Human behavior and thought often exhibit a familiar pattern of within group similarity and between group difference. Many of these patterns are attributed to cultural differences. For much of the history of its investigation into behavior and thought, however, cognitive science has been disproportionately focused on uncovering and explaining the more universal features of human minds—or the universal features of minds in general. -/- This entry charts out the ways in which this has changed over recent decades. It sketches the (...) motivation behind the cultural turn in cognitive science, and situates some of its central findings with respect to the questions that animate it and the debates that it has inspired. Woven throughout the entry are examples of how the cognitive science of culture, and especially its elevated concern with different forms of diversity and variation, continues to influence and be influenced by philosophers. -/- One cluster of philosophical work falls within the traditional subject matter of philosophy of science, in this case of the cognitive and social sciences. Philosophers have analyzed and assessed the methods and evidence central to the scientific study of cognition and culture, and have offered conceptual scrutiny, clarification, and synthesis. Research in a second vein sees philosophers themselves contributing more directly to cognitive scientific projects, (co)constructing theories, helping build computational models, even gathering empirical data. A third kind of work is naturalistic philosophy or philosophy of nature, wherein philosophers seek to use results from the cognitive science of culture to inform or transform debates over long-standing philosophical questions, including questions about the nature of philosophy and philosophical methodology itself. (shrink)

We discuss four interconnected issues that we believe have hindered investigations into how language may affect thinking. These have had a tendency to reappear in the debate concerning linguistic relativity over the past decades, despite numerous empirical findings. The first is the claim that it is impossible to disentangle language from thought, making the question concerning “influence” pointless. The second is the argument that it is impossible to disentangle language from culture in general, and from social interaction in particular, so (...) it is impossible to attribute any differences in the thought patterns of the members of different cultures to language per se. The third issue is the objection that methodological and empirical problems defeat all but the most trivial version of the thesis of linguistic influence: that language gives new factual information. The fourth is the assumption that since language can potentially influence thought from “not at all” to “completely,” the possible forms of linguistic influence can be placed on a cline, and competing theories can be seen as debating the actual position on this cline. We analyze these claims and show that the first three do not constitute in-principle objections against the validity of the project of investigating linguistic influence on thought, and that the last one is not the best way to frame the empirical challenges at hand. While we do not argue for any specific theory or mechanism for linguistic influence on thought, our discussion and the reviewed literature show that such influence is clearly possible, and hence in need of further investigations. (shrink)

Although the notion of natural behavior occurs in many policy-making and legal documents on animal welfare, no consensus has been reached concerning its definition. This paper argues that one reason why the notion resists unanimously accepted definition is that natural behavior is not properly a biological concept, although it aspires to be one, but rather a philosophical tendency to perceive animal behavior in accordance with certain dichotomies between nature and culture, animal and human, original orders and invented artifacts. The paper (...) scrutinizes the philosophy of natural behavior as it developed in the organic movement in response to a perceived contrast between industrialized and traditional agriculture. There are two reasons for focusing on the organic movement: (i) the emphasis on “the natural” is most accentuated there and has a long history, (ii) everyday life on organic farms presupposes human/animal interplay, which conflicts with the philosophical tendency to separate nature from culture. This mismatch between theory and practice helps us see why, and how, the philosophy of natural behavior needs to be reconsidered. The paper proposes that we understand farms as local human/animal cultures, and asks what we can mean my natural behavior in such contexts. Since domestic animals adapt to agricultural environments via interaction with caretakers, such interplay is analyzed as “hub” in these animals’ natural behavior. (shrink)

Hurley is right to reject the dichotomy between intentional agents and mere stimulus/response habit machines, and she is also right in thinking that it is important to map the space of systems for the adaptive control of behaviour. So there is much in this paper with which I agree. My disagreement concerns folk psychology. Hurley thinks that control space can be charted by asking whether and to what extent animals are intentional agents. In contrast, I doubt that the concepts of (...) folk psychology, especially folk psychology construed as an interpretative practice, are the right mapping tools. If the main function of folk psychology is to make sense of one another, coordinate joint action, or make decisions about moral and legal responsibility, then there is no point in applying folk psychological notions to nonhuman minds. These interpretative functions simply do not arise for our interaction with nonhuman minds, and if folk psychology serves largely as a social tool serving them, there is no need to apply it to nonhumans, nor is there a reasonable expectation that we can usefully do so. If folk psychology does not even carve our sensing and control mechanisms at the joints, if it is not a good theory of human cognitive architecture, then it is not likely to be wellsuited for describing those of nonhuman agents. (shrink)

