Ambitious and elegant, this book builds a bridge between evolutionary theory and cultural psychology. Michael Tomasello is one of the very few people to have done systematic research on the cognitive capacities of both nonhuman primates and human children. The Cultural Origins of Human Cognition identifies what the differences are, and suggests where they might have come from. -/- Tomasello argues that the roots of the human capacity for symbol-based culture, and the kind of psychological development that takes (...) place within it, are based in a cluster of uniquely human cognitive capacities that emerge early in human ontogeny. These include capacities for sharing attention with other persons; for understanding that others have intentions of their own; and for imitating, not just what someone else does, but what someone else has intended to do. In his discussions of language, symbolic representation, and cognitive development, Tomasello describes with authority and ingenuity the "ratchet effect" of these capacities working over evolutionary and historical time to create the kind of cultural artifacts and settings within which each new generation of children develops. He also proposes a novel hypothesis, based on processes of social cognition and cultural evolution, about what makes the cognitive representations of humans different from those of other primates. -/- Lucid, erudite, and passionate, The Cultural Origins of Human Cognition will be essential reading for developmental psychology, animal behavior, and cultural psychology. (from the HUP website). (shrink)

In this enlightening exploration of our nearest primate relatives, Michael Tomasello and Josep Call address the current state of our knowledge about the cognitive skills of non-human primates and integrate empirical findings from the beginning of the century to the present.

In this original and provocative account of the evolutionary origins of human communication, Michael Tomasello connects the fundamentally cooperative structure of human communication (initially discovered by Paul Grice) to the especially ...

To explain the evolutionary emergence of uniquely human skills and motivations for cooperation, Tomasello et al. (2012, in Current Anthropology 53(6):673–92) proposed the interdependence hypothesis. The key adaptive context in this account was the obligate collaborative foraging of early human adults. Hawkes (2014, in Human Nature 25(1):28–48), following Hrdy (Mothers and Others, Harvard University Press, 2009), provided an alternative account for the emergence of uniquely human cooperative skills in which the key was early human infants’ attempts to solicit care (...) and attention from adults in a cooperative breeding context. Here we attempt to reconcile these two accounts. Our composite account accepts Hrdy’s and Hawkes’s contention that the extremely early emergence of human infants’ cooperative skills suggests an important role for cooperative breeding as adaptive context, perhaps in early Homo. But our account also insists that human cooperation goes well beyond these nascent skills to include such things as the communicative and cultural conventions, norms, and institutions created by later Homo and early modern humans to deal with adult problems of social coordination. As part of this account we hypothesize how each of the main stages of human ontogeny (infancy, childhood, adolescence) was transformed during evolution both by infants’ cooperative skills “migrating up” in age and by adults’ cooperative skills “migrating down” in age. (shrink)

A proposal that extends the enactive approach developed in cognitive science and philosophy of mind to issues in affective science.

The idea for _Philosophy in a Time of Terror_ was born hours after the attacks on 9/11 and was realized just weeks later when Giovanna Borradori sat down with Jürgen Habermas and Jacques Derrida in New York City, in separate interviews, to evaluate the significance of the most destructive terrorist act ever perpetrated. This book marks an unprecedented encounter between two of the most influential thinkers of our age as here, for the first time, Habermas and Derrida overcome their (...) mutual antagonism and agree to appear side by side. As the two philosophers disassemble and reassemble what we think we know about terrorism, they break from the familiar social and political rhetoric increasingly polarized between good and evil. In this process, we watch two of the greatest intellects of the century at work. (shrink)

"In her introduction, Borradori contends that philosophy has an invaluable contribution to make to the understanding of terrorism. Just as the traumas produced by colonialism, totalitarianism, and the Holocaust wrote the history of the twentieth century, the history of the twenty-first century is already signed by global terrorism. Each dialogue here, accompanied by a critical essay, recognizes the magnitude of this upcoming challenge. Characteristically, Habermas's dialogue is dense, compact, and elegantly traditional. Derrida's, on the other hand, takes the reader on (...) a long, winding, and unpredictable road. Yet unexpected agreements emerge between them: both have a deep suspicion of the concept of "terrorism" and both see the need for a transition from classical international law, premised on the model of nation-states, to a new cosmopolitan order based on continental alliances.". (shrink)

Journal for the Theory of Social Behaviour, EarlyView.

Byrne & Russon redefine the process of emulation learning as “goal emulation” and thereby distort its most distinctive characteristic: the criterion that the observer focuses on environmental rather than behavioral processes. The two empirical examples recounted – gorilla plant processing and orangutan manipulation of human artifacts – are hierarchically organized behaviors, but there is very little evidence that they involve imitative learning, program-level or otherwise.

