Evolution and Human Behavior: Darwinian Perspectives on Human Nature. John Cartwright

Sobre la condición humana en la teoría del Estado de Hobbes. La necesidad de comprender la condición humana como razón de ser del Estado, se hace evidente a los largo de la obra política de Hobbes. Por eso, cabe notar cómo, paralelamente en los libros Elementos del Derecho Natural y Político, De Civey el Leviatán, el pensador inglés dedica parte de su estudio a la explicación de la naturaleza humana, y a la dramática condición de los hombres que habitan en medio de una situación de guerra permanente, surgida a partir del dominiode las pasiones naturales sobre el comportamiento humano. Así mismo, hace ver que la legitimación del Estado Civil y la justificación de elementos como el Derecho, la Ley, la soberanía, entre otros, surge de la necesidad de garantizarla paz y la seguridad a los hombres, lo cual significa sacarlos de su estado natural.Palabras clave: Hobbes, estado de naturaleza, Estado Civil.AbstractThe Human Condition in Hobbes’ State Theory. The need to understand the human condition as reason of being of the State becomes evident throughout Hobbes’s political work. For this reason, it is important to note how in the books, The Elements of Law Natural and Politic, On the Citizen, and TheLeviathan, the English thinker dedicates part of his study to the explanation of human nature and to the dramatic condition of men who live in an environment of permanent war. This environment arises from the domain of natural passions that make up human behavior. Likewise, it is shown that the legitimacy of the Civil State and the justification of elements, such as rights, Law and sovereignty among others, arise from the need to guarantee peace and safety for humanbeings, which means removing them from their natural state.Key words: Hobbes, natural condition, Civil State.

The Tyranny of Idealistic Certitude and Imagined Utopias

You Say You Want a Revolution? ◽

10.23943/princeton/9780691193670.003.0004 ◽

2020 ◽

pp. 63-104

Author(s):

Daniel Chirot

Keyword(s):

Human Nature ◽

Human Behavior ◽

Mexican Revolution ◽

Normal Human

This chapter argues that the more transformative the utopia, the more likely it was to meet inevitable, practical barriers. No utopia yet devised fully took into account the imperfections of normal human behavior. Rather than accepting the limitations of their utopian dreams, revolutionary leaders increasingly applied violence to reshape not only their societies but human nature itself. They died unrepentant, still certain they had been right. Within this backdrop, the chapter first turns to the confounding case of the Mexican Revolution of 1910–1920. This revolution had many of the elements that produced so much violence and repression in previous examples. Yet the Mexican Revolution never became as radical as these others because it did not formulate a coherent utopian ideal. After considering this seeming exception, the chapter turns to the examples of tyrannical certitude—revolutionary regimes willing and able to commit bloody excesses in order to bring about their imagined utopias.

Evolution and Human Behavior: Darwinian Perspectives On Human Nature - John Cartwright Cambridge, MA: MIT Press, 2000, 376 pp. US $60.00 cloth. ISBN 0262032813. 400 pp. US $24.95 paper. ISBN 0262531704. MIT Press, 5 Cambridge Ctr., Suite 4, Cambridge, MA 02142–1493, USA.

Politics and the Life Sciences ◽

10.1017/s0730938400014969 ◽

2000 ◽

Vol 19 (2) ◽

pp. 287-288

Author(s):

Satoshi Kanazawa

Keyword(s):

Human Nature ◽

Human Behavior

Scientific History and Experimental History

Journal of Interdisciplinary History ◽

10.1162/jinh_a_00425 ◽

2012 ◽

Vol 43 (3) ◽

pp. 443-458 ◽

Cited By ~ 1

Author(s):

Randolph Roth

Keyword(s):

Social Sciences ◽

Nineteenth Century ◽

Human Nature ◽

Human Behavior ◽

Natural Science ◽

Evolutionary History ◽

Natural Sciences ◽

Natural Experiments ◽

Comparative Analyses ◽

Experimental History

The promise of scientific history and scientifically informed history is more modest today than it was in the nineteenth century, when a number of intellectuals hoped to transform history into a scientific mode of inquiry that would unite the humanities, social sciences, and natural sciences, and reveal profound truths about human nature and destiny. But Edmund Russell in Evolutionary History and Jared Diamond and James A. Robinson in Natural Experiments of History demonstrate that historians can write interdisciplinary, comparative analyses using the strategies of nonexperimental natural science to search for deep patterns in human behavior and for correlates to those patterns that can lead to a better, though not infallible, understanding of historical causality.

