Teaching and Learning Subsistence Skills: Did Premodern Hominins Use Language to Do It?

2015 ◽  
Vol 25 (4) ◽  
pp. 901-908 ◽  
Author(s):  
Rudolf Botha
Keyword(s):  
Present Article ◽  
Teaching And Learning ◽  
Modern Humans ◽  
Evolution Of Language ◽  
Hunter Gatherers ◽  
The Social ◽  
Traditional Cultures ◽  
Social Use ◽  
Linguistic Behaviour

Two recent studies—the first by MacDonald & Roebroeks (2013), the second by Tallerman (2013)—draw inferences about the social use of language by premodern hominins from data about the linguistic behaviour of modern hunter-gatherers and other modern people with traditional cultures. Such inferences cannot be sound, though, unless they meet a particular requirement: they need appropriate warrants. These have to serve as conceptual bridges that span the ontological gap between the behaviours and capacities of modern humans and those of the premodern hominins concerned. Interestingly, both MacDonald & Roebroeks and Tallerman make a serious attempt to support their respective inferences with the aid of such conceptual bridges. The present article inquires whether these bridges are strong enough to serve this purpose, and argues that both bridges have components that are harmful to their solidity. In the process of arguing this, the article pursues the question of the conditions under which uniformitarian assumptions can be used as components of the substructure of the conceptual bridges needed for underpinning inferences about the use of language in the teaching and learning of subsistence skills by premodern hominins. More generally, the article elucidates an important limitation of the ethnographic record as a putative window on the evolution of language.

scholarly journals When Individuals Do Not Stop at the Skin

2010 ◽  
Author(s):  
Alan Barnard
Keyword(s):  
Social Networks ◽  
Group Size ◽  
Collective Consciousness ◽  
Social Brain ◽  
Evolution Of Language ◽  
Hunter Gatherers ◽  
Theoretical Concepts ◽  
The Social ◽  
Three Phases

This chapter examines contemporary hunter-gatherer societies in Africa and elsewhere in light of the social brain and the distributed mind hypotheses. One question asked is whether African hunter-gatherers offer the best model for societies at the dawn of symbolic culture, or whether societies elsewhere offer better models. The chapter argues for the former. Theoretical concepts touched on include sharing and exchange, universal kin classification, and the relation between group size and social networks. The chapter offers reinterpretations of classic anthropological notions such as Wissler's age-area hypothesis, Durkheim's collective consciousness and Lévi-Strauss's elementary structures of kinship. Finally, the chapter outlines a theory of the co-evolution of language and kinship through three phases (signifying, syntactic and symbolic) and the subsequent breakdown of the principles of the symbolic phase across much of the globe in Neolithic times.

scholarly journals Lithic resources as a proxy for the social use of territory among hunter-gatherers of Central Chile

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Luis Eduardo Cornejo Bustamante ◽  
Patricio Galarce Cornejos ◽  
Miguel Saavedra Villanueva ◽  
Lorena Sanhueza Riquelme
Keyword(s):  
Raw Materials ◽  
Cost Benefit ◽  
Wide Distribution ◽  
Hunter Gatherers ◽  
Central Chile ◽  
Fine Grain ◽  
Siliceous Rocks ◽  
The Social ◽  
Lithic Raw Materials ◽  
Social Use

This paper presents the results of a study of the composition of lithic raw materials from the contexts of archaeological sites of hunter-gatherers of Central Chile (latitudes 33° to 34.5° S) between 5000 to 1000 years BP. This territory is characterized by a wide distribution of certain coarse and medium-grained lithic raw materials (andesite, basalt and granite), preferably used in low formatted tools, and the specific location of those of fine grain (obsidian and siliceous rocks), suitable for bifacial reduction, only in some localities. In this analysis, 22 sites have been included, each of which presents different proportions of these raw materials in their context, a set that, when analysed in terms of the diversity of each case, generated clear spatial groupings which were ratified by means of a principle component analysis. These groupings of sites are located in direct association with the lithic landscape of different localities within the region, although we propose that the simple cost-benefit explanation would not account for their formation. According to the authors, these groups would be marked by behaviours that can only result from social restrictions on access to certain sources of these raw materials, especially considering that the distances between their location and the position of the different sources in several cases is not too large to be considered a factor in itself. These restrictions could be interpreted as the existence of socially different groups within the study area, a question that is compared with ethnographic data currently available on the size of the territories of different groups of hunter-gatherers and their annual mobility ranges.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

Termin kandaulos/kandylos (κανδαυλοσ/ κανδυλοσ) na podstawie λεχεων συναγωγη Focjusza oraz "Commentari ad Homeri Iliadem" Eustacjusza z Tessaloniki

Vox Patrum ◽  
2010 ◽  
Vol 55 ◽  
pp. 361-373
Author(s):  
Maciej Kokoszko ◽  
Katarzyna Gibel-Buszewska
Keyword(s):  
Social Status ◽  
Present Article ◽  
The Other ◽  
Other Hand ◽  
The Social ◽  
Cooked Meat