‘Valence’ is used in many different ways in emotion theory. It generally refers to the ‘positive’ or ‘negative’ character of an emotion, as well as to the ‘positive’ or ‘negative’ character of some aspect of emotion. After reviewing these different uses, I point to the conceptual problems that come with them. In particular, I dis- tinguish: problems that arise from conflating the valence of an emotion with the valence of its aspects, and problems that arise from the very idea that (...) an emotion (and/or its aspects) can be divided into mutually exclusive opposites. The first group of problems does not question the classic dichotomous notion of valence, but the second does. In order to do justice to the richness of daily emotions, emo- tion science needs more complex conceptual tools. (shrink)

«Si lo que se busca es una guía definitiva que explique cómo los humanos se convirtieron en una especie ultracooperativa y, eventualmente, moral, Una historia natural de la moralidad humana es el libro indicado. Después de Una historia natural del pensamiento humano, el antropólogo evolutivo Michael Tomasello nos brinda otra contribución seminal.» —New Scientist. Una historia natural de la moralidad humana ofrece la explicación más detallada de la evolución de la psicología moral humana. Según Tomasello, hubo dos etapas (...) clave en esta evolución. La primera se dio en la medida en que los retos ecológicos obligaron a los humanos primigenios a recolectar en grupo o morir. Para coordinar estas actividades colaborativas, los humanos desarrollaron habilidades cognitivas de intencionalidad conjunta que aseguraban que los socios supieran los estándares normativos de cada rol y los comprometían a repartirse lo recolectado según un sentido compartido de confianza, respeto y responsabilidad. La segunda etapa se dio en la medida en que la población humana creció y la división del trabajo se hizo más compleja. Surgieron distintos grupos culturales que exigían de sus miembros lealtad, acuerdo e identidad cultural. Al ser miembros de un nuevo «nosotros» cultural, los humanos modernos desarrollaron habilidades cognitivas de intencionalidad colectiva, que dieron lugar a normas del bien y del mal, creadas y objetivadas culturalmente, que todos en el grupo pudieran ver como legítimas para aquellos que fueran uno de «nosotros». Así, Tomasello reconstruye, basado en extensos datos experimentales que comparan a los grandes simios con los niños, la manera en que los humanos primigenios se convirtieron gradualmente en una especie ultracooperativa y, eventualmente, moral. (shrink)

ABSTRACTHere I summarize the main points in my 2016 book, A Natural History of Human Morality. Taking an evolutionary point of view, I characterize human morality as a special form of cooperation. In particular, human morality represents a kind of we > me orientation and valuation that emanates from the logic of social interdependence, both at the level of individual collaboration and at the level of the cultural group. Human morality emanates from psychological processes of shared intentionality evolved to enable (...) individuals to function effectively in ever more cooperative lifeways. (shrink)

In this lively look at current debates in American philosophy, leading philosophers talk candidly about the changing character of their discipline. In the spirit of Emerson's The American Scholar , this book explores the identity of the American philosopher. Through informal conversations, the participants discuss the rise of post-analytic philosophy in America and its relations to European thought and to the American pragmatist tradition. They comment on their own intellectual development as well as each others' work, charting the course of (...) American philosophy over the past few decades. Giovanna Borradori, in her substantial introduction, explains the history of the analytic movement in America and the home-grown reaction against it. In the late nineteenth and early twentieth centuries, American philosophy was a socially engaged interdisciplinary enterprise. In transcendentalism and pragmatism, then the dominant currents in American thought, philosophy was connected to history, psychology, and public issues. But in the 1930s, the imported European movement of logical positivism redefined philosophical discourse in terms of mathematical logic and theory of language. Under the influence of this analytic view, American philosophy became a professionalized discipline, divorced from public debate and intellectual history and antagonistic to the other, more humanistic tradition of continental thought. The American Philosopher explores the opposition between analytic and continental thought and shows how recent American work has begun to bridge the gap between the two traditions. Through a reexamination of pragmatism, and through an attempt to understand philosophy in a more hermeneutical way, the participants narrow the distance between America's distinctly scientific philosophy and Europe's more literary approach. Moving beyond classical analytic philosophy, the participants confront each other on a number of topics. The logico-linguistic orientations of Quine and Davidson come up against the more discursive, interdisciplinary agendas of Rorty, Putnam, and Cavell. Nozick's theory of pluralist anarchism goes face-to-face with the aesthetic neo-foundationalism of Danto. And Kuhn's hypothesis of paradigm shifts is measured against MacIntyre's ethics of "virtues." Borradori's conversations offer an unconventional portrait of the way philosophers think about their work scholars and students will not be its only beneficiaries, so will everyone who wonders about the current state of American philosophy. (shrink)