Evolution and Human Behavior: Darwinian Perspectives on Human Nature

Philosophical Psychology ◽

10.1080/09515089.2011.583020 ◽

2011 ◽

Vol 24 (5) ◽

pp. 723-726

Author(s):

Mark Fedyk

Keyword(s):

Human Nature ◽

Human Behavior

John Locke’s Philosophy as a Teaching about Human and their Behavior

Anthropological Measurements of Philosophical Research ◽

10.15802/ampr.v0i20.249594 ◽

2021 ◽

pp. 134-141

Author(s):

M. B Shvetsova

Keyword(s):

Human Nature ◽

Human Behavior ◽

Ethical Issues ◽

Research Literature ◽

Basic Principles ◽

New Vision ◽

Main Components ◽

Original Concept ◽

Rational Component

Purpose. The article is aimed to outline Locke’s position on the basic principles of proper human behavior. Its implementation involves: a) review of the research literature concerning the place of anthropological motive in philosophizing and b) research of his interpretation of human nature and the role of the rational component. Theoretical basis. The author’s approach is based on the conceptual provisions of phenomenology and existentialism. Originality. The work considers the teaching of Locke as the author of the original concept of human nature, which is closely related to the understanding of ethical issues. It is proved that its meaningful development involves the identification of the main components of human nature in the process of determining the basic principles of personality behavior. The original conception of the thinker on the irrational component of human nature and the ways of its rationalization is analyzed. Conclusions. It is substantiated that Locke’s philosophical heritage is not reduced to depersonalized empiricism as epistemology, and his teaching about human is not limited to the abstract study of their rational component. The thinker connects the request of his own epoch with the new vision of human and the basic principles of their behavior on the basis of rationality. Locke is looking for the ways to master the irrational component of human nature and is convinced that in the era of the scientific revolution, the basis of human behavior should be rationality. Locke considers human freedom to be one of the key moments of human nature.

The Cynical Genius Illusion: Exploring and Debunking Lay Beliefs About Cynicism and Competence

Personality and Social Psychology Bulletin ◽

10.1177/0146167218783195 ◽

2018 ◽

Vol 45 (2) ◽

pp. 254-269 ◽

Cited By ~ 3

Author(s):

Olga Stavrova ◽

Daniel Ehlebracht

Keyword(s):

Cognitive Ability ◽

Human Nature ◽

Human Behavior ◽

Cross Cultural ◽

Academic Competency ◽

Sociocultural Environment ◽

Lay Beliefs ◽

Negative Appraisal ◽

Self Interest ◽

Low Levels

Cynicism refers to a negative appraisal of human nature—a belief that self-interest is the ultimate motive guiding human behavior. We explored laypersons’ beliefs about cynicism and competence and to what extent these beliefs correspond to reality. Four studies showed that laypeople tend to believe in cynical individuals’ cognitive superiority. A further three studies based on the data of about 200,000 individuals from 30 countries debunked these lay beliefs as illusionary by revealing that cynical (vs. less cynical) individuals generally do worse on cognitive ability and academic competency tasks. Cross-cultural analyses showed that competent individuals held contingent attitudes and endorsed cynicism only if it was warranted in a given sociocultural environment. Less competent individuals embraced cynicism unconditionally, suggesting that—at low levels of competence—holding a cynical worldview might represent an adaptive default strategy to avoid the potential costs of falling prey to others’ cunning.

