The Coevolution of Language, Teaching, and Civil Discourse Among Humans
eBook - ePub

The Coevolution of Language, Teaching, and Civil Discourse Among Humans

Our Family Business

  1. English
  2. ePUB (mobile friendly)
  3. Available on iOS & Android
eBook - ePub

The Coevolution of Language, Teaching, and Civil Discourse Among Humans

Our Family Business

Book details
Book preview
Table of contents
Citations

About This Book

This booktraces the evolutionary trajectory of language and teaching from the earliest periods of human evolution to the present day. The author argues that teaching is unique to humans and our ancestors, and that the evolution of teaching, language, and culture are the inextricably linked results of gene-culture coevolutionary processes. Drawing on related fields including archaeology, palaeontology, cultural anthropology, evolutionary psychology and linguistics, he makes the case thatthe need for joint attention and shared goals in complex adaptive strategies is the underlying driver for the evolution of language-like communication. This book will be of interest to students and scholars of these disciplines, as well as lay readers with an interest in human origins.

Frequently asked questions

Simply head over to the account section in settings and click on “Cancel Subscription” - it’s as simple as that. After you cancel, your membership will stay active for the remainder of the time you’ve paid for. Learn more here.
At the moment all of our mobile-responsive ePub books are available to download via the app. Most of our PDFs are also available to download and we're working on making the final remaining ones downloadable now. Learn more here.
Both plans give you full access to the library and all of Perlego’s features. The only differences are the price and subscription period: With the annual plan you’ll save around 30% compared to 12 months on the monthly plan.
We are an online textbook subscription service, where you can get access to an entire online library for less than the price of a single book per month. With over 1 million books across 1000+ topics, we’ve got you covered! Learn more here.
Look out for the read-aloud symbol on your next book to see if you can listen to it. The read-aloud tool reads text aloud for you, highlighting the text as it is being read. You can pause it, speed it up and slow it down. Learn more here.
Yes, you can access The Coevolution of Language, Teaching, and Civil Discourse Among Humans by Donald M. Morrison in PDF and/or ePUB format, as well as other popular books in Education & Education General. We have over one million books available in our catalogue for you to explore.

Information

Year
2020
ISBN
9783030485436
© The Author(s) 2020
D. M. MorrisonThe Coevolution of Language, Teaching, and Civil Discourse Among Humanshttps://doi.org/10.1007/978-3-030-48543-6_1
Begin Abstract

1. Prologue: The Strangest Story Ever

Donald M. Morrison1  
(1)
Institute for Intelligent Systems, University of Memphis, Memphis, TN, USA
 
 
Donald M. Morrison
End Abstract
Let’s begin with a story, recognizing it’s just a story

