Is there more to human social learning than enhanced facilitation? Prolonged learning and its impact on culture

Datos Bibliográficos

ID22236331
AutoresCsilla Dallos (0000-0002-9219-1355, St. Thomas University, autor de correspondencia)
Año2021
Volumen8
Número1
Fecha de publicación2021-06-21
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHumanities and Social Sciences Communications (JOURNAL)
Identificadores de la revistaISSN: 2662-9992 • E-ISSN: 2662-9992
EditorialSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1057/s41599-021-00829-3
OpenAlexW3177285180
IdiomaEN
Citas recibidas4
Referencias citadas90

Recent scholarship has sought to understand culture by studying attributes of social learning. While celebrating the role of pedagogy and other forms of facilitated learning in human cultural uniqueness, these studies have neglected instances of restricted and prolonged knowledge and skill acquisition. This article analyses illustrative cases of such learning in the ethnographic literature to assess their implications for cultural processes and products. Combined evidence from formal apprenticeship and the informal learning of hunter-gatherers indicates that though enhanced facilitation of learning is undeniable, an exclusive focus on it has resulted in a flawed concept of human culture and its social context. The cases cited suggest that mechanisms to extend learning constitute a vital source of cultural creativity and innovation that should be considered in social learning and culture discussions

Apprenticeship · Creativity · Cultural learning · Experiential learning · Facilitation · Formal learning · Informal learning · Learning Sciences · Pedagogy · Political science · Scholarship · Social facilitation · Social learning · Sociology · Cultural Differences and Values · Evolutionary Game Theory and Cooperation · Language and cultural evolution · Psychology · Social Psychology