Moral behaviour, based on social norms, is commonly regarded as a hallmark of humans. Hitherto, humans are perceived to be the only species possessing social norms and to engage in moral behaviour. There is anecdotal evidence suggesting their presence in chimpanzees, but systematic studies are lacking. Here, we examine the evolution of human social norms and their underlying psychological mechanisms. For this, we distinguish between conventions, cultural social norms and universal social norms. We aim at exploring whether chimpanzees possess evolutionary (...) precursors of universal social norms seen in humans. Chimpanzees exhibit important preconditions for their presence and enforcement: tolerant societies, well-developed social-cognitive skills and empathetic competence. Here, we develop a theoretical framework for recognizing different functional levels of social norms and distinguish them from mere statistical behavioural regularities. Quasi social norms are found where animals behave functionally moral without having moral emotions. In proto social norms, moral emotions might be present but cannot be collectivized due to the absence of a uniquely human psychological trait, i.e. shared intentionality. Human social norms, whether they are universal or cultural, involve moral emotions and are collectivized. We will discuss behaviours in chimpanzees that represent potential evolutionary precursors of human universal social norms, with special focus on social interactions involving infants. We argue that chimpanzee infants occupy a special status within their communities and propose that tolerance towards them might represent a proto social norm. Finally, we discuss possible ways to test this theoretical framework. (shrink)

According to the theory of natural pedagogy, humans have a set of cognitive adaptations specialized for transmitting and receiving knowledge through teaching; young children can acquire generalizable knowledge from ostensive signals even in a single interaction, and adults also actively teach young children. In this article, we critically examine the theory and argue that ostensive signals do not always allow children to learn generalizable knowledge more efficiently, and that the empirical evidence provided in favor of the theory of natural pedagogy (...) does not defend the theory as presented, nor does it support a weakened version of the theory. We argue that these problems arise because the theory of natural pedagogy is grounded in a misguided assumption, namely that learning about the world and learning about people are two distinct and independent processes. If, on the other hand, we see the processes as interrelated, then we have a better explanation for the empirical evidence. (shrink)

This article discusses some essential differences between the Cartesian and neo-Aristotelian conceptions of child development. It argues that we should prefer the neo-Aristotelian conception since it is capable of resolving the problems the Cartesian conception is confronted by. This is illustrated by discussing the neo-Aristotelian alternative to the Cartesian explanation of the development of volitional powers, and the neo-Aristotelian alternative to the Cartesian simulation theory and theory–theory account of the development of social cognition. The neo-Aristotelian conception is further elaborated by (...) discussing how it differs from both behaviorism and cognitive neuroscience. (shrink)

In the generative tradition, the language faculty has been shrinking—perhaps to include only the mechanism of recursion. This paper argues that even this view of the language faculty is too expansive. We first argue that a language faculty is difficult to reconcile with evolutionary considerations. We then focus on recursion as a detailed case study, arguing that our ability to process recursive structure does not rely on recursion as a property of the grammar, but instead emerges gradually by piggybacking on (...) domain-general sequence learning abilities. Evidence from genetics, comparative work on non-human primates, and cognitive neuroscience suggests that humans have evolved complex sequence learning skills, which were subsequently pressed into service to accommodate language. Constraints on sequence learning therefore have played an important role in shaping the cultural evolution of linguistic structure, including our limited abilities for processing recursive structure. Finally, we re-evaluate some of the key considerations that have often been taken to require the postulation of a language faculty. (shrink)

This review examines cross-cultural differences in interoception and the role of culturally bound epistemologies, historical traditions, and contemplative practices to assess four aspects of culture and interoception: (1) the extent to which members from Western and non-Western cultural groups exhibit differential levels of interoceptive accuracy and somatic awareness; (2) the mechanistic origins that can explain these cultural differences, (3) culturally bound behavioral practices that have been empirically shown to affect interoception, and (4) consequences for culturally bound psychopathologies. The following outlines (...) the scope of the scientific review. Part 1 reviews studies on cultural variation in spontaneous somatic word use, linguistic expressions, traditional medical practices, and empirical laboratory studies to assess the evidence for cultural differences in somatic processes. Integration of these findings suggests a startling paradox: on the one hand, non-Western cultures consistently exhibit heightened somatic focus and awareness across a variety of contexts; on the other hand, non-Western cultures also exhibit less interoceptive accuracy in laboratory studies. Part 2 discusses the various mechanistic explanations that have been proposed to explain these cultural differences in somatic awareness and interoceptive accuracy, focusing on cultural schemas and epistemologies. Part 3 addresses the behavioral and contemplative practices that have been proposed as possible “interventions,” or methods of cultivating bodily awareness and perceptual accuracy. Finally, Part 4 reviews the consequences of interoception for psychopathology, including somatization, body dysmorphia, eating disorders, and anxiety disorders. (shrink)

