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- Gärdenfors, Peter, et al.
(author)
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Understanding by experiencing patterns
- 2008
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In: A Smorgasbord of Cognitive Science. - 9789157805324
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Book chapter (pop. science, debate, etc.)abstract
- This chapter focuses on the cognitive and emotional mechanisms of understanding. We propose that understanding consists in seeing or, more generally, experiencing a pattern. Patterns can be experienced by all sensory modalities and in abstract thinking, but here the focus is primarily on the visual modality. We discuss how understanding by experiencing patterns can be achieved in learning processes. The goal of education should be that students understand the material they study. We propose that this is achieved by helping them to discover patterns that they cannot find on their own. We also highlight the role of emotions in understanding, especially the subjective experience of an aha-feeling, which occurs when a pattern suddenly falls into place. Finally, we present some educational techniques such as visualizations, simulations, and intelligent tutoring systems that can be used for pointing out salient features in a pattern.
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| 4. |
- Gärdenfors, Peter, et al.
(author)
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Evolutionary mechanisms of teaching
- 2015
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In: Behavioral and Brain Sciences. - : Cambridge University Press. - 0140-525X .- 1469-1825. ; 38, s. 25-26
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Journal article (peer-reviewed)abstract
- We argue that Kline’s analysis does not account for the evolutionary mechanisms that can explain the uniqueness of human teaching. We suggest that data should be complemented by an analysis of archaeological material with respect to what forms of teaching are required for the transmission of technologies over generations.
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| 5. |
- Gärdenfors, Peter, et al.
(author)
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The Archaeology of Teaching and the Evolution of Homo docens
- 2017
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In: Current Anthropology. - : University of Chicago Press. - 0011-3204 .- 1537-5382. ; 58:2, s. 188-201
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Journal article (peer-reviewed)abstract
- Teaching is present in all human societies, while within other species it is very limited. Something happened during the evolution of Homo sapiens that also made us Homo docens—the teaching animal. Based on discussions of animal and hominin learning, we analyze the evolution of intentional teaching by a series of levels that require increasing capacities of mind reading and communication on the part of the teacher and the learner. The levels of teaching are (1) intentional evaluative feedback, (2) drawing attention, (3) demonstrating, (4) communicating concepts, and (5) explaining relations between concepts. We suggest that level after level has been added during the evolution of teaching. We demonstrate how different technologies depend on increasing sophistication in the levels of cognition and communication required for teaching them. As regards the archaeological evidence for the different levels, we argue that stable transmission of the Oldowan technology requires at least teaching by demonstration and that learning the late Acheulean hand-axe technology requires at least communicating concepts. We conclude that H. docens preceded H. sapiens.
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| 6. |
- Gärdenfors, Peter
(author)
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Demonstration and pantomime in the evolution of teaching
- 2017
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In: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 8:MAR
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Journal article (peer-reviewed)abstract
- Donald proposes that early Homo evolved mimesis as a new form of cognition. This article investigates the mimesis hypothesis in relation to the evolution of teaching. The fundamental capacities that distinguish hominin teaching from that of other animals are demonstration and pantomime. A conceptual analysis of the instructional and communicative functions of demonstration and pantomime is presented. Archaeological evidence that demonstration was used for transmitting the Oldowan technology is summarized. It is argued that pantomime develops out of demonstration so that the primary objective of pantomime is that the onlooker learns the motoric patterns shown in the pantomime. The communicative use of pantomime is judged to be secondary. This use of pantomime is also contrasted with other forms of gestures. A key feature of the analysis is that the meaning of a pantomime is characterized by the force patterns of the movements. These force patterns form the core of a model of the cognitive mechanism behind pantomime. Finally, the role of pantomime in the evolution of language is also discussed.
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| 7. |
- Gärdenfors, Peter
(author)
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Demonstration and pantomime in the evolution of teaching and communication
- 2021
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In: Language and Communication. - : Elsevier BV. - 0271-5309. ; 80, s. 71-79
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Journal article (peer-reviewed)abstract
- The article begins with a presentation of the role of demonstration and pantomime in the evolution of teaching building on Gärdenfors and Högberg (2017). In comparison to different forms of animal communication, demonstration is voluntary, intentional, honest, and directed to one or a few individuals. Then the differences between demonstration and pantomime is analyzed. An important factor is that a pantomime can be detached, that is, can refer to entities that are not present or to other moments of time. A key section of the article concerns the extension of pantomime from its use in teaching to a more general communicative use. I present six factors – communicative sign function, degree of detachment, pragmatic form, represented action, perspective, and degree of pretence, which – following a principle of cognitive parsimony – all suggest that pantomime for teaching is evolutionarily older.
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| 9. |
- Högberg, Anders, 1968-, et al.
(author)
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Children, Teaching and the Evolution of Humankind
- 2015
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In: Childhood in the Past. - : Taylor & Francis. - 1758-5716 .- 2040-8528. ; 8:2, s. 113-121
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Journal article (peer-reviewed)abstract
- Social learning is essential for human evolution. To achieve such learning, cultural processes which trigger the development of active teaching and intergenerational transmission and accumulation of knowledge are needed. The understanding of how such systems and processes were developed over a long time is essential for our understanding of human evolution. The identification of children’s learning activities in the archaeological record is crucial for how we may develop this understanding.
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| 10. |
- Högberg, Anders, 1968-, et al.
(author)
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Knowing, Learning and Teaching : How Homo Became Docens
- 2015
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In: Cambridge Archaeological Journal. - : Cambridge University Press. - 0959-7743 .- 1474-0540. ; 25:4, s. 847-858
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Journal article (peer-reviewed)abstract
- This article discusses the relation between knowing, learning and teaching in relation to early Palaeolithic technologies. We begin by distinguishing between three kinds of knowl- edge: knowing how, knowing what and knowing that. We discuss the relation between these types of knowledge and different forms of learning and long-term memory systems. On the basis of this analysis, we present three types of teaching: (1) helping and correcting; (2) showing; and (3) explaining. We then use this theoretical framework to suggest what kinds of teaching are required for the pre-Oldowan, the Oldowan, the early Acheulean and the late Acheulean stone-knapping technologies. As a general introductory overview to this special section, the text concludes with a brief presentation of the papers included.
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