments. Self-assessment activities: students complete self-assessment prior to submission of assignments. Week 8 Portfolio: written individual feedback & Group/class feedback provided 3 weeks after submission deadline. Week 14 Journal: written individual feedback provided 3 weeks after submission deadline

Please note that you are not required to buy any of these books. They're all available in UCD Library, and often online as well as paper versions. If you do want to buy one or two, Harris & Cipolla 2017 and Johnson are most useful.

Crellin, R.J., 2020: Change and archaeology, London: Routledge

Harris, O & Cipolla, C. 2017. Archaeological theory in the new millennium. Introducing current perspectives. London & New York: Routledge.

Hodder, I (ed.) 2012 Archaeological Theory Today (Second Edition). Cambridge. Polity

Johnson, M. (multiple editions) Archaeological theory: an introduction. Oxford: Blackwell.

Trigger, B. 1989. A history of archaeological thought. Cambridge University Press.

Cipolla, C., Crellin,R. & Harris.O 2023. Archaeology for Today and Tomorrow. London & New York: Routledge.


Name Role
Professor Joanna Bruck Lecturer / Co-Lecturer
Assoc Professor Neil Carlin Lecturer / Co-Lecturer
Ms Angela McAteer Lecturer / Co-Lecturer
Assoc Professor Rob Sands Lecturer / Co-Lecturer
Assoc Professor Jessica Smyth Lecturer / Co-Lecturer
Professor Graeme Warren Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Fri 13:00 - 14:50
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