If I lose my key in Canada, for instance, and I search for it in the United Kingdom, how long will I take to find it? This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream (...) education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education. (shrink)

Imitation, deliberation, and mindreading are characteristically human sociocognitive skills. Research on imitation and its role in social cognition is flourishing across various disciplines. Imitation is surveyed in this target article under headings of behavior, subpersonal mechanisms, and functions of imitation. A model is then advanced within which many of the developments surveyed can be located and explained. The shared circuits model (SCM) explains how imitation, deliberation, and mindreading can be enabled by subpersonal mechanisms of control, mirroring, and simulation. It is (...) cast at a middle, functional level of description, that is, between the level of neural implementation and the level of conscious perceptions and intentional actions. The SCM connects shared informational dynamics for perception and action with shared informational dynamics for self and other, while also showing how the action/perception, self/other, and actual/possible distinctions can be overlaid on these shared informational dynamics. It avoids the common conception of perception and action as separate and peripheral to central cognition. Rather, it contributes to the situated cognition movement by showing how mechanisms for perceiving action can be built on those for active perception.;>;>The SCM is developed heuristically, in five layers that can be combined in various ways to frame specific ontogenetic or phylogenetic hypotheses. The starting point is dynamic online motor control, whereby an organism is closely attuned to its embedding environment through sensorimotor feedback. Onto this are layered functions of prediction and simulation of feedback, mirroring, simulation of mirroring, monitored inhibition of motor output, and monitored simulation of input. Finally, monitored simulation of input specifying possible actions plus inhibited mirroring of such possible actions can generate information about the possible as opposed to actual instrumental actions of others, and the possible causes and effects of such possible actions, thereby enabling strategic social deliberation. Multiple instances of such shared circuits structures could be linked into a network permitting decomposition and recombination of elements, enabling flexible control, imitative learning, understanding of other agents, and instrumental and strategic deliberation. While more advanced forms of social cognition, which require tracking multiple others and their multiple possible actions, may depend on interpretative theorizing or language, the SCM shows how layered mechanisms of control, mirroring, and simulation can enable distinctively human cognitive capacities for imitation, deliberation, and mindreading. (shrink)

I defend the view that we should not overintellectualize the mind. Nonhuman animals can occupy islands of practical rationality: they can have contextbound reasons for action even though they lack full conceptual abilities. Holism and the possibility of mistake are required for such reasons to be the agent's reasons, but these requirements can be met in the absence of inferential promiscuity. Empirical work with animals is used to illustrate the possibility that reasons for action could be bound to symbolic or (...) social contexts, and connections are made to simulationist accounts of cognitive skills. (shrink)

Joseph Henrich and Richard McElreath begin their survey of theories of cultural evolution with a striking historical example. They contrast the fate of the Bourke and Wills expedition — an attempt to explore some of the arid areas of inland Australia — with the routine survival of the local aboriginals in exactly the same area. That expedition ended in failure and death, despite the fact that it was well equipped, and despite the fact that those on the expedition were tough (...) and experienced. For survival in such areas depended on accumulated local knowledge. The locals had learned how detoxify seeds before making bread from them, and how to catch the local fish. Bourke and Wills and their companions lacked this local knowledge, and died as a result (Henrich and McElreath 2003). (shrink)

In this paper I argue, first, that human lifeways depend on cognitive capital that has typically been built over many generations. This process of gradual accumulation produces an adaptive fit between human agents and their environments; an adaptive fit that is the result of hidden‐hand, evolutionary mechanisms. To explain distinctive features of human life, we need to understand how cultures evolve. Second, I distinguish a range of different evolutionary models of culture. Third, I argue that none of meme‐based models, dual (...) inheritance models, nor Boyd and Richerson's models fully succeed in explaining this adaptive fit between agent and the world. I then briefly develop an alternative. Finally, I explore (in a preliminary way) constraints on cultural adaptation. The processes of cultural evolution sometimes built a fit between agents and their environment, but they do not always do so. Why is folk medicine, for example, so much less reliable than folk natural history? (shrink)

