Precursors: Joint
Attention & Deixis |
Likely Emergence: Homo ergaster About 2 million years ago |
Products: Ostensive-Inferential
Communication Protolanguage
1 |
References and other reading |
R. Boyd, P.J. Richerson
& J. Henrich (2011). The
cultural niche: Why social learning is essential for human adaptation.
In PNAS, 108:2, 10918-10925. |
L. Fogarty, P. Strimling
& K.N. Laland (2011). The Evolution of Teaching.
In Evolution, 65:10, 2760-2770. |
P. Gärdenfors & A. Högberg
(2017). The
Archeology of Teaching and the Evolution of Homo docens. In Current Anthropology, 58:2,
188-208. |
Discussion |
Teaching
and learning of skills refers to the human ability
to share knowledge across individuals and generations. Boyd, Richerson and Henrich (2011) argue that the culture of
teaching is even more crucial for the human species’ evolutionary success
than its cognitive abilities. Their main argument is that humans rely on
gradually accumulated knowledge that could not be acquired by an individual. If the main advantage of humans was
cognition it should be possible to figure out how to prosper in any
environment, which is unlikely. This emphasizes the importance of teaching
and learning from others for the human population. The
levels of teaching defined by Gärdenfors and Högberg (2017) show clearly which forms of teaching exist
and from which point on humans surpass other species. A basic distinction is
made between non-intentional and intentional teaching. Many animals show
non-intentional teaching by giving their offspring opportunities for
imitating or emulating their behaviour. It is a matter of debate whether
animals show intentional teaching. Humans, on the other hand, are capable of all
levels of intentional teaching. These include intentional evaluative
feedback, demonstrating, communicating concepts and
explaining relationships between concepts. For the two highest levels
symbolic language is more efficient, which links to human language
development. As an
example, Gärdenfors and Högberg
(2017) use Oldowan tool-making-skills. This
primarily involved knapping, which requires demonstration. Teaching is
necessary to establish it within a culture and to make it accessible for
further improvements. This relates directly to the importance of cultural
learning emphasized by Boyd, Richerson and Henrich
(2011). The
question remains why other species have only adopted teaching to a slight
extent. Fogarty, Strimling and Laland
(2011) suggest that teaching is only
favoured when pupils cannot easily acquire skills individually or through
imitation. However, teaching is also only favoured when skills are not too
difficult to acquire, as otherwise the teacher might lack knowledge to pass
it on. This might explain the rarity of teaching among animals. One reason
why humans developed teaching is the fact that our
“cumulative culture renders otherwise difficult-to-acquire valuable
information available to teach” (Fogarty, Strimling
& Laland, 2011, p. 2760). This corresponds with
Boyd, Richerson and Henrich’s (2011) argument that
the human species’ success is mainly achieved through the ability to share
gradually accumulated knowledge. It can
be concluded that especially advanced levels of teaching and learning greatly
rely on human cumulative culture and fostered human language development. Kerstin
Groetzer, 2019 |