Home About us Contact
|
Home About us Contact | ||
|
|
||
Human Cultures (human + culture)
Selected AbstractsDo animals have culture?EVOLUTIONARY ANTHROPOLOGY, Issue 3 2003Kevin N. Laland Abstract Culture is probably not rare in animals, although hard experimental evidence is lacking. The strongest case for culture is found in the species most amenable to experimental manipulation, rather than in nonhuman primates. Human culture is much more likely to be cumulative than animal culture, but the reasons for this are not well established. At this point, there is no reason to assume that cumulative culture depends critically on teaching, imitation, language, or perspective-taking. Currently, animals are being judged according to stricter criteria than humans. [source] COMPARING INVASIVE NETWORKS: CULTURAL AND POLITICAL BIOGRAPHIES OF INVASIVE SPECIES,GEOGRAPHICAL REVIEW, Issue 2 2004PAUL ROBBINS ABSTRACT. Under what cultural and political conditions do certain species become successful invaders? What impact does species invasion have on human culture and politics? The work assembled in this special issue of the Geographical Review suggests complex interspecies interactions that complicate any answer to these questions. It demonstrates the need to advance a more integrative human/environment approach to species invasion than has hitherto been seen. Reviewing the concepts demonstrated in these articles and applying them to case histories of Mimosaceae (a family that includes genera such as Acacia, Prosopis, and Mimosa) invasion, two general principles become clear. The status and identification of any species as an invader, weed, or exotic are conditioned by cultural and political circumstances. Furthermore, because the human "preparation of landscape" is a prerequisite for most cases of invasion, and because species invasions impact local culture and politics in ways that often feed back into the environmental system, specific power-laden networks of human and non-human actors tend to create the momentum for invasion. It is therefore possible to argue a more general cultural and political account of contemporary species expansion: It is not species but sociobiological networks that are invasive. [source] EROS AND/AS DESIRE,A THEOLOGICAL AFFIRMATION: PAUL TILLICH READ IN THE LIGHT OF JEAN-LUC MARION'S THE EROTIC PHENOMENONMODERN THEOLOGY, Issue 2 2010JAN-OLAV HENRIKSEN The article interprets Tillich's varied elaborations on different aspects of eros, mainly in his Systematic Theology, by reading them in the light of Jean-Luc Marion's phenomenological description of eros in its various aspects in The Erotic Phenomenon. The erotic in Tillich not only has to do with sex and desire, but also with his commitment to a realistic approach to what it means to be human, to human culture, and to confronting false and estranging interpretations of basic human phenomena. What seems to be missing in Tillich, however, is a more comprehensive treatment of eros/desire that would make possible an understanding of the phenomenological (and consequently existential) fullness of this phenomenon. I suggest that this can be achieved by reading Tillich by way of Marion's phenomenological analysis. This also has the virtue of overcoming the all-too abstract character of Tillich's reasoning without at the same time dismissing Tillich's treatment of eros. I will also draw out some implications for how one might deal with eros and desire in the emerging discussion in present systematic theology. [source] Sexual Differentiation of Behaviour in Monkeys: Role of Prenatal HormonesJOURNAL OF NEUROENDOCRINOLOGY, Issue 4 2009K. Wallen The theoretical debate over the relative contributions of nature and nurture to the sexual differentiation of behaviour has increasingly moved towards an interactionist explanation that requires both influences. In practice, however, nature and nurture have often been seen as separable, influencing human clinical sex assignment decisions, sometimes with disastrous consequences. Decisions about the sex assignment of children born with intersex conditions have been based almost exclusively on the appearance of the genitals and how other's reactions to the gender role of the assigned sex affect individual gender socialisation. Effects of the social environment and gender expectations in human cultures are ubiquitous, overshadowing the potential underlying biological contributions in favour of the more observable social influences. Recent work in nonhuman primates showing behavioural sex differences paralleling human sex differences, including toy preferences, suggests that less easily observed biological factors also influence behavioural sexual differentiation in both monkeys and humans. We review research, including Robert W. Goy's pioneering work with rhesus monkeys, which manipulated prenatal hormones at different gestation times and demonstrated that genital anatomy and specific behaviours are independently sexually differentiated. Such studies demonstrate that, for a variety of behaviours, including juvenile