The dominant theory of the evolution of moral cognition across a variety of fields is that moral cognition is a biological adaptation to foster social cooperation. This chapter argues, to the contrary, that moral cognition is likely an evolutionary exaptation: a form of cognition where neurobiological capacities selected for in our evolutionary history for a variety of different reasons—many unrelated to social cooperation—were put to a new, prosocial use after the fact through individual rationality, learning, and the development and transmission (...) of social norms. This chapter begins with a brief overview of the emerging behavioral neuroscience of moral cognition. It then outlines a novel theory of moral cognition that I have previously argued explains these findings better than alternatives. Finally, it shows how the evidence for this theory of moral cognition and human evolutionary history together suggest that moral cognition is likely not a biological adaptation. Instead, like reading sheet music or riding a bicycle, moral cognition is something that individuals learn to do—in this case, in response to sociocultural norms created in our ancestral history and passed down through the ages to enable cooperative living. (shrink)

Observations of animals engaging in apparently moral behavior have led academics and the public alike to ask whether morality is shared between humans and other animals. Some philosophers explicitly argue that morality is unique to humans, because moral agency requires capacities that are only demonstrated in our species. Other philosophers argue that some animals can participate in morality because they possess these capacities in a rudimentary form. Scientists have also joined the discussion, and their views are just as varied as (...) the philosophers’. Some research programs examine whether animals countenance specific human norms, such as fairness. Other research programs investigate the cognitive and affective capacities thought to be necessary for morality. There are two sets of concerns that can be raised by these debates. They sometimes suffer from there being no agreed upon theory of morality and no clear account of whether there is a demarcation between moral and social behavior; that is, they lack a proper philosophical foundation. They also sometimes suffer from there being disagreement about the psychological capacities evident in animals. Of these two sets of concerns—the nature of the moral and the scope of psychological capacities—we aim to take on only the second. In this chapter we defend the claim that animals have three sets of capacities that, on some views, are taken as necessary and foundational for moral judgment and action. These are capacities of care, capacities of autonomy, and normative capacities. Care, we argue, is widely found among social animals. Autonomy and normativity are more recent topics of empirical investigation, so while there is less evidence of these capacities at this point in our developing scientific knowledge, the current data is strongly suggestive. (shrink)

The main goal of this paper is to develop further a quasi-fideistic Wittgensteinian view on the nature of religious beliefs proposed by Duncan Pritchard (Pritchard, 2000; Pritchard, 2012a; Pritchard, 2012b; Pritchard, 2015; Pritchard forthcoming). According to Pritchard, Wittgenstein's thoughts on religion may be connected with the epistemological perspective developed in his final notebooks On Certainty (Wittgenstein, 1969), where Wittgenstein argues that our empirical beliefs rest upon grounds (i.e., hinge commitments) that cannot be rationally defended, but that we nonetheless find certain. (...) Pritchard proposes that the idea of hinge commitments may be extended to religious beliefs as well, and argues that if this is done, religious beliefs may turn out to be no less defensible than our nonreligious, empirical beliefs. Pritchard provides a preliminary analysis of the kinds of hinge commitments as well as of their characteristics. In this paper our main concern is to engage in further analysis of these commitments. Such analysis seems to be necessary if we are to grasp the way faith relates to the rest of human knowledge. Moreover, we suggest that the best way to approach this task is by asking how we acquire basic hinge commitments. In order to answer this question we need to consult not only philosophers but also developmental and social psychologists, and see how children acquire knowledge of religious as well as nonreligious beliefs. (shrink)

A leading theoretical framework for naturalistic explanation of mind holds that we explain the mind by positing progressively "stupider" capacities ("homunculi") until the mind is "discharged" by means of capacities that are not intelligent at all. The so-called homuncular fallacy involves violating this procedure by positing the same capacities at subpersonal levels. I argue that the homuncular fallacy is not a fallacy, and that modern-day homunculi are idle posits. I propose an alternative view of what naturalism requires that reflects how (...) the cognitive sciences are actually integrating mind and matter. (shrink)

What would be an adequate theory of social understanding? In the last decade, the philosophical debate has focused on Theory Theory, Simulation Theory and Interaction Theory as the three possible candidates. In the following, we look carefully at each of these and describe its main advantages and disadvantages. Based on this critical analysis, we formulate the need for a new account of social understanding. We propose the Person Model Theory as an independent new account which has greater explanatory power compared (...) to the existing theories. (shrink)

This article questions traditional approaches to the study of primate cognition. Because of a widespread assumption that cognition in non-human primates is genetically encoded, these approaches neglect how profoundly apes’ cultural rearing experiences affect test results. We describe how three advanced cognitive abilities – imitation, theory of mind and language – emerged in bonobos maturing in a Pan/Homo culture.