Somewhere in Africa, some 6–10 million years ago, during the late Miocene—a period of gradual cooling and drying marked by shrinking forests and expanding grasslands—two small-brained, somewhat bipedal apes, daughters of the same mother, parted ways.
One sister wandered off with a band that ventured deeper into the receding jungle. Partly because her group specialized in gathering the fruits and tender young leaves so freely available in the treetops, their legs grew shorter over time and more powerful, the better for shimmying up tree trunks. Their toes and fingers grew longer, the better for grasping branches, but not so good for walking upright or the fine manipulation of tools. For safety, they slept in trees at night. When they descended to the ground during the day, they retained an ability to walk on two legs for short distances, but, like their cousins the gorillas, they came to rely on an awkward four-legged gait, supporting themselves in front with their knuckles.
In sexual matters, females on this sister’s side of the family pursued a clever “have your cake and eat it too” strategy: they mated with multiple partners during periods of relatively low fertility and then grew more selective during their much shorter periods of maximum fertility. In this way, females built useful affiliations with multiple males and at the same time exerted reasonable control over the fate of their own genes. For their part, males competed aggressively with each other for sexual access to willing females, taking on as many as would have them. However, given the paternity confusion resulting from their promiscuity, they had no reason to protect and provision particular females or even their own offspring. As a result, the males remained self-serving bachelors, leaving the females to forage alone for themselves and their young ones.
Like many other primates, males and females continued to manipulate and maintain their social relationships with other group members using a combination of snarling, aggressive displays—featuring their enlarged, sharpened canines—and, in their more peaceful hours, strengthening their affiliations by carefully stroking and plucking each other’s scaly, parasite-ridden pelts. They learned (by observing others) how to use rocks and sticks as foraging tools, but they never learned how to sharpen a stone and attach it to the end of a stick.
Like all primates, these animals sought to shape each other’s behavior using a rich repertoire of facial expressions, physical gestures, and vocalizations, sometimes for the benefit of others, as in the case of alarm calls, but more often for their own selfish purposes—to obtain food or sex or to frighten away competitors. And for some reason, perhaps for the same reason, it seems these creatures never developed the capacity to peer inside each other’s minds, to imagine the inner life, beliefs, and mental perspectives of another thinking being like themselves, or to consider the difference between their own beliefs and those of others. As a result, like all animals, they continued to be good learners, but, unlike some, they never engaged in anything much resembling intentional instruction. Today, we call this sister’s descendants chimpanzees.
The other sister’s band pursued a radically different path—an extraordinary, high-risk evolutionary journey that would eventually take twelve of her descendants to the cratered surface of the moon and back. As the journey started, these creatures began to forsake the relative safety of fruit-bearing trees in the shrinking rainforests for a riskier but potentially more prosperous life as itinerant foragers in the expanding woodlands, grassy savannas, river valleys, and other waterside habitats that had begun to appear in the wake of the receding jungles.
Along the way, something especially strange happened in the brains and bodies of these increasingly bipedal apes. Instead of mating freely with multiple partners, individual males and females began finding themselves attracted to special someones, often the brainier ones. Forsaking their earlier promiscuity, they began forming increasingly strong, relatively permanent bonds with their lovers, formed extended family groups, and began raising children together. No longer competing directly with other males for access to sex, and thereby freed from the need to keep a watchful eye on all the females in their groups, males came to engage in cooperative, increasingly long-distance foraging expeditions, returning to a base camp at the end of the day with food to share with their mates, children, and extended family members.
