Evolutionary science (ES) and contextual behavioral science (CBS) have developed largely independently during the last half century. However, the earlier histories of these two bodies of knowledge are thoroughly entwined. ES provides a unifying theoretical framework for the biological sciences, and is increasingly being applied to human-related sciences. Meanwhile, CBS is concerned with influencing human behavior in a practical sense. This groundbreaking volume seeks to integrate ES and CBS to promote real, positive change in peoples' lives. (...) Evolution and Contextual Behavioral Science offers a unique glimpse into the histories of ES and CBS, shows how they are intrinsically linked, and outlines why their integration--or, reunification--is essential. By examining these two schools of thought side by side, you'll gain an understanding of why functional and contextual approaches in CBS need to be combined with ES for both fields to advance more rapidly. Finally, rather than the sequential relationship that is typically imagined between ES and CBS, you'll discover how an integrated relationship between these two sciences will result in a better framework for understanding predicting, and influencing human behavior--back cover. (shrink)

Critics have challenged agricultural scientists to address concerns for environmental quality, farm size and structure, international justice, and the health and welfare of consumers and farm labor in research planning. The goal of this research was to determine what is and what could be done to consider value-laden knowledge relevant to these concerns in research planning. Descriptions of a state agricultural experiment station and of a hierarchy of inquiry that included applied systems analysis and reductionist approaches to science (...) revealed the goal-seeking and expert-centered nature of agricultural research. Value-laden and value-free knowledge of agricultural scientists and administrators were heavily represented in broad research goals such as increased productivity and efficiency. In addition, these goals were not evaluated at the levels of inquiry typically practiced by agricultural scientists. A soft systems methodology provided a more holistic level of inquiry that could facilitate consideration of value-laden and value-free knowledge of world views more diverse than those of agricultural scientists and administrators. Scientists could function as co-learners with other participants to identify issues and to conceptualize systems that are relevant to improving research planning. Moreover, researching the practice of soft systems offers opportunities for exploring systems ideas and holistic value theory in relation to agricultural research. (shrink)

This bold and brilliant book asks the ultimate question of the life sciences: How did the human mind acquire its incomparable power? In seeking the answer, Merlin Donald traces the evolution of human culture and cognition from primitive apes to the era of artificial intelligence, and presents an original theory of how the human mind evolved from its presymbolic form. In the emergence of modern human culture, Donald proposes, there were three radical transitions. During the first, our bipedal but (...) still apelike ancestors acquired "mimetic" skill—the ability to represent knowledge through voluntary motor acts—which made Homo erectus successful for over a million years. The second transition—to "mythic" culture —coincided with the development of spoken language. Speech allowed the large-brained Homo sapiens to evolve a complex preliterate culture that survives in many parts of the world today. In the third transition, when humans constructed elaborate symbolic systems ranging from cuneiforms, hieroglyphics, and ideograms to alphabetic languages and mathematics, human biological memory became an inadequate vehicle for storing and processing our collective knowledge. The modern mind is thus a hybrid structure built from vestiges of earlier biological stages as well as new external symbolic memory devices that have radically altered its organization. According to Donald, we are symbol-using creatures, more complex than any that went before us, and we may have not yet witnessed the final modular arrangement of the human mind. (shrink)

This paper examines how innovative skills and knowledge are transmitted and acquired among adolescents in two hunter-gatherer communities, the Aka of southern Central African Republic and the Chabu of southwestern Ethiopia. Modes of transmission and processes of social learning are addressed. Innovation as well as social learning have been hypothesized to be key features of human cumulative culture, enhancing the fitness and survival of individuals in diverse environments. The innovation literature indicates adult males are more innovative than (...) children and female adults and therefore predicts that adolescents will seek out adult males. Further, the mode of transmission should be oblique. Thus, learning of innovations should be oblique or horizontal rather than vertical, with adolescents paying particular attention to “successful” innovative individuals. The social learning literature indicates that complex skills or knowledge is likely to be learned through teaching, and therefore that teaching will be an important process in the transmission of innovations. In-depth and semi-structured interviews, informal observations, and systematic free-listing were used to evaluate these hypotheses. The study found that cultural context patterned whether or not adolescents sought out adult male or female innovators; oblique modes of transmission were mentioned with greater frequency than horizontal or vertical modes; knowledge and skill bias was notable and explicitly linked by the adolescents to reproductive effort; and teaching was biased toward same-sex individuals and was an important but not an exclusive means of transmitting complex skills and social knowledge. (shrink)

Darwin had a hypothesis about descent with modification, and a Spencerian view of the evolution as selfish conflict. Biology remains marked by the dualism today. Many, inside the discipline and out, suppose that taking an evolutionary perspective just is to seek the secret selfishness that “explains” a successful form of life. Nowhere is this view of evolution more entrenched than in the theory specialists call Sexual Selection, a theory on the evolution of everything that differentiates the sexes. Darwin (...) thought the conspicuous sexual differences among animals are adaptations to female choice. Down to our day the biology of sexual selection confirms his melodramatic cliches: Males are passionate, armed, and ornamented, females coy and drab, conflict inevitable and ubiquitous. Roughgarden, a professor of biology at Stanford, dismisses sexual selection as “pure ideology.” “A huge body of scientific theory is incorrect.” All the parts that overlook the evolution of real cooperation, meaning not the coincidence of selfish interests, but coordinated collaboration. The evidence of such cooperation between the sexes is diverse, cumulative, and much underappreciated. Roughgarden also takes friendship and pleasure seriously. Intimate contact keeps animals coordinated, and mutual pleasure makes cooperation self-policing, without the punishing algorithms postulated by Evolutionary Psychology. Her book is a serious work of science. She argues that “sexual selection can never be demonstrated once studies are sufficiently thorough,” and shows that this whole area of evolutionary biology “is not settled science, is in considerable flux, and is not ready for export.” If you research any field affected by the claims of Sexual Selection, Evolutionary Psychology, or the Selfish Gene, you may want to study this book. (shrink)