KAITAN PENDIDIKAN DAN KEPRIBADIAN MANUSIA DALAM MENCAPAI TUJUAN PENDIDIKAN NASIONAL

Jurnal Penjaminan Mutu ◽

10.25078/jpm.v2i1.63 ◽

2016 ◽

Vol 2 (1) ◽

pp. 71

Author(s):

Ni Nengah Selasih

Keyword(s):

Human Nature ◽

Human Behavior ◽

Life Science ◽

Compulsory Education ◽

Human Soul ◽

The People ◽

Unique Nature ◽

The Subject ◽

The Individual

Human nature, in terms of education, according Lengeveld is educabile animal, namely being able to be educated; educandum animal, the creature must be educated; education homo, that being on the side can and should be educated can and should educate. The role of education in fostering personality summed up in the goals of education derived or determined by the principle of ontological view and axiologis. Man is the subject, as well as objects of education. Cultured adult human is the subject of education in the sense of responsible education. Human undertaking to foster the commuity, preserve the natural environment together, primarily responsible for the dignity of humanity.Based on the analysis of the structure of the human soul and personality, the human behavior is determined by the source and the id, ego, and superego. Therefore, compulsory education is deepened to better understand of human behavior or character. In particular, for educational purposes, to understand human nature, personality, means to understand individual interests, aspirations, potentials, and personal identity, and are fundamental to the effectiveness of the educatonal process, an obligation also to respect the dignity, personality, and uniqueness of a person in order to self-realization.Science of life for science education is a very valueble complementation. Pedagogic without the same life science with practice without theory. Education without understanding the human means to build something without knowing for what, how, and why people are educated. Without an understanding of the people, the unique nature of the individual, and the potential that it will be fostered, then education would be misdirected. Even without the good sense, then education would rape human nature.

The role of generalizability in moral and political psychology

10.31219/osf.io/nfjct ◽

2021 ◽

Author(s):

Elizabeth Ann Harris ◽

Philip Pärnamets ◽

William J. Brady ◽

Claire Robertson ◽

Jay Joseph Van Bavel

Keyword(s):

Political Psychology ◽

Human Nature ◽

Moral Psychology ◽

Human Behavior ◽

Intergroup Conflict ◽

Temporal Context ◽

Behavioral Sciences ◽

Political Leaders ◽

The Social

The aim of the social and behavioral sciences is to understand human behavior across a wide array of contexts. Our theories often make sweeping claims about human nature, assuming that our ancestors or offspring will be prone to the same biases and preferences. Yet we gloss over the fact that our research is often based in a single temporal context with a limited set of stimuli. Political and moral psychology are domains in which the context and stimuli are likely to matter a great deal (Van Bavel et al., 2016). In response to Yarkoni (see BBS issue) we delve into topics related to political and moral psychology that likely depend on features of the research. These topics include understanding differences between liberals and conservatives, when people are willing to sacrifice someone to save others, the behavior of political leaders, and the dynamics of intergroup conflict.

Gene, Gehirn, Archiv

Zeitschrift für Medien- und Kulturforschung ◽

10.28937/1000107968 ◽

2017 ◽

Vol 8 (2) ◽

pp. 11-28

Author(s):

Vinzenz Hediger

Keyword(s):

Human Nature ◽

Research Design ◽

Human Behavior ◽

Comparative Perspective ◽

Sound Recordings ◽

Motor Processes ◽

Behavioral Scientist ◽

Photographic Evidence ◽

Complex Motor ◽

Human Ethology

"Das Humanethologische Filmarchiv ist eine Sammlung von rund 800 Stunden Filmmaterial und 2000 Stunden Tonaufzeichnungen, zusammengetragen vom Verhaltensforscher Irenäus Eibl-Eibesfeldt und seinen Mitarbeitern über einen Zeitraum von vier Jahrzehn- ten. Die Humanethologie versteht sich als Biologie des menschlichen Verhaltens und fragt nach den phylogenetischen Bedingungen komplexer motorischer Abläufe, die sie in einer kulturvergleichenden Perspektive untersucht. Aber wovon genau ist das Human- ethologische Filmarchiv ein Archiv? Dieser Beitrag geht dieser Frage nach, in dem er nach den operativen Ontologien der menschlichen Natur und der photographischen Evidenz fragt, die in das Forschungsdesign der Humanethologie eingelassen sind. The film archive of human ethology is a collection of about 800 hours of footage and 2000 hours of sound recordings, compiled by behavioral scientist Irenäus Eibl-Eibesfeldt and his collaborators over a period of four decades. Human ethology is understood as biology of human behavior and asks about the phylogenetic conditions of complex motor processes, which are investigated in a comparative perspective on culture. But what exactly is archived in the film archive of human ethology? The paper tackles this question by asking about the operational ontologies of human nature and the photographic evidence incorporated into the research design of human ethology. "