Moral luck is a puzzling aspect of our psychology: Why do we punish outcomes that were not intended (i.e. accidents)? Prevailing psychological accounts of moral luck characterize it as an accident or error, stemming either from a re‐evaluation of the agent's mental state or from negative affect aroused by the bad outcome itself. While these models have strong evidence in their favor, neither can account for the unique influence of accidental outcomes on punishment judgments, compared with other categories of moral (...) judgment. Why might punishment be particularly sensitive to moral luck? We suggest that such sensitivity is easily understood from the broader perspective of punishment's ultimate adaptive goal: Changing others’ behavior by exploiting their capacity to learn. This pedagogical perspective accounts for the exceptional influence of outcomes on punitive sentiments and makes predictions for additional moderators of punishment. We review evidence supporting the pedagogical hypothesis of punishment and discuss fruitful directions for future research. (shrink)

Kant argued that individuals should be punished “proportional to their internal wickedness,” and recent work has demonstrated that essentialism—the notion that observable characteristics reflect internal, biological, unchanging “essences”—influences moral judgment. However, these efforts have yielded conflicting results: essentialism sometimes increases and sometimes decreases moral condemnation. To resolve these discrepancies, we investigated the mechanisms by which essentialism influences moral judgment, focusing on perceptions of actors’ control over their behavior, the target of essentialism (particular behaviors vs. actors’ character), and the component of (...) essentialism (biology vs. immutability). Participants punished people described as having a criminal essence more than those with a non‐criminal essence or no essence. Probing potential mechanisms underlying this effect, we found a mediating role for perceptions of control and weak influences of essentialism focus (behavior vs. character) and component of essentialism (biology vs. immutability). These results extend prior work on essentialism and moral cognition, demonstrating a causal link between perceptions of “internal wickedness” and moral judgment. Our findings also resolve discrepancies in past work on the influence of essentialism on moral judgment, highlighting the role that perceptions of actors’ control over their behavior play in moral condemnation. (shrink)

When making a moral judgment, people largely care about two factors: Who did it (causal responsibility), and did they intend to (intention)? Since Piaget's seminal studies, we have known that as children mature, they gradually place greater emphasis on intention, and less on mere bad outcomes, when making moral judgments. Today, we know that this developmental shift has several signature properties. Recently, it has been shown that when adults make moral judgments under cognitive load, they exhibit a pattern similar to (...) young children; that is, their judgments become notably more outcome based. Here, we show that all of the same signature properties that accompany the outcome‐to‐intent shift in childhood characterize the “intent‐to‐outcome” shift obtained under cognitive load in adults. These findings hold important implications for current theories of moral judgment. (shrink)

The Palgrave Handbook of Critical Thinking in Higher Education provides a single compendium on the nature, function, and applications of critical thinking. This book brings together the work of top researchers on critical thinking worldwide, covering questions of definition, pedagogy, curriculum, assessment, research, policy, and application.

Imagine a reader expert in the scholarship on To the Lighthouse and yet ignorant of the novel itself. What would such a person, when finally sitting down to read it for the first time, know—or think they know—about its relationship to philosophy? Based solely on the reams of articles, book chapters, and monographs that place the novel in dialogue with one or more philosophers, the first-time reader of To the Lighthouse would predict with confidence and precision which thinkers are most (...) overtly relevant to the text. "Without question," he or she might say, "the three primary candidates, based on the frequency and depth with which Woolf scholars have treated them, are the English analytic philosophers G. E. Moore and... (shrink)

I argue that Plato held a kinds of reality theory, not a degrees of reality theory, and that this position solves otherwise intractable problems about the Forms, notably the Third Man critique. These problems stem from the fact that Plato applied the same predicate bothto a Form and to its participants. Section I shows that this creates serious difficulties for the Forms, whether the predicate is taken in the same sense or in totally different senses. Section II presents the evidence (...) that Plato had a third way of applying that predicate which obviates those problems. Finally, section III explains how predication by analogy requires a kinds of reality theory, but is incompatible with a degrees of reality theory. Thus, Plato’s kinds of reality theory validates the third way of predication discussed in section II, which in turn solves the problems enumerated in section I. (shrink)

In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible (...) than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions. (shrink)

