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Children of hunter-gatherers, the way of
learning and the evolution of modern humans
Hideaki Terashima, Kobe Gakuin Univ.
1
ⓒ K.Imamura
ⓒ K.Imamura
ⓒ K.Imamura
ⓒ K.Imamura
“Replacement drama”• Neanderthals disappeared about
30,000 years ago.
• How and why did that happen?
• Many theories and debates:
• Competitive replacement by the violence or pathogens?
• Did Neanderthals fail to adapt to changing environment?
• Interbreeding or absorption by H. sapiens?
• H. sapiens survived and prospered, but how and why?
旧人ネアンデルタール 新人サピエンス
2
Neanderthals Sapiens
50,000~60,000 BP 40,000~50,000 BP
ca. 40,000 BPca. 30,000 BP
Replacement of Neanderthals by Homo sapiens 3
ヨーロッパ大陸における交替劇の証拠:旧人( )と新人( )遺跡の盛衰パタン(遺跡移動平均値は van Andel et al 2003に基づく)
��������
道具箱ムステリアン
オーリナシアン
Mousterian
Aurignacian
ice age
coldlast ice age : coldest and
longestwarmwarm
Neanderthals Sapiens
x1000 years ago
num
ber
of s
ites
per
1000
yrs cold
Differences in stone tools and replacement drama 4
Neanderthals Homo sapiens
section 1 simulates
evolution of learning ability
and human distribution
section I1 reconstructs and compares
learning behavior
section III inspects
function of reconstructed
fossil brain
differenceof
learningability
Learning theory and the “replacement drama” project
section of coordination
paleoecologypopulation geneticscomputer simulation
archaeology cultural anthropology
paleoanthropologybrain science
from 2010 to 2014
developmental psychology
5
Learning theory• “social learning”
• imitative learning; effective cultural transmission
• “individual learning”
• innovation by each person; creating new culture
• Neanderthals --- good at social learning, but not at individual learning ⇒ being limited in a familiar environment
• Homo sapiens --- good at social learning, and also at individual learning ⇒ actively moving to new environments
6
Learning behavior of children among hunter-gatherers
• Necessity of ethnography of children in hunting and gathering societies
• How do children learn in hunting and gathering societies?
• How does cultural transmission take place?
• How do children develop creativity?
• Problems so far
• little concern to children due to “little adults” image
• seeing children only from adult’s viewpoint⇒ “socialization theory”• less attention to changes that existing patterns (structure)
7
3 key points of the researchhunting
and gathering
children
play
→ background of human evolution
→ long learning period in childhood
→ good activity for learning and innovation
→ learning ability and creativity
→ spontaneous participation by own decision
→ multi-aged group for cultural transmission and learning
life style
subjects of
learning
place of learning
8
cultural transmission and creation
Learning through participation to play groups
children
adults
indirect orientation
band & family
play groupimitation
innovation
growth
spontaneous participation
no schoolno teaching
9
ⓒ H.Terashima
ⓒ N.Kamei
ⓒ H.Terashima
ⓒ H.Terashima
ⓒ H.Terashima
play
children
hunting & gathering
Participant observation among children’s world
★viewpoint of children
★ children playing with peers★relationship in a multi-age play group
★ children’s own aims and motivation
freedom
autonomy
creativity
fun and joy
10
Plays among the Baka
play related to subsistence activities hunting, fishing, gathering, ... 15 kinds
(64 cases)
song, dance, music play song, dance, drum play, ... 13 (65)
play related to body and physical exercise wrestling, chasing, tag, ... 13 (23)
playing house cooking, making a house, ... 20 (36)
Play with modern toys toy cars, toy radio, toy motorcycles ... 9 (29)
play of competitive games soccer, group game, board game 3 (26)
others mimicking workers, art drawing, magic play, ... 12 (26)
85 kinds in 269 cases observed(Kamei, N. 2010)11
Hunter-gatherers and learning behavior
• Play activities are learning by themselves.
• Hunting and gathering is full of fun and joy. Children learn through imitating subsistence activities in play groups.
• Collaborate learning in play groups leads to smooth development of children to adulthood.
• Non-teaching learning enhances autonomy and creativity of children.
• Smooth transition occurs from play to real subsistence activities through multi-aged play group.
12
People in this project
Mbuti
Baka & Aka
Inuit
Aborigines
Bushmen
13
ⓒ H.Terashima
ⓒ S.Kubota
ⓒ K.Imamura
ⓒ K.Omura
ⓒ S.Kubota
ⓒ K.Imamura
ⓒ N.Kamei
Learning through observation
observation&
imitation
music play
cracking nut shells making arrows
preparing a spear
fish cooking
fishing
adult to childchild to child
14
all photos ⓒ H.Terashima
Imitation of adults’ activities 15
ⓒ S.Kubota
ⓒ H.Terashima
ⓒ S.Kubota
ⓒ N.Kamei
ⓒ S.Kubota
ⓒ K.Imamura
ⓒ S.Kubota
ⓒ K.Imamura
ⓒ H.Terashima
ⓒ N.Kamei
Play and play groups 16
ⓒ S.Kubota
ⓒ S.Kubota
ⓒ H.Terashima ⓒ H.Terashima
ⓒ K.Imamura
ⓒ H.Terashima
ⓒ K.Omura
ⓒ K.Imamura
ⓒ K.Omura