Donald Davidson has long maintained that in order to be credited with the concept of objectivity – and, so, with language and thought – it is necessary to communicate with at least one other speaker. I here examine Davidson's central argument for this thesis and argue that it is unsuccessful. Subsequently, I turn to Robert Brandom's defense of the thesis inMaking It Explicit.I argue that, contrary to Brandom, in order to possess the concept of objectivity it is not necessary to (...) engage in the practice of interpersonal reasoning because possession of the concept is independently integral to the practice of intrapersonal reasoning. (shrink)

This article addresses a classical question: Can a machine use language meaningfully and if so, how can this be achieved? The first part of the paper is mainly philosophical. Since meaning implies intentionality on the part of the language user, artificial systems which obviously lack intentionality will be `meaningless'. There is, however, no good reason to assume that intentionality is an exclusively biological property and thus a robot with bodily structures, interaction patterns and development similar to those of human beings (...) would constitute a system possibly capable of meaning – a conjecture supported through a Wittgenstein-inspired thought experiment. The second part of the paper focuses on the empirical and constructive questions. Departing from the principle of epigenesis stating that during every state of development new structure arises on the basis of existing structure plus various sorts of interaction, a model of human cognitive and linguistic development is proposed according to which physical, social and linguistic interactions between the individual and the environment have their respective peaks in three consecutive stages of development: episodic, mimetic and symbolic. The transitions between these stages are qualitative, and bear a similarity to the stages in phylogenesis proposed by Donald and Deacon. Following the principle of epigenetic development, robotogenesis could possibly recapitulate ontogenesis, leading to the emergence of intentionality, consciousness and meaning. (shrink)

This paper discusses recent research on humanoid robots and thought experiments addressing the question to what degree such robots could be expected to develop human-like cognition, if rather than being pre-programmed they were made to learn from the interaction with their physical and social environment like human infants. A question of particular interest, from both a semiotic and a cognitive scientific perspective, is whether or not such robots could develop an experiential Umwelt, i.e. could the sign processes they are involved (...) in become intrinsically meaningful to themselves? Arguments for and against the possibility of phenomenal artificial minds of different forms are discussed, and it is concluded that humanoid robotics still has to be considered “weak” rather than “strong AI”, i.e. it deals with models of mind rather than actual minds. (shrink)

CDA has become widespread not only in Europe but also in the international arena. The concept and practice of the ‘critical’ may become problematic when they cross cultural, social and political boundaries. This paper focuses on the meanings of the English word critical and on the Chinese words used to translate it. We assume that the meaning of each set of words is linked to the historical discourse practices in which it emerged. We briefly examine the cultural and socio-political histories (...) of the two sets with a view to stimulating questions concerning the question: Is the concept and practice of critique culturally relative or a human universal? We suggest some ways in which this fundamental question, not hitherto posed in CDA, may be approached in today's global scientific environment. (shrink)

I argue for two claims. First I argue against the consensus view that accurate behavioral prediction based on accurate representation of cognitive states, i.e. mind reading , is the sustaining function of propositional attitude ascription. This practice cannot have been selected in evolution and cannot persist, in virtue of its predictive utility, because there are principled reasons why it is inadequate as a tool for behavioral prediction. Second I give reasons that favor an alternative account of the sustaining function of (...) propositional attitude ascription. I argue that it serves a mind-shaping function. Roughly, propositional attitude ascription enables human beings to set up regulative ideals that function to mold behavior so as to make it easier to coordinate with. (shrink)

The paper examines some of the questions emerging from the debate on mindreading regarding Quine’s legacy and contribution to a new agenda on the issue. Since mindreading is an exercise in folk-psychology, a) which role folk psychology has to play according to Quine? b) was Quine’s account of mindreading closer to theory-theory, simulation theory or hybrid theory? c) was Quine a rationality theorist? d) are hybrid-theory and rationality theory incompatible as many would suggest? On the score of the answers to (...) these questions, the paper tries to suggest a Quinean inspired blend of rationality-based and hybrid view-based strategies to explain mindreading. (shrink)

In recent years, the social dimensions of selfhood have been discussed widely. Can you be a self on your own or only together with others? Is selfhood a built-in feature of experience or rather socially constructed? Does a strong emphasis on the first-personal character of consciousness prohibit a satisfactory account of intersubjectivity or is the former rather a necessary requirement for the latter? These questions are explored in the following contribution.