This article explores the relationship between Roman school texts and the socialization of the student into an elite man. I argue that composition and declamation communicated social values; in fact, the rhetorical education of the late republic and the empire was a process of socialization that produced a definite subjectivity in its elite participants. I treat two genres of Roman school texts: the expansions on a set theme known as declamation and the bilingual, Greek and Latin, writing exercises known as (...) the colloquia amid the collections of hermeneumata. This article is more broadly concerned with the attitudes toward language use that are learned along with specific literacy skills. Habits of reading and writing and speaking are learned in scenes and contexts that contribute to concepts of the self and more widely of gender and social roles. The encounters and verbal interactions recurrently plot a deviation from violence or a return to civil and familial order through the proper verbal display of the elite speaker. The student speaker's assumption of roles, his training in fictio personae, is a strong training in memory and imagination-pretending to be someone else, pretending to talk like someone else, or pretending to talk on behalf of someone else. That someone else is most important as the schoolboy becomes the voice of or for prostitutes, the raped, slaves, freedmen, women. His was not a neutral ventriloquism in the styles of Latin but a training in the master's mode toward the ready conviction that the speaker can and must speak for others, his subordinates. Roman rhetorical education was a process of persona building, shaping the schoolboy in his future role while excluding others from the very right to become speaking subjects. (shrink)

This study investigates all available literature related to critical thinking in business education in a survey of publications in the field produced from 1990-2019. It conducts a thematic analysis of 787 articles found in Web of Science and Google Scholar, including a specific focus on 55 highly-cited articles. The aim is to investigate the importance of critical thinking in business education, how it is conceptualised in business education research, the business contexts in which critical thinking is situated, and the key (...) and more marginal themes related to critical thinking outlined in the business and business education literature. The paper outlines six key areas and topics associated with those areas. It suggests future directions for further scholarly work in the area of critical thinking in business education. (shrink)

The articles included in this issue represent some of the most recent thinking in the area of critical thinking in higher education. While the emphasis is on work being done in the Australasian region, there are also papers from the USA and UK that demonstrate the international interest in advancing research in the area. -/- ‘Critical thinking’ in the guise of the study of logic and rhetoric has, of course, been around since the days of the ancient Greeks and the (...) early beginnings of universities. In a narrower sense, critical thinking has been central to higher education as a desirable attribute of graduates since at least the beginning of the twentieth century. The work of John Dewey, and others, emphasised the importance of ‘good habits of thinking’ as early as 1916. In 1945, the Harvard Committee placed emphasis on the importance of ‘thinking effectively’ as one of three desirable educational abilities in their General education in a free society. This was later endorsed in 1961 by the US-based Educational Policies Commission: ‘The purpose which runs through and strengthens all other educational purposes … is the development of the ability to think’ (Kennedy, Fisher, & Ennis, 1991, pp. 11–12). -/- In recent times, universities have made a point of emphasising the importance of critical thinking as a ‘generic skill’ that is central to most, if not all, subjects. There is not a university today (in Australia at least) that does not proudly proclaim that their graduates will – as a result of a degree program in their institution – learn to think critically. Further, there is rarely a subject taught that does not offer the opportunity to acquire skills in critical thinking. However, where is the evidence that we teach critical thinking in higher education? Disturbingly, despite our best intentions, it appears we may be teaching very little of it. (shrink)

In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other terms, including ‘multidisciplinary’, ‘cross-disciplinary’, (...) ‘pluridisciplinarity’, ‘transdisciplinarity’ and ‘interdisciplinary’ are examined. A new nomenclature is introduced to assist in clarifying the subtle distinctions between the various positions. The chapter also outlines some of the pedagogical and epistemological considerations which are involved in any move from a conventional form of educational delivery to an interdisciplinary higher education, and recommends caution in any implementation of an interdisciplinary curriculum. (shrink)

As individuals we often face complex issues about which we must weigh evidence and come to conclusions. Corporations also have to make decisions on the basis of strong and compelling arguments. Legal practitioners, compelled by arguments for or against a proposition and underpinned by the weight of evidence, are often required to make judgments that affect the lives of others. Medical doctors face similar decisions. Governments make purchasing decisions—for example, for expensive military equipment—or decisions in the areas of public or (...) foreign policy. These issues involve many arguments on all sides of difficult debates. These issues involve understanding the arguments of others and being able to make objections and provide rebuttals to objections. Students in universities deal with arguments all the time. A major purpose of a university education—regardless of subject matter—is to teach students how to read, understand, and respond to complex arguments. The ability to do this makes for highly employable, adaptable, and reflectively critical individuals. We often call the skill of marshaling arguments and assessing them “critical thinking.” All universities claim to instill the skill of critical thinking in their graduates and routinely note this in their advertising and promotional documents. This short paper outlines one way this skill can be taught. (shrink)