We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with others and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and (...) evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention. Human children's skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: the general ape line of understanding others as animate, goal-directed, and intentional agents; and a species-unique motivation to share emotions, experience, and activities with other persons. The developmental outcome is children's ability to construct dialogic cognitive representations, which enable them to participate in earnest in the collectivity that is human cognition. Key Words: collaboration; cooperation; cultural learning; culture; evolutionary psychology; intentions; shared intentionality; social cognition; social learning; theory of mind; joint attention. (shrink)

This target article presents a theory of human cultural learning. Cultural learning is identified with those instances of social learning in which intersubjectivity or perspective-taking plays a vital role, both in the original learning process and in the resulting cognitive product. Cultural learning manifests itself in three forms during human ontogeny: imitative learning, instructed learning, and collaborative learning – in that order. Evidence is provided that this progression arises from the developmental ordering of the underlying social-cognitive concepts and processes involved. (...) Imitative learning relies on a concept of intentional agent and involves simple perspective-taking. Instructed learning relies on a concept of mental agent and involves alternating/coordinated perspective-taking (intersubjectivity). Collaborative learning relies on a concept of reflective agent and involves integrated perspective-taking (reflective intersubjectivity). A comparison of normal children, autistic children and wild and enculturated chimpanzees provides further evidence for these correlations between social cognition and cultural learning. Cultural learning is a uniquely human form of social learning that allows for a fidelity of transmission of behaviors and information among conspecifics not possible in other forms of social learning, thereby providing the psychological basis for cultural evolution. (shrink)

As Bruner so eloquently points out, and Gauvain echoes, human beings are unique in their “locality.” Individual groups of humans develop their own unique ways of symbolizing and doing things – and these can be very different from the ways of other groups, even those living quite nearby. Our attempt in the target article was to propose a theory of the social-cognitive and social-motivational bases of humans' ability and propensity to live in this local, that is, this cultural, way – (...) which no other species does – focusing on such things as the ability to collaborate and to create shared material and symbolic artifacts. (shrink)

This paper distinguishes various ways in which language can act on our affect or emotion experience. From the commonsensical consideration that sometimes we use language merely to report or describe our feelings, I move on to discuss how language can constitute, clarify, and enhance them, as well as induce novel and oft surprising experiences. I also consider the social impact of putting feelings into words, including the reciprocal influences between emotion experience and the public dissemination of emotion labels and descriptions, (...) and how these influences depend on the power of labelling to make complex feelings visible and thus easily accessible. Finally, I address and reinterpret some psychological findings on the so-called “verbal overshadowing” effect. (shrink)

The experience of agency refers to the feeling that we control our own actions, and through them the outside world. In many contexts, sense of agency has strong implications for moral responsibility. For example, a sense of agency may allow people to choose between right and wrong actions, either immediately, or on subsequent occasions through learning about the moral consequences of their actions. In this study we investigate the relation between the experience of operant action, and responsibility for action outcomes (...) using the intentional binding effect as an implicit, quantitative measure related to sense of agency. We studied the time at which people perceived simple manual actions and their effects, when these actions were embedded in scenarios where their actions had unpredictable consequences that could be either moral or merely economic. We found an enhanced binding of effects back towards the actions that caused them, implying an enhanced sense of agency, in moral compared to non-moral contexts. We also found stronger binding for effects with severely negative, compared to moderately negative, values. A tight temporal association between action and effect may be a low-level phenomenal marker of the sense of responsibility. (shrink)

Humble leadership can be described as a positive psychological feature that allows leaders to admit their limitations, be open to new ideas, and give a voice to others while also recognizing their merits. The present study (n = 268 participants) explored the persuasive effects of a female politician communicating a humble stance by considering the role emotional displays at play (joy, calmness, sadness, and anger) when discussing a moral issue (hosting immigrants). The results revealed that the politician elicited positive emotions (...) and evaluations of her competence and benevolence, especially when exhibiting a sad facial display, by contributing to the intention to accept the moral gist of her persuasive message. Overall, these ‘gendered’ effects are discussed in relation to the ‘political authenticity’, which can be perceived as high especially when the humble message is connected with several social reasons, as is the case with gender or social status. (shrink)