Simulationists have recently started to employ the term "empathy" when characterizing our most basic understanding of other minds. I agree that empathy is crucial, but I think it is being misconstrued by the simulationists. Using some ideas to be found in Scheler's classical discussion of empathy, I will argue for a different understanding of the notion. More specifically, I will argue that there are basic levels of interpersonal understanding - in particular the understanding of emotional expressions - that are not (...) explicable in terms of simulation-plus-projection routines. (shrink)

Quite a number of the philosophical arguments and objections currently being launched against simulation (ST) based and theory-theory (TT) based approaches to mindreading have a phenomenological heritage in that they draw on ideas found in the work of Husserl, Heidegger, Sartre, Merleau-Ponty, Stein, Gurwitsch, Scheler and Schutz. Within the last couple of years, a number of ST and TT proponents have started to react and respond to what one for the sake of simplicity might call the phenomenological proposal (PP). This (...) paper addresses some of these critical responses, and distinguishes—in the process—substantive disagreements from terminological issues and other issues that are symptomatic of different research agendas. It does so by focusing specifically upon some objections made by Pierre Jacob. These epitomize the kinds of concerns that are being raised about PP at the moment, and thus facilitate a reply on behalf of PP that also applies more generally. (shrink)

A key issue in social intelligence design is the realization of artifacts that can fluently communicate with people. Thus, we proposed a two-layered approach to enhance a robot’s capacity of involvement and engagement. The upper layer flexibly controls social interaction by dynamic Bayesian networks (DBN) representing social interaction patterns. The lower layer improves the robustness of the system by detecting rhythmic and repetitive gestures. We designed a listener robot that can follow and record humans’ explanation on how to assemble and/or (...) disassemble a bicycle. The implementation of this system is described by assembling the key algorithms presented in this paper. (shrink)

Archaeology can provide two bodies of information relevant to the understanding of the evolution of human cognition – the timing of developments, and the evolutionary context of these developments. The challenge is methodological. Archaeology must document attributes that have direct implications for underlying cognitive mechanisms. One example of such a cognitive archaeology is found in spatial cognition. The archaeological record documents an evolutionary sequence that begins with ape-equivalent spatial abilities 2.5 million years ago and ends with the appearance of modern (...) abilities in the still remote past of 400,000 years ago. The timing of these developments reveals two major episodes in the evolution in spatial ability, one, 1.5 million years ago and the other, one million years later. The two episodes of development in spatial cognition had very different evolutionary contexts. The first was associated with the shift to an open country adaptive niche that occurred early in the time range of Homo erectus. The second was associated with no clear adaptive shift, though it does appear to have coincided with the invasion of more hostile environments and the appearance of systematic hunting of large mammals. Neither, however, occurred in a context of modern hunting and gathering. Key Words: Archaeology; evolution; Homo erectus; spatial cognition; symmetry. (shrink)

Young children learn to make sense of the world through mimetic processes. These processes are focused to begin with on their parents, brothers and sisters and people they know well. Young children want to become like these persons. They are driven by the desire to become like them, which will mean that they belong and are part of them and their world. Young children, and indeed humans in general are social beings. They, more than all non-human primates, are social beings (...) who cannot survive without the Other. In mimetic processes the outside world becomes the inner world and the inner world becomes the outside world. The imaginary is developed and the imaginary develops ways of relating to the outside world. In a mimetic loop, this in turn affects the inner world of the imaginary. These processes are sensory and governed by desire. All the senses are involved which means that the imaginary has multiple layers. Since there is an intermingling of images, emotions and language, these processes are rooted in the body and at the same time transcend the body as they become part of the imaginary. Human beings create images of themselves in all cultures and historical periods. They need these images to understand themselves and their relationship to other human beings and to develop social relations and communities. Images of the human being are designs and projections of the human being and his or her relationship to other people and to the world. They are formed to visualize representations of individuals or aspects of them. They arise when we communicate about ourselves. They support us to live with diversities and to develop similarities and feelings of belonging with other people. They are the result of complex anthropological processes, in which social and cultural power structures play an important role. (shrink)

Summary The movement of repetition is irrevocably linked to the constitution of the human body and is therefore a human condition. The process of hominisation makes this clear. In the body of Homo sapiens and in his movements a connection between nature and culture is created. The movement of repetition is of central importance. Repetition is essential for the evolution of Homo sapiens, the development of communities and individuals. Repetitions are mimetic; they lead to productive imitations in which new elements (...) and events also emerge. Mimetic movements and the repetitive aspects they contain open up the historical and cultural world to people. Repetitions in rituals lead to the acquisition of an implicit silent practical body knowledge. The emotions arising in mimetic processes are movements through which an orientation in the world takes place. The imaginations based on the eccentricity of the human being and on movements of repetition contribute to the development of a collective and individual imaginary. (shrink)