This paper is about the work of a long forgotten philosopher and his views which have surprising relevance to discussions in present-day philosophy of mind and cognitive science. I argue that, far from being a traditional idealist, Mitchell advanced a very subtle position best seen as marking a transition from idealist views and later materialist accounts, the latter popularly attributed to Australian philosophers in the second half of the 20th century.

This paper looks at the need for a better understanding of the impediments to critical thinking in relation to graduate student work. The paper argues that a distinction is needed between two vectors that influence student writing: (1) the word-level–sentence-level vector; and (2) the grammar–inferencing vector. It is suggested that much of the work being done to assist students is only done on the first vector. This paper suggests a combination of explicit use of deductive syllogistic inferences and computer-aided argument (...) mapping is needed. A methodology is suggested for tackling assignments that require students to ‘make an argument’. It is argued that what lecturers understand tacitly, now needs to be made a focus of deliberate educational practices. (shrink)

This volume contains the editions of polemical texts by Erasmus against Martin Luther and Pierre Cousturier, of his defence against attacks on his oration on matrimony, and of his immensely popular ‘pocket’ edition of the _Disticha Catonis_.

The honour of being the first to teach philosophy in Australia belongs to the Congregationalist minister Barzillai Quaife (1798–1873), in the 1850s, but teaching philosophy did not formally begin until the 1880s, with the establishment of universities (Grave 1984). -/- Two approaches have dominated Western philosophy in Australia: Idealism and materialism. Idealism was prevalent between the 1880s and the 1930s, but dissipated thereafter. It was particularly associated with the work of the first professional philosophers in Australia, such as Henry Laurie (...) (1837–1922), Francis Anderson (1858–1941), William Mitchell (1861–1962) (who rejected the label) and a second generation including W. R. Boyce Gibson (1869–1935). Idealism in Australia often reflected Kantian themes, together with the British, particularly Scottish, revival of interest in Hegel through the work of the ‘Absolute Idealists’ T. H. Green (1836–1882), F. H. Bradley (1846–1924) and Henry Jones (1852–1922), the latter of whom conducted a popular lecture tour of Australia (Boucher 1990). -/- A number of the early New Zealand philosophers, including Duncan MacGregor (1843–1906), William Salmond (1835–1917), and Francis W. Dunlop (1874–1932) were educated in the Idealist tradition and were influential in their communities, but produced relatively little. William Anderson (1889–1955), at Auckland, brother of John at Sydney, was the only New Zealand philosopher that seemed to retain Idealist views. -/- In Australia, materialism gained prominence through the work of John Anderson, who arrived in Australia in 1927, and continues to be influential. John Anderson had been a student of Henry Jones, who can be said to have influenced both strands of Australian philosophical thought. (shrink)

This paper develops a taxonomy of critical thinking dispositions using dispositional formulations identified over 40 years of research in the area. Critical thinking dispositions refer to the ‘habits’, ‘virtues’ or ‘intellectual character’ that prompts people to exercise their critical thinking skills. As such, they are as vital as the skills themselves. A person may be skilled in analysis, evaluation, or forming inferences, but without a disposition to do so, skills are impotent. Educating for critical thinking—both skills and dispositions—is an increasingly (...) important enterprise. The skills are clear enough and well-documented. However, to educate for critical thinking dispositions, we need to understand what dispositions are, and which are most important. Previous literature has been devoted to listing dispositions and categorising them, but there is much debate over the details. Attempts to reconcile various dispositional listings are limited. This paper is a step in the direction of a composite taxonomy. (shrink)