Partly because of the new social arrangements and division of labor, these creatures became better fed, lived longer, and began to expand their numbers. Most consequentially, nourished by their new diet, and in response to the new cognitive demands of family living, their brains began to grow larger in proportion to the rest of their bodies, eventually, over millions of years, tripling in size. As a result, and under building pressure to feed their burgeoning, energy-hungry brains, these animals, male and female alike, became increasingly skillful, opportunistic omnivores, learning to extract and process the wide variety of highly nutritious but difficult-to-acquire foods they discovered in their expanding territories: underground tubers, shellfish buried in mud, marrow hidden in the bones of scavenged carcasses left unattended by the original killers.
And as their brains grew bigger, they began to apply their intelligence in new ways. They learned to exploit the fracture properties of basalt and other volcanic rocks, knocking one rock against another to split off sharp flakes—good for sharpening sticks and stripping flesh from carcasses. Their hands, already equipped with shorter fingers and opposable thumbs, became increasingly adapted for gripping and precisely manipulating these new tools. Eventually, they learned to collectively track down and kill large animals, to control fire, to haft sharpened stones to sticks, to make boats and nets, to manufacture assault rifles. In the process, they damaged untold numbers of habitats, and directly or indirectly caused the extinction of untold numbers of other species.
Most remarkably, and long before assault rifles, these creatures had somehow grown what amounted to a kind of “third eye”—a highly evolved system of neural circuitry (grown from wiring inherited from their own primate ancestors) which allowed them to peer, with increasing acuity, into the minds of other members of their groups and imagine, however imperfectly, the perspectives and beliefs of a fellow thinker. At the same time, they became increasingly altruistic, willing to share information for the common good. They began directing each other’s attention, by pointing with their fingers, to objects and events of mutual concern in the immediate environment: a leopard in a tree, the tracks of other animals, distant food patches, the best place to hit a rock to strike off a sharp flake. Under pressure to communicate their beliefs and intentions more accurately and efficiently, they began to develop an increasingly sophisticated set of signals, in which certain conventionalized combinations of gestures, facial expressions, and vocalizations could be used to signal meanings quickly, with increasing precision. Eventually, these signals came to have internal, brain-based representations with both internal (mental) and external (real-world) referents—an expanding set of linguistic symbols. All manner of meanings could now be shared. Gestures and vocalizations could be used, not just to frighten and summon, but to convey helpful information: “Antelope carcass over there.” And to direct the behavior of others: “You go that way. I stay here.”
Because individuals who were even slightly better at using the new signaling system became better fed, better at attracting mates, and better at raising children to maturity, the genetic programs that made them better communicators and better mind readers spread throughout their populations. The new signaling system—language—had become part of their environment and had begun to shape the brains of its users for its own purposes.
Over millions of years, the nearly infinite complexity of the natural world—and the advantages that accrued to those who could better organize this complexity in their own minds and the minds of others—created pressure for ever more sophisticated and efficient versions of language. Along the way, the creature’s vocal and auditory systems became specialized for high-speed speech, capable of producing and interpreting strings of phonemes (speech sounds), representing an infinite number of possible meanings, at the rate of 10–15 per second.
The coevolution of brains, technology, and language had produced an animal with an entirely new way of thinking and communicating about the world with others, of engaging in joint activities for the common good, and of efficiently transmitting hard-won, life-sustaining knowledge and skill from experts to novices, down through the generations. The second sister’s descendants had become a new species of talking, teaching ape—the most ingenious species on Earth, and the most dangerous. They had become us.
© The Author(s) 2020
D. M. MorrisonThe Coevolution of Language, Teaching, and Civil Discourse Among Humanshttps://doi.org/10.1007/978-3-030-48543-6_2
Begin Abstract