mounting and rough play, individuals can have the genitals of one sex but show the behaviour more typical of the other sex. We describe another case, infant distress vocalisations, where maternal responsiveness is best accounted for by the mother's response to the genital appearance of her offspring. Taken together, these studies demonstrate that sexual differentiation arises from complex interactions where anatomical and behavioural biases, produced by hormonal and other biological processes, are shaped by social experience into the behavioural sex differences that distinguish males and females. [source] Nomothetic science and idiographic history in twentieth-century Americanist anthropologyJOURNAL OF THE HISTORY OF THE BEHAVIORAL SCIENCES, Issue 1 2004R. Lee Lyman For over a century, Americanist anthropologists have argued about whether their discipline is a historical one or a scientific one. Proponents of anthropology as history have claimed that the lineages of human cultures are made up of unique events that cannot be generalized into laws. If no laws can be drawn, then anthropology cannot be a science. Proponents of anthropology as science have claimed that there indeed are laws that govern humans and their behaviors and cultures, and these laws can be discovered. Interestingly, both sides have the same narrow view of what science is. The same sorts of debates over science and history were played out in evolutionary biology over a half-century ago, and what emerged was the view that that discipline and its sister discipline, paleontology, were both history and science,hence the term "historical sciences." Anthropology and its sister discipline, archaeology, have only recently begun to realize that they too are historical sciences. © 2004 Wiley Periodicals, Inc. [source] Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1MIND, BRAIN, AND EDUCATION, Issue 1 2009Kurt W. Fischer ABSTRACT, The primary goal of the emerging field of Mind, Brain, and Education is to join biology, cognitive science, development, and education in order to create a sound grounding of education in research. The growing, worldwide movement needs to avoid the myths and distortions of popular conceptions of brain and genetics and build on the best integration of research with practice, creating a strong infrastructure that joins scientists with educators to study effective learning and teaching in educational settings. Science and practice together provide many potentially powerful tools to improve education. Neuroscience and genetics make possible analysis of the "black box" of biological processes that underpin learning. Understanding the biology of abilities and disabilities helps educators and parents to facilitate individual students' learning and development. Cognitive science provides analyses of the mental models/metaphors that pervade meaning making in human cultures, creating tools for avoiding unconscious distortions and crafting effective educational tools. Developmental and learning science produce tools to analyze learning pathways, including both shared patterns and learning differences. To reach the potential of grounding education effectively in research requires improving the infrastructure by creating (a) research schools where practice and science jointly shape educational research, (b) shared databases on learning and development, and (c) a new profession of educational engineers or translators to facilitate connecting research with practice and policy. [source] Prevention or therapy and the politics of trust: inspiring a new human agenda,PSYCHOTHERAPY AND POLITICS INTERNATIONAL, Issue 3 2005James W. Prescott PhD Abstract This paper gives a brief overview of the developmental origins of human alienation, depression, violence and drug abuse. It provides a foundation for understanding how the politics of culture structure the human condition. The most critical early life experiences are formed in the mother-infant/child relationship. This affects all future relationships and the development of culture. The role of body pleasure in affectional bonding in the mother-infant/child relationship and in the human sexual relationship will be shown to be an important factor in the formation of non-violence in the individual and in human cultures. It will be shown that basic trust must occur before a politics of trust can be formed to effect changes at the individual and cultural levels and to transform violent individuals and cultures into peaceful individuals and cultures. The limitations of psychotherapy (which involves neocortical brain process) in effecting changes in the damaged emotional social sexual brain (which involves the subcortical brain) will be illustrated. Cultural conditions for the development of the neurointegrative brain, which mediates healthy behaviors, versus the development of the neurodissociative brain, which mediates dysfunctional behaviors, will be given. As culture shapes the developing brain, so the brain shapes culture. Copyright © 2005 John Wiley & Sons, Ltd. [source] | |||||||||||||