The subject of this book is the work of Scottish-born Sir William Mitchell, the Hughes Professor of Philosophy and Vice Chancellor at the University of Adelaide, and the first major philosopher who lived in South Australia. Mitchell worked at Adelaide University during the years 1895-1940 and died in 1962. Mitchell is a major, yet long forgotten, historical figure and intellectual, and an important figure in the history of Scottish and Australian philosophy. He was a part of Scottish schools of thought (...) that influenced early Australian intellectual and cultural life. (The same influence is behind the work of the more famous figure, John Anderson, former Professor of Philosophy at Sydney University.) Anderson’s work recently underwent a revival due to the publication of a recent biography (A Passion to Oppose: John Anderson, Philosopher, by Brian Kennedy, Melbourne University Press, 1995). However, there has never been a serious scholarly appraisal of the work of William Mitchell. At the time of preparation of this book there was no recent published material on Mitchell’s life, work or influence. -/- This book fills this need. I argue that Mitchell’s work is surprisingly relevant to current concerns among cognitive scientists and philosophers of mind. He wrote on issues that are only today being discussed by philosophers and psychologists under the auspices of ‘cognitive science’. His major work: Structure and Growth of the Mind (MacMillan, 1907) is a major treatise on philosophical psychology. The topics that concerned Mitchell are only now being revisited in the form of contemporary debates. -/- The specific aims of the book are as follows: • To assess the impact of late nineteenth/early twentieth century science (especially neurology, psychology and physics) on Mitchell’s philosophical work and trends in philosophical psychology during that period. • To demonstrate the importance of Mitchell’s philosophical work in the context of contemporary theories of mind and content, cognitive science, and the philosophy of science and perception. • To make clear the extent of Mitchell’s philosophical influence on others at the time • To locate Mitchell’s work in relation to other influences on philosophy in Australia. (shrink)

Although Barsalou is right in identifying the importance of perceptual symbols as a means of carrying certain kinds of content, he is wrong in playing down the inferential resources available to amodal symbols. I argue that the case for perceptual symbol systems amounts to a false dichotomy and that it is feasible to help oneself to both kinds of content as extreme ends on a content continuum. The continuum thesis I advance argues for the inferential content at one end and (...) perceptual content at the other. In between the extremes, symbols might have aspects that are either perceptual or propositional-linguistic in character. I argue that this way of characterising the issue preserves the good sense of Barsalou's recognition of perceptual representations and yet avoids the tendency to minimise the gains won with symbolic representations vital to contemporary cognitive science. (shrink)

This thesis is about experiential content: what it is; what kind of account can be given of it. I am concerned with identifying and attacking one main view - I call it the inferentialist proposal. This account is central to the philosophy of mind, epistemology and philosophy of science and perception. I claim, however, that it needs to be recast into something far more subtle and enriched, and I attempt to provide a better alternative in these pages. The inferentialist proposal (...) holds that experiential content is necessarily under¬pinned by sophisticated cognitive influences. My alternative, the continuum theory, holds that these influences are relevant to experience only at certain levels of organisation and that at other levels there are contents which such features do not capture at all. Central to my account is that there are degrees to which cognitive influences affect experiential content; indeed, for the most part, experience is an amalgam of both inferential and non-inferential features. I claim that the inferentialist proposal is fundamentally flawed and deserves replacement, and I argue that my alternative fills the hollow that remains. The thesis is divided into four sections. In Part I, Chapter 1, I introduce two traditionally rival views of experiential content. In Chapter 2, I develop my continuum alternative. Chapter 3 assesses the relationship between experience and language, while Chapter 4 explores the relationship between beliefs and experience. The overall argument is that it has been a mistake to understand experience simply in inferential or non-inferential terms. In Part II, I examine the structure of mental content. Chapter 5 is concerned with the kinds of experiences which escape the inferentialist analysis. Chapter 6 considers Kant’s metaphysic of experience counterpointed to Lorenz’s reading of his work in the light of evolutionary biology. Chapter 7 treats animal experience in relation to the continuum view I am developing, while Chapter 8 reviews Fodor’s contribution to perceptual psychology. It is argued that the view of experiential content being developed is both consistent with empirical data on informationally local perceptual sub-systems, but also accords well with evolutionary theory and a naturalist interpretation of Kant’s taxonomy. Part III deals with inferentialism in the philosophy of science. In Chapter 9, I assess the theory dependence of observation thesis as it is advanced by Paul Feyerabend. I bring out of his account a subtle confusion concerning the importance of inference in the context of scientific inquiry. Part IV deals with the issue of experience in the philosophy of mind. In Chapter 10, I look at Wilfred Sellars’s attack on sense data theories. Chapter 11 confronts Paul Churchland’s treatment of ‘folk psychology’ while Chapter 12 isolates the issue of experiential qualia and the position of property dualism. I offer a critical review of Thomas Nagel’s work in this chapter and claim that his position can be read in a way which is consistent with the continuum account I am developing. I conclude the thesis in the usual fashion with a summary of the central claims. (shrink)

