Evolutionary and Genetic Bases of Education: An Adaptive Perspective

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Abstract

The present article attempts to verify the Homo educans hypothesis that human education is not a by-product of evolution, but a direct outcome of natural selection, based upon recent evidence, including findings on non-human teaching as a precursor of human education, empirical findings on the beginnings of human teaching (e. g., the teaching of rules even by 20-month-old children), a life history theory of childhood and old age, consideration of Geary's (2002) theory of the motivational bias of educational content and the structure of intelligence (single-general vs. multiple-specific issues), and findings on human behavioral genetics in the context of the ontogeny of education. Human education can be defined as “learning based on triadic interaction”. A new integrated discipline on education, the “evolutionary science of education”, is anticipated.

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