To a great extent, cultural learning is mimetic learning, which is at the center of many processes of education, self-education, and human development. It is directed towards other people, social communities and cultural heritages and ensures that they are kept alive. Mimetic learning is a sensory, body-based form of learning in which images, schemas and movements needed to perform actions are learned. This embodiment is responsible for the lasting effects that play an important role in all social and cultural fields. (...) A mimetic process creates both similarities and differences to the situations or persons to which or whom they relate. By participating in the living practices of other people, humans expand their own life-worlds and create for themselves new ways of experiencing and acting. Receptivity and activity overlap. In all areas of human existence rituals and gestures are important for the mimetic development of body knowledge. Embodied knowledge is indispensable in religion, politics, economy, science, families, and education. It helps us to deal with difference and alterity and to create a sense of community and social relationships. It also enables us to assign meaning and structure to human relations. Ritual knowledge facilitates both continuity and change, as well as experiences of transition and transcendence. (shrink)

Der Beitrag untersucht, welche Rolle Glaubenssysteme im Anthropozän spielen. Behandelt wird einmal das Glaubenssystem, auf dessen Grundlage alle Fakten und Argumente so organisiert und interpretiert werden, dass sie dazu beitragen, die negativen Auswirkungen des Anthropozäns zurückzuweisen. Der Schwerpunkt des Artikels liegt jedoch auf den Glaubenssystemen, in deren Rahmen umfangreiche Forschungen nachweisen, dass große Teile der Menschheit für die Fehlentwicklungen im Anthropozän verantwortlich sind. Eine „dunkelgrüne Religion“ beeinflusst die Wahrnehmung, Untersuchung und Interpretation der Natur und begründet die Kritik an den negativen (...) Entwicklungen unter Bezug auf religiöse Glaubens- und Referenzsysteme. Sodann werden sakralen Formen der Kritik beschrieben, wie sie z.B. in der Bewegung „Fridays for Future“ sichtbar werden. Deutlich wird dabei, dass grundlegende Veränderungen gesellschaftlichen Verhaltens in Glaubenssystemen verankert sein müssen, um die intendierte Wirksamkeit zu entfalten. (shrink)

Humans are standouts in their propensity to trade. More specially, the kind of trading found in humans—featuring the exchange of many different goods and services with many different others, for the mutual benefit of all the involved parties—far exceeds anything that is found in any other creature. However, a number of important questions about this propensity remain open. First, it is not clear exactly what makes this propensity so different in the human case from that of other animals. Second, it (...) is not clear why other animals did not acquire this propensity to the extent that humans did. Third, it is not clear what explains the fact that the extent to which humans engage in trade is culturally highly variable. The paper argues that at the heart of the human-animal divergence in this propensity is the particular socio-cultural environment in which humans evolved. This has led them to sometimes, but not always, acquire the cognitive technology (writing, algebra, tallying devices, money, etc.) to support a sophisticated disposition and capacity for reciprocal cooperation, and deep and wide concepts of property and exchange value. (shrink)

In the context of two examples from child conversation the author exemplifies the kinds of attributional process that can be uncovered through detailed examination of interaction. Although these processes implicate an orientation to psychological states by the child their specification does not depend on claims regarding the child’s cognitive processes. Nevertheless this specification can have a bearing on the adequacy of theories of cognitive processes, by locating competences that such theories should be able to account for. These issues are related (...) to research on ‘theory of mind’, discursive psychology and Vygotskyan psychology. (shrink)

The present essay aims to throw light on the study of dialectical thinking from a cultural-historical perspective. Different forms of dialectic are articulated as ideal types, including the Greek dialectic, the Hegelian dialectic, the contemporary German negative dialectic, the Chinese dialectic, and the Indian negative dialectic. These influential cultural products in the history of the East and the West, articulated as ideal types, serve as constellations that could facilitate further empirical studies on dialectical thinking. An understanding of the complexity of (...) these constellations reveals the pitfalls of investigating dialectical thinking without an appropriate conceptualization of the research target. With the ideal types of dialectic as "figure," and Vygotsky's thesis of the cultural-historical origin of higher psychological processes as "ground," we explore possibilities for further lines of inquiry on dialectical thinking. Adhering to the Scribnerian multilevel scheme that reconstructs Vygotsky's thesis, and returning to the core ideas of Vygotsky himself, we discover new, meaningful questions about the study of dialectical thinking. In the research area of "culture and cognition," consideration of a cultural-historical perspective appears to be both necessary and promising. (shrink)

Toolmaking requires motor skills that in turn require handedness, so that there is no competition between the two sides of the brain. Thus, handedness is not necessarily linked to vocalization but to the origin of causal beliefs required for making complex tools. Language may have evolved from these processes.