In an age of pressing global issues such as climate change, the necessity for countries to work together to resolve problems affecting multiple nations has never been more important. Interdisciplinarity in higher education is a key to meeting these challenges. Universities need to produce graduates, and leaders, who understand issues from different perspectives, and who can communicate with others outside the confines of their own disciplines. -/- Drawing on contributions from 37 scholars from Australia, New Zealand, Hong Kong, Malaysia, the (...) Netherlands and the United Kingdom, this volume examines issues inherent in providing interdisciplinary education within the structures of universities and proposes ways in which these issues might be best managed. -/- The book has a dual focus on perspectives and practicalities. Themes covered include: the need for graduates who can work within and across multi-disciplinary and multi-professional teams; interdisciplinary leadership; the critical importance of interdisciplinary thinking to meet global challenges; collaboration in interdisciplinary approaches to teaching and learning; the role of institutional and other systems to support interdisciplinary endeavours; the centrality of disciplines; balancing disciplinarity and interdisciplinarity; and the place of interdisciplinarity in graduate outcomes and attributes. Definitional aspects of interdisciplinary higher education and current interdisciplinary practice across a range of contexts are also examined. -/- Contributors represent a wide range of discipline areas, including accounting, academic development, agriculture, food and wine science, biotechnology, employment relations, environmental science, the health sciences, higher education, land and environment, languages and cultures, occupational therapy, science communication, social work and social policy. (shrink)

A rehearsal of new ways of teaching critical thinking by means of computer-aided argument mapping and a procedural method by which to do so.

Transcranial magnetic stimulation studies have demonstrated increased cortical facilitation and reduced inhibition following aerobic exercise, even when examining motor regions separate to the exercised muscle group. These changes in brain physiology following exercise may create favorable conditions for adaptive plasticity and motor learning. One candidate mechanism behind these benefits is the increase in brain-derived neurotropic factor observed following exercise, which can be quantified from a venous blood draw. The aim of this study was to investigate changes in motor cortex excitability (...) and inhibition of the upper limb, and circulating BDNF, following high-intensity interval training on a stationary bicycle. Nineteen sedentary adults participated in a randomized crossover design study involving a single bout of high-intensity interval cycling for 20 min or seated rest. Venous blood samples were collected, and transcranial magnetic stimulation was used to stimulate the extensor carpi radialis, where motor evoked potentials were recorded pre- and post-condition. Following exercise, there was a significant increase in corticospinal excitability measured at 120% of resting motor threshold and a reduction in short-interval cortical inhibition. There was a non-significant 23.6% increase in BDNF levels. Collectively, these results reflect a net reduction in gamma aminobutyric acid ergic synaptic transmission and increased glutamatergic facilitation, resulting in increased corticospinal excitability. This study supports the notion that acute high-intensity exercise provides a potent stimulus for inducing cortical neuroplasticity, which may support enhanced motor learning. (shrink)

This paper describes the change of emphasis that occurred in the teaching of ethics to small groups of clinical students. Although the original focus of the course was on the analysis of ethical dilemmas associated with individual patients known to the students, it soon became evident that there were, for the students themselves, more fundamental ethical dilemmas in their new role as clinical students. These included worries about how to respond when patients asked questions which their consultants had previously deceived (...) them about, worries about inflicting pain on patients, as with intravenous cannulation, and the role of the medical student in the clinical team. We emphasise the need to explore student experiences as part of the process of ethics teaching. (shrink)

