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Andy Clark and His Critics$
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Matteo Colombo, Elizabeth Irvine, and Mog Stapleton

Print publication date: 2019

Print ISBN-13: 9780190662813

Published to Oxford Scholarship Online: May 2019

DOI: 10.1093/oso/9780190662813.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 06 December 2019

The Archaeology of the Extended Mind

The Archaeology of the Extended Mind

Chapter:
(p.143) 11 The Archaeology of the Extended Mind
Source:
Andy Clark and His Critics
Author(s):

Kim Sterelny

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190662813.003.0012

Our great ape cousins, and very likely the last common ancestor of the human and pan lineage, depend very largely on their own intrinsic capacities not just for material resources but also for their informational resources. Chimps and bonobos are capable of social learning, and very likely, in their foraging and their communicative practices, they do learn from their parents and peers. But everything they learn socially they could probably learn by themselves, by individual exploration learning. Their lives do not depend on social learning. And while they may learn about their physical and social environment from others, they do not learn how to learn. Humans are very different: for us, social learning is essential rather than optional. As a consequence, our cognitive capacities are amplified by our social environment, by our material technology, and by our capacities to learn cognitive skills, not just physical skills, from our social peers. This chapter charts the deep history of these changes and their archaeological signature.

Keywords:   mnemonic technologies, behavioural modernity, extended mind, evolution of social learning, learning how to learn, Andy Clark, Cecilia Heyes, Lynne Kelly

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