2. Teaching in Humans and Other Animals

Donald M. Morrison1
(1)
Institute for Intelligent Systems, University of Memphis, Memphis, TN, USA
Donald M. Morrison
End Abstract
One morning a few years ago, during a visit to my in-laws in Hong Kong (just as I was beginning to write this book), I stepped into the elevator outside their flat. Wanting to descend to the ground floor, I found myself hesitating between pressing the button marked G, or just below, B. I’d used the same elevator many times before, and knew very well, or should have, that B would take me to the ground floor, the last stop. For some reason, probably because of the association between “G” and “ground,” I pressed G. When the door opened and I stepped out, I realized I’d landed on a floor one stop above my destination. So I walked down a flight. As I passed through the lobby, the Cantonese-speaking doorman greeted me, then said, in English, “For ground floor, press B.”
One night not long afterward, back in the United States, I was standing onstage in a music club in Memphis, Tennessee, “sitting in” on baritone saxophone next to my new friend Tommy Lee Williams, a professional tenor player. Between songs, Tommy Lee looked down at my setup (the crucial arrangement of mouthpiece, ligature, and reed) and said simply, “That’s right.” Weeks later, in the same setting, a trombonist took me aside between sets and said “Play the 5 down low.” I knew roughly what she meant—the “5” is the fifth note in any scale, an important note in the standard 1–4–5 blues progression. She was saying that I ought to play that note in the lower register of the horn, which is appropriate for the baritone saxophone, the lowest-pitched horn in the band. Possibly because I didn’t respond immediately, she then asked “What’s the 5 for F?” I understood the question, but couldn’t think of the answer. I felt confused, and slightly humiliated. I wanted to say, “That’s not the way I think
” but I let it go.
So, in the first case I was wrong, in the second I was right, and in the third, a little confused. In each case a fellow human had made an unsolicited effort to alter or add to what a psychologist might call my “mental state”—what I knew and was assumed to be thinking. The doorman, it seemed, had seen the elevator door open, the elevator empty, then, moments later, me trudging down the stairs. Knowing I was staying on the 8th floor, and quite likely having seen evidence of the same B/G confusion many times before, he must have supposed that I was operating under the influence of the understandable but incorrect assumption that G stood for “ground floor,” and felt obliged to correct my false belief. Tommy Lee’s comment was less subtle, less obviously necessary, but, to me, more useful. He must have assumed that, as an amateur musician, I’d appreciate feedback from an accomplished professional, and so he gave it. Sometimes it’s just as helpful to know you’re right as that you’re wrong. And in the third case, the trombonist had taken it upon herself to correct my choice of notes, by quizzing me, in the manner of a music teacher.
Although products of very different cultures, and living on opposite sides of the planet, both the Chinese doorman and the American musicians had demonstrated two apparently miraculous capacities—and one valuable and fortunate disposition. All were able to read (or at least had reason to think they could) the hidden contents of my brain. All knew how to produce, using their lungs, larynx, teeth, tongue, and lips, specially crafted packets of sound which, moving rapidly through the air, then impinging on my eardrums and thereby exciting complex neural circuitry, had the effect of producing physical changes in my brain, and therefore my mind, representing new thoughts and knowledge. And all three of my fellow humans had the inclination to employ these capacities, at some small cost to themselves, altruistically, for my own personal benefit, that is, to teach.
This is no small thing. The use of human language to pass along cultural knowledge and skill from expert to novice, and from one generation to the next, down through the ages, is, I hope to convince you, unique to our species. We take it for granted that we humans can make sounds that convey information and ideas, and cause others to behave in certain ways, and that we can make sense of, and learn from, the sounds that others make for this purpose. But this special power, which begins developing in all of us from conception, is no more unique nor astounding than other marvels of nature, including the ability of certain species of tiger moth to jam the sonar of moth-seeking bats (Miller and Surlykke 2001), the eight-figure waggle dance of the honey bee, through which it communicates to other bees the location and quality of a distant food source (von Frisch 1967), and the elephant’s trunk, which among other specialized features, is lined with chemoreceptors capable of detecting a python hidden in the grass a mile away. Uniqueness, as Steven Pinker has reminded us, is common in nature (Pinker 1995).
How, when, and why, one must wonder, did our distant ancestors ever become capable of this special form of communication and instruction? What is the relationship between teaching and language? How has human teaching developed over time? What exactly does it consist of? How does it vary across cultures, subcultures, and settings? Are some forms of teaching more effective than others? If so, why? To what extent, and in what ways, does expertise (in both teaching and learning) vary from one individual to another?
Given the crucial role of teaching in our own personal lives, in our children’s lives, and, even more importantly, in knitting together, repeatedly, in each generation, the fragile fabric of our civilized, technological society, it is hard to think of more important questions. We still don’t have definitive answers, but thanks to recent findings in a broad range of disciplines, scientists around the world have managed to fit together enough pieces of the puzzle that a recognizable, believable picture is beginning to emerge. And wh...

Table of contents

  1. Cover
  2. Front Matter
  3. 1. Prologue: The Strangest Story Ever
  4. 2. Teaching in Humans and Other Animals
  5. 3. Not a “Third Chimpanzee”
  6. 4. An Evolutionary Explosion
  7. 5. The Coevolution of Language, Brains, and Technology
  8. 6. Pointing: The Royal Road to Language?
  9. 7. Teaching from Childhood to Adulthood
  10. 8. Teaching and Learning as Language in Action
  11. 9. Civil Discourse: Thinking with Other Humans
  12. 10. The Emergence of Civil Discourse
  13. 11. Into the Uncertain Future
  14. 12. Epilogue: An Invitation
  15. Back Matter