In the field of education, interest has risen in the notion of learning through multiple intelligences, such as: spatial, kinesthetic, logical, linguistic, naturalistic, musical, and personal (see: Frames of Mind, H. Gardner, 1983). This concept illustrates how unique we are individually within our species, and furthers the idea that we each have our own way of learning. Before we achieve this level of cognition, individuals first each undergo developments in the methods or processes of thinking. To reach a full understanding of this cognitive development, let's examine the first impressions humans made on this planet through evolution and the emergence of learning amongst humans.
Knot working
In our first GSLL 6206 Lifelong Learning Processes class, Dr. Plumb, showed us how to tie a bowline (non-slip) knot. Before demonstrating varied methods of instruction, he engaged the class, creating a desire amongst students to acquire this new skill. Each student, with their provided piece of rope attempted to duplicate his knot, by following his actions. This instruction was non-verbal and purely visual. Dr. Plumb performed the necessary steps to tie a bowline knot as any sailor naturally would. At least one student was able to achieve the goal (I was not). The second attempt was through a handout illustrating the five steps to tying a bowline knot.
Following the steps in the image allowed us to work at our own pace, a benefit compared to the duplication required in the first attempt. However, once again, I was unable to recreate the knot with confidence. It was now clear to me that I learn best through verbal or linguistic teaching methods. Fortunately, the next approach Dr. Plum took was more specific instruction (ie: make the rope in the shape of a 6) and storytelling (the tree grows from the ground the rabbit comes up from the hole, goes around the tree, and back down the hole). In the end, I was able to accomplish the task, retain the new skill, and teach others to tie a bowline knot using a combination of the methods used. Many animals have the ability to problem solve. A non-mammal example of problem solving skills can be seen through the following link illustrating the remarkable intelligence of crows, with a video in which a crow goes through several steps to reach food with the use of multi-tools.
Human beings were not the first form of life on planet earth. Once animals began to emerge and evolve, amongst those that came into existence were primates. To understand how we think as humans we can begin by seeking to understand our ancestors. Tomasello reminds us in The Cultural Origins of Human Cognition (1999) how much we have in common with chimpanzees, gorillas, orangutans, and bonobos. After reading and classroom discussions, much of what I was taking in seemed familiar. It then occurred to me that I had seen an excellent series on the same subject material (BBC - Walking with Cavemen). Through several episodes the viewer can witness the emergence of bipedal primates, their separation into groups, the rise of their abilities to use tools, and form relationships. In short, this lead to the beginning of societal tendencies. The choices made by our ancestors become our evolutionary heritage, this provided a history of acquired knowledge to build upon. Our inherited knowledge accounts for why the terminology developing the ability to walk is more accurate than learning how to walk.
A major factor in determining who we are and where we came from has been and will continue to be our surrounding environment. Though I agree with Tomasello in that it should be noted that enculurated apes (those raised in captivity) do not provide a true representation of their natural existence; I found there to be a lack of focus on exploring the elements that make each human being unique from the other. Tomasello reaffirms that although primates share the ability to learn through emulation and imitative learning, what distinguishes humans is understanding the intentions of our actions. It may be a safe presumption that if Tomasello agrees with the expression: monkey see, monkey do; he may build upon it into: human see, human do with intention.
The following video, taken last month in the Ugandan forest, shows the primates sharing their attention on one fixed event; evidence of relationships and status as the alpha male enters the scene and attention is again shifted. The further we explore the connections we share with our primate ancestors; we are reminded that we are all apes with potential.
Culture
Tomasello suggests that cumulative cultural evolution is a result of cultural transmission. This is evidence of the ratchet effect (building upon something) shown in primates' cooperative and collaborative learning. Who are we but how others see us. In my opinion, our lives are and can be seen as a collection of different experiences shared with others, during our time on this planet.
Drawing from personal experience as a math instructor for adults, it could be argued that it is socially acceptable to be bad at math. I believe this to be an example of one's surroundings having an impact at a crucial age. Many parents read their children to sleep to benefit their acquisition of new vocabulary. This is an act of parenting that is encouraged. However, we rarely hear people say: “Count to your children” to improve their numeracy. In this way we contribute to the socially accepted notion of having poor math skills.
The learning capacities of primates and by extension humans are evident in our own existence. Videos available through Youtube provide examples of non-primates using their own cognitive development to achieve an objective, be it nourishment or entertainment. For example, a crow showing definite intent towards an object, even if the intent is to enjoy the act of tubing; and dolphins creatively finding an alternative to feeding.
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