Recoding Metaphysics: The New Italian Philosophy presents for the first time in English the work of many leading Italian contemporary thinkers. It suggests a third way in the hitherto almost exclusively French and German discussion of the deconstructive critique of poststructuralism on one hand, and the emancipatory convictions of post-Marxist discourse on the other. Each essay attempts to establish the validity of this third way, some by developing the concept of "weak thought" through rigorous analysis of Marxism and a reinterpretation (...) of Nietzsche's nihilism and Heidegger's existentialism, and others by developing alternative critiques to postructuralist thinking. (shrink)

This book highlights the emergence of a new mathematical rationality and the beginning of the mathematisation of physics in Classical Islam. Exchanges between mathematics, physics, linguistics, arts and music were a factor of creativity and progress in the mathematical, the physical and the social sciences. Goods and ideas travelled on a world-scale, mainly through the trade routes connecting East and Southern Asia with the Near East, allowing the transmission of Greek-Arabic medicine to Yuan Muslim China. The development of science, first (...) centred in the Near East, would gradually move to the Western side of the Mediterranean, as a result of Europe's appropriation of the Arab and Hellenistic heritage. Contributors are Paul Buell, Anas Ghrab, Hossein Masoumi Hamedani, Zeinab Karimian, Giovanna Lelli, Marouane ben Miled, Patricia Radelet-de Grave, and Roshdi Rashed. (shrink)

The first commented edition of K.W.F. Solger's Vorlesungen über Ästhetik (1819), edited by Giovanna Pinna.

In this paper we adopt Sterelny's framework of the scaffolded mind, and his related dimensional approach, to highlight the many ways in which human affectivity is environmentally supported. After discussing the relationship between the scaffolded-mind view and related frameworks, such as the extended-mind view, we illustrate the many ways in which our affective states are environmentally supported by items of material culture, other people, and their interplay. To do so, we draw on empirical evidence from various disciplines, and develop phenomenological (...) considerations to distinguish different ways in which we experience the world affectively. (shrink)

Although psychologists have paid scant attention to the sense of obligation as a distinctly human motivation, moral philosophers have identified two of its key features: First, it has a peremptory, demanding force, with a kind of coercive quality, and second, it is often tied to agreement-like social interactions in which breaches prompt normative protest, on the one side, and apologies, excuses, justifications, and guilt on the other. Drawing on empirical research in comparative and developmental psychology, I provide here a psychological (...) foundation for these unique features by showing that the human sense of obligation is intimately connected developmentally with the formation of a shared agent “we,” which not only directs collaborative efforts but also self-regulates them. Thus, children's sense of obligation is first evident inside, but not outside, of collaborative activities structured by joint agency with a partner, and it is later evident in attitudes toward in-group, but not out-group, members connected by collective agency. When you and I voluntarily place our fate in one another's hands in interdependent collaboration – scaled up to our lives together in an interdependent cultural group – this transforms the instrumental pressure that individuals feel when pursuing individual goals into the pressure that “we” put on me to live up to our shared expectations: a we > me self-regulation. The human sense of obligation may therefore be seen as a kind of self-conscious motivation. (shrink)

It is widely believed that what distinguishes the social cognition of humans from that of other animals is the belief–desire psychology of four–year–old children and adults (so–called theory of mind). We argue here that this is actually the second ontogenetic step in uniquely human social cognition. The first step is one year old children's understanding of persons as intentional agents, which enables skills of cultural learning and shared intentionality. This initial step is ‘the real thing’ in the sense that it (...) enables young children to participate in cultural activities using shared, perspectival symbols with a conventional/normative/reflective dimension—for example, linguistic communication and pretend play—thus inaugurating children's understanding of things mental. Understanding beliefs and participating in collective intentionality at four years of age—enabling the comprehension of such things as money and marriage—results from several years of engagement with other persons in perspective–shifting and reflective discourse containing propositional attitude constructions. (shrink)

As the cognitive revolution was slow to come to the study of animal behavior, the vast majority of what we know about primate cognition has been discovered in the last 30 years. Building on the recognition that the physical and social worlds of humans and their living primate relatives pose many of the same evolutionary challenges, programs of research have established that the most basic cognitive skills and mental representations that humans use to navigate those worlds are already possessed by (...) other primates. There may be differences between humans and other primates, however, in more complex cognitive skills, such as reasoning about relations, causality, time, and other minds. Of special importance, the human primate seems to possess a species-unique set of adaptations for “cultural intelligence,” which are broad reaching in their effects on human cognition. (shrink)