This paper outlines new work in cross-cultural psychology largely drawn from Nisbett, Choi, and Smith (Cognition, 65, 15–32, 1997); Nisbett, Peng, Choi, & Norenzayan, Psychological Review, 108(2), 291–310, 2001; Nisbett, The Geography of Thought: How Asians and Westerners Think Differently...and Why. New York: Free Press 2003), Ji, Zhang and Nisbett (Journal of Personality and Social Psychology, 87(1), 57–65, 2004), Norenzayan (2000) and Peng (Naive Dialecticism and its Effects on Reasoning and Judgement about Contradiction. University of Michigan, Ann Arbor, Michigan 1997) (...) Peng and Nisbett (Cross-Cultural Similarities and Differences in the Understanding of Physical Causality. Paper presented at the Science and Culture: Proceedings of the Seventh Interdisciplinary Conference on Science and Culture, Frankfort, K. Y. 1996), and Peng, Ames, & Knowles (Culture and Human Inference: Perspectives from three traditions. In: D. Matsumoto (Ed.), Handbook of Cross-Cultural Psychology (pp. 1–2). Oxford: Oxford University Press 2000). The paper argues that the findings on cultural influences on inference-making have implications for teaching and education generally, and specifically for the debate on conceptions and misconceptions of Asian students studying in western tertiary institutions around the world. The position defended is that, while there seems to be compelling empirical evidence for intercultural differences in thought patterns, these patterns are, for the most part, insignificant in everyday exchanges, though language and culture might subtlety modulate our inference-making at the margins. Linguistic determinism however is not defended. Nonetheless, the evidence provides food for thought, and it needs to inform the recent debates about international students studying overseas. (shrink)

The idea of Hume as a philosopher of culture has only recently gained general acceptance; yet as far back as 1941 the Journal of the History of Ideas was publishing essays on Hume which reflected this aspect of his work. The essays selected for this volume range back as far as 1941, but they may be viewed as more timely than ever, given the recent interest in Hume as a philosopher of society, politics and history.

This textbook offers a unique and accessible approach to ethical decision-making for practicing pharmacists and student pharmacists. Unlike other texts, it gives clear guidance based on the fundamental principles of moral philosophy, explaining them in simple language and illustrating them with abundant clinical examples and case studies. The strength of this text is in its emphasis on normative ethics and critical thinking, and that there is truly a best answer in the vast majority of cases, no matter how complex. The (...) authors place high trust in a pharmacist’s moral judgment. This teaches the reader how to think, based on ethical principles, not necessarily what to think. This means navigating between the two extremes of overly theoretical and excessively prescriptive. The cogent framework given in this text uses the language of competing duties, identifying the moral principles at stake that create duties for the pharmacist. This is the balancing act of normative ethics, and of deciding which duties should prevail in a given clinical situation. This work presents a clear-cut pathway for resolving ethical dilemmas encountered by pharmacists, based on foundational principles and critical thinking. Presents a clear-cut pathway for resolving the ethical dilemmas encountered by pharmacists, based on foundational principles and critical thinking. Jon E. Sprague, RPh, PhD, Director of Science and Research for the Ohio Attorney General. (shrink)

Factors such as subsistence turnover, warfare, or interaction between different groups can be major sources of cultural change in human populations. Global demographic shifts such as the transition to agriculture during the Neolithic and more recently the urbanization and globalization of the twentieth century have been major catalysts for cultural change. Here, we test whether cultural traits such as patri/matrilocality and postmarital migration persist in the face of social upheaval and gene flow during the past 150 years in postcolonial South (...) Africa. The recent history of South Africa has seen major demographic shifts that resulted in the displacement and forced sedentism of indigenous Khoekhoe and San populations. During the expansion of the colonial frontier, the Khoe-San admixed with European colonists and enslaved individuals from West/Central Africa, Indonesia, and South Asia, introducing novel cultural norms. We conducted demographic interviews among Nama and Cederberg communities representing nearly 3,000 individuals across three generations. Despite the history of colonial expansion, and the subsequent incorporation of Khoe-San and Khoe-San-descendant communities into a colonial society with strong patrilocal norms, patrilocality is the least common postmarital residence pattern in our study populations today. Our results suggest that more recent forces of integration into the market economy are likely the primary drivers of change in the cultural traits examined in our study. Birthplace had a strong effect on an individual’s odds of migration, distance moved, and postmarital residence form. These effects are at least partially explained by the population size of the birthplace. Our results suggest that market factors local to birthplaces are important drivers of residence decisions, although the frequency of matrilocal residence and a geographic and temporal cline in migration and residence patterns also indicate the persistence of some historic Khoe-San cultural traits in contemporary groups. (shrink)