The present article focuses on one of the Greek delicacies mentioned by Photius and Eustathius, i.e. a Lydian import called kandaulos/kandylos. The dish was developed before the mid. VI th c. BC and named after a Lydian king, Kandaules, who ruled in the VII th c. BC. The delicacy was (via the Ionians) borrowed by the Helens and established itself in Greece sometime in the V th c. It became popular in Hellenistic times. The information we possess allow us to reconstruct two varieties of kandaulos/ kandylos. The first was savoury and consisted of cooked meat, stock, Phrygian cheese, breadcrumbs and dill (or fennel). The other included milk, lard, cheese and honey. The dish is reported to have been costly, prestigious and indicating the social status of those who would eat it. Though there is much evidence suggesting its popularity in antiquity, we lack solid evidence proving that kaunaudlos/kandylos was eaten in Byzantine times. On the other hand, Byzantine authors preserved the most detailed literary data on the delicacy. If it had not been for the Byzantine interest, our competence in the field of Greek cuisine would be even faultier.

It Is More Than Language

2020 ◽  
pp. 79-98
Author(s):  
Dianne Toe ◽  
Louise Paatsch ◽  
Amy Szarkowski
Keyword(s):  
Specific Area ◽  
Cooperative Interaction ◽  
Social And Emotional Development ◽  
Children And Young People ◽  
Social And Emotional ◽  
The Social ◽  
Pragmatic Skills ◽  
Social Use ◽  
The Impact ◽  
Shed Light

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions with their peers. The chapter aims to examine the role played by the cognitive processes of making inferences and comprehending implicature, within the overall display of pragmatic skills. Further, the authors use this lens in the analysis of interactions between DHH children and their peers in order to shed light on the development of pragmatic skills in children who are DHH.

Making the Case for Brain-friendly Pronunciation Instruction

RELC Journal ◽  
2021 ◽  
pp. 003368822110355
Author(s):  
Michael Burri
Keyword(s):  
Empirical Research ◽  
Teaching And Learning ◽  
Social Brain ◽  
Pronunciation Instruction ◽  
Balanced Approach ◽  
The Social ◽  
Contemporary Perspective ◽  
Pedagogical Goal

A growing empirical research base has contributed substantially to our understanding of pronunciation instruction. A contemporary perspective entails a balanced approach featuring both the teaching of segmentals (vowels and consonants) and suprasegmentals (stress, rhythm, and intonation) while favoring intelligible (i.e. clear) pronunciation as the pedagogical goal rather than the attainment of native-like pronunciation. Yet, the connection between neuroscience and pronunciation instruction has not been explored in depth so far. Thus, the aim of this article is to further the process of bringing insights from neuroscience into pronunciation teaching and learning. I first explore several interconnected neuroscientific principles that are relevant to pronunciation, including the social brain, emotions, movement, and touch, and then conclude the article by describing a ‘brain-friendly’ approach that reflects a number of those principles: haptic pronunciation instruction.

scholarly journals Free or paid: the uses of Roses Citadel (Catalonia)

2019 ◽  
Vol 9 (1) ◽  
pp. 111-120
Author(s):  
Josep Burch ◽  
Modest Fluvià ◽  
Ricard Rigall ◽  
Albert Saló ◽  
Gabriel Alcalde
Keyword(s):  
Public Space ◽  
Local Community ◽  
Free Access ◽  
Content Type ◽  
Advantages And Disadvantages ◽  
The Social ◽  
Wide Range ◽  
Economic Analyses ◽  
Social Use ◽  
The Town

Purpose The Roses Citadel is a bastioned fortification that has archaeological remains from the Greek, Roman and medieval periods in its interior. Currently, the area inside the Citadel is used for a wide range of activities; some directly related with the heritage item, others associated with its use as a public space for the town. The purpose of this paper is to analyse the economic interest of charging an entrance fee vs the alternative of free access and offers a framework to address this issue. Design/methodology/approach The proposal is to consider the marginal cost of increasing the number of users and to carry out a travel cost analysis. It is vital to take into account the results of specifically economic analyses, but the evaluations of social policies should also be considered, and should have a considerable weight in decision making. Findings It is proposed that free entry would bring about an increase in the number of visitors and users of Roses Citadel. In turn, this increase would lead to a greater social use of this heritage asset, and a chance for the least privileged sectors of society to use the site more. Financial resources for the maintenance of the asset would not be raised through entry fees, but through contributions relating to the increase in the social consideration of the site. Originality/value In the context of a discussion on the advantages and disadvantages of paying an entry fee for heritage assets, the example of Roses Citadel provides several factors for consideration. It shows that payment of an entry fee affects use of the site by society, and particularly by the local community, whereas free access leads to a wide range of opportunities for use.

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