J. Gary Bernhard - Primates in the Classroom: An Evolutionary Perspective on Childrens Education
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Primates in the Classroom: An Evolutionary Perspective on Childrens Education
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An Evolutionary Perspective on Children's Education
J. Gary Bernhard
The University of Massachusetts Press Amherst 1988
Page iv
Copyright 1988 by The University of Massachusetts Press All rights reserved Printed in the United States of America Set in Linotron Times Roman at Meriden-Stinehour Press
Library of Congress Cataloging-in-Publication Data
Bernhard. J. Gary. 1946 Primates in the classroom.
Bibliography: p. Includes index. 1. EducationSocial aspectsUnited States. 2. Learning 3. Socialization. 1. Title. LC191.4.B47 1988 370.19 87-19153
ISBN 0-87023-611-3 (pbk.: alk. paper)
British Library Cataloguing in Publication data are available
Page v
This book is for JoAnn, with whom I divide the labor; for Caitlin and Amanda, the lodestones of our band; and for Kalman, who has been my guide.
Page vii
CONTENTS
Introduction
3
Part 1.The Primate Heritage
1. The Social Context of Primate Learning
21
2. The Emotional Context
37
3. How Primates Learn
46
Part 2. The Human Adaptation
4. The Emergence of Human Society
55
5. The Emotional Context of Learning in Foraging Societies
69
6. The Social Context of Learning in Foraging Societies
83
7. How Children in Foraging Societies Learn
93
Part 3. Learning In Contemporary Society
8. The Changed Environment
105
9. Learning in the Schools
118
10. Creating the Appropriate School
132
Page viii
11. An Evolutionary Perspective and Issues in Educational Philosophy
146
12. The Possible School: Work Experience Classroom and Ring Day Care Center
162
13. Promising Directions
178
References
193
Index
201
Page 3
INTRODUCTION
Let it be born in mind how infinitely complex and close-fitting are the mutual relations of all organic beings to each other and to their physical conditions of life Charles Darwin,Origin of Species
Children's Education and Human Evolution
In the United States, as in all modern industrial societies, the schools are called upon to perform many of the functions that used to be performed by families and the society at large. Formal education is already a crucial component of a child's socialization in our culture, and there is a trend to begin schooling children at an increasingly early age. It is common knowledge in our society that, if schools are to meet this challenge, they will have to be reformed, but there is no agreement about the direction these reforms should take. I argue in this book that schools must develop specific methods for dealing with certain biologically based social and emotional needs of children. Ideally, formal education in the United States should be reformed along the following lines:
The schools should stop forcing all children to master the same set of abstract reasoning skills in the same ways and in the same time frame.
Children should be allowed to proceed at their own pace, even if this means that they will be learning with children of different ages.
The schools must begin the educational process for all children with activities that focus on natural social relationships and manual skills that all can master, that require cooperative activity, and
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