Document Type
Contribution to Book
Journal/Book Title
Evolutionary Perspectives on Education and Child Development
Publication Date
Summer 7-15-2016
Publisher
Springer
Abstract
In this chapter I argue that teaching, as we now understand the term, is historically and cross-culturally very rare. It appears to be unnecessary to transmit culture or to socialize children. Children are, on the other hand, primed by evolution to be avid observers, imitators, players and helpers—roles that reveal the profoundly autonomous and self-directed nature of culture acquisition (Lancy in press a). And yet, teaching is ubiquitous throughout the modern world—at least among the middle to upper class segment of the population. This ubiquity has led numerous scholars to argue for the universality and uniqueness of teaching as a characteristically human behavior. The theme of this chapter is that this proposition is unsustainable. Teaching is largely a result of recent cultural changes and the emergence of modern economies, not evolution.
Recommended Citation
David F. Lancy. "Teaching.Natural or Cultural?" Heidelberg, DEEvolutionary Perspectives on Education and Child Development. (2016) Available at: http://works.bepress.com/david_lancy/138/
Included in
Archaeological Anthropology Commons, Biological and Physical Anthropology Commons, Child Psychology Commons, Family, Life Course, and Society Commons, Social and Cultural Anthropology Commons