This analysis places the English translation of Heinrich Popitz’s Phenomena of Power: Authority, Domination, and Violence in the broader tradition of philosophical anthropology. It is argued anthropological arguments such as that offered by Popitz give insights not otherwise available to strict disciplinary inquiries. Poptiz’s discussion of power also suggests an important tension in philosophical anthropology. While Popitz contends power relations are “humanly produced realities” not “imposed by nature,” he nevertheless provides some support that physical and biological factors might contribute to (...) an understanding of power. This discussion illustrates this tension using examples drawn from Popitz discussion of power, threats of violence, and the exercise of authority. (shrink)

The evolution of human symbolic capacity must have been very rapid even in some intermediate stage (e.g. the proto-symbolic behavior of Homo erectus). Such a rapid process requires a runaway model. The type of very selective and hyperbolically growing self-organization called “hypercyle” by Eigen and Schuster could explain the rapidity and depth of the evolutionary process, whereas traditional runaway models of sexual selection seem to be rather implausible in the case of symbolic evolution. We assume two levels: at the first (...) level the species is adapted to ecological demands and accumulates the effects of this process in the genome. At the second level a kind of social/cultural knowledge is accumulated via a set of symbolic forms, one of which is language. Bühler’s model of three basic functions of signs can also be elaborated so that its cyclic structure becomes apparent. We assume that the hypercyclic process of semiosis and functional differentiation was triggered in 2 my BP (with the Homo erectus) and got more and more speed with the species Homo sapiens and later. The consequences for the evolutionary stratification of human languages will be drawn in the last section of the paper. The basic aim of the paper is to provide a semiotic (and not just a linguistic) explanation of the origin of language which can be linked to relevant models in evolutionary biology and which exploits the possibilities contained in self-organizing systems. (shrink)

The social, behavioral, and a good chunk of the biological sciences concern the nature of individual agency, where our paradigm for an individual is a human being. Theories of economic behavior, of mental function and dysfunction, and of ontogenetic development, for example, are theories of how such individuals act, and of what internal and external factors are determinative of that action. Such theories construe individuals in distinctive ways.

The present study deals with the problem of the acquisition of language in children in the light of rationalist philosophy of mind and philosophy of language. The main objective of the paper is to present the way Gerauld de Cordemoy’s views on the nature of language, including its socio-linguistic aspects, and on the process of speech acquisition in children are reflected in contemporary writings on how people communicate with each other. Reflections on 17th-century rationalist philosophy of mind and the latest (...) research conducted within the field of cognitive abilities of human beings indicate that between those two spheres many similarities could be discerned in terms of particular stages of the development of speech and its physical aspects. (shrink)

This account will demonstrate that the element of surprise is a fundamental device in establishing double consciousness regimes; it further shows how such dialogic paradigms foster abductive inferences by filtering out irrelevant percepts/antecedents. The account sets up Peirce’s Pheme to be the primary device which shocks interpreters’ sensibilities – starting them on a course to question conflicting principles between ego and non-ego. The natural disposition of surprise to instantaneously deliver insight into which antecedents are relevant to vital, anomalous consequences demonstrates (...) its indispensability in generating logical and semiotic advances. For Peirce, vividness, as an element of surprise in Secondness, is largely responsible for the nuts and bolts of how surprise facilitates logic; its means to activate searches for plausible antecedents makes vividness the prime candidate. The success of vividness at turning the mind of interpreters to new ways of explaining the consequence largely hinges upon the external properties of the unexpected consequence – not merely objects’ instantaneity, but their striking characteristics, as well. Even though vividness is external, it produces internal responses, in the form of a war against feelings. In this way, double consciousness paradigms are initiated, which, in turn, call for hypothesis generation. (shrink)

Explaining the causal origins of what are taken to be uniquely human capacities for understanding the mind in the first years of life is a primary goal of social cognitive development research, which concerns so called “theory of mind” or “mindreading” skills. We review and discuss particular examples of this research in the context of its underlying evolutionary conceptual framework known as the neo-Darwinian modern synthesis. It is increasingly recognized that the modern synthesis is limited in its neglect of developmental (...) issues. A recent convergence of work from diverse sources, including but not limited to evolutionary developmental biology (evo-devo) and developmental systems approaches, demonstrate the need for a developmental expansion of modern evolutionary theory. We attempt to show that not only are nativist explanations of early human social cognition vulnerable to the criticisms of this developmental shift in thinking, but that these criticisms also problematize the dominant and more mainstream theories in early social cognitive development research. We conclude by discussing the importance of developmental analysis in understanding the ontogeny of cognitive capacities in individuals as well as species. (shrink)