Introduction, W G Runciman Social Evolution in Primates: The Role of Ecological Factors and Male Behaviour, Carel P van Schaik Determinants of Group Size in Primates: A General Model, R I M Dunbar Function and Intention in the Calls of Non-Human Primates, Dorothy L Cheney & Robert M Seyfarth Why Culture is Common, but Cultural Evolution is Rare, Robert Boyd & Peter J Richerson An Evolutionary and Chronological Framework for Human Social Behaviour, Robert A Foley Friendship and the Banker?s Paradox: (...) Other Pathways to the Evolution of Adaptations for Altruism, John Tooby & Leda Cosmides The Early Prehistory of Human Social Behaviour: Issues of Archaeological Inference and Cognitive Evolution, Steven Mithen The Emergence of Biologically Modern Populations in Europe: A Social and Cognitive ?Revolution??, Paul Mellars Responses to Environmental Novelty: Changes in Men?s Marriage Strategies in a Rural Kenyan Community, Monique Borgerhoff Mulder Genetic Language Impairment: Unruly Grammars, M Gopnik, J Dalalakis, S E Fukuda, S Fukuda & E Kehayia The Emergence of Cultures among Wild Chimpanzees, Christophe Boesch Terrestriality, Bipedalism and the Origin of Language, Leslie C Aiello Conclusions, John Maynard Smith. (shrink)

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A non-epistemological history of historical epistemology Content Type Journal Article DOI 10.1007/s11016-010-9501-5 Authors W. R. Albury, School of Humanities, University of New England, Armidale, NSW 2351, Australia Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

Because learning is a biological process, pedagogical approaches should conform to the ways the brain learns. One of the findings of brain-based pedagogical research is that context matters to learning. More specifically, the order of learning must be preserved: content should be introduced in a concrete context, followed by attempts to isolate abstract elements found in the case. There are better and worse strategies to preserve this order. In this paper I discuss the research and provide what I have found (...) to be a very successful way to preserve the natural order of learning: online discussion board assignments. (shrink)

The genome contains elements which are most easily understood as the products of selection operating at the level of the genome, without regard to phenotypic effect. The properties of such elements, and more general implications of molecular biological data, are discussed.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Only those whose work and interests have led them to notice it, will have realised, in all probability, the remarkable extent to which the term organization has gained currency, or acquired new and special emphasis, throughout the entire range of scientific and sociological literature during the last ten or twenty years.In biology and bio-chemistry organization has been discussed or used as a technical term, mostly since 1930 by at least thirty well-known authors; amongst the more prominent are Huxley, Wilson, Woodger, (...) Cannon, Waddington, McDougall, Needham, Block, Hopkins and Sherrington. Under this magic term some authors refer to the physico-chemical nature of the cell or cytoplasm, and usually with special reference to selective or directive catalysis; others to the general constitution or structure of the organism and almost indistinguishable from general morphology and physiology; others to embryological development as such ; others more especially to “relations” between cells, organs and structural parts, often in an abstract sense; others refer more particularly to a hypothetical integrating and/or co-ordinating factor : a few refer to re-constitution from dissociated cells as observed in experiments with Sponges and Hydroids. (shrink)