Literaturnachweis - Detailanzeige
| Autor/in | Shaker, Paul |
|---|---|
| Titel | Applying the Sociobiological Synthesis to Education. |
| Quelle | (1982), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Behavior Patterns; Biological Influences; Cultural Influences; Developmental Psychology; Educational Philosophy; Elementary Secondary Education; Ethology; Evolution; Genetics; Individual Development; Nature Nurture Controversy; Social Behavior; Social Theories; Sociobiology |
| Abstract | This paper argues that the emerging discipline of sociobiology has the potential of doing what epistemologists, developmental psychologists, psychoanalysts, and ethologists have been unable to do: to provide a theory documenting our inherited dispositions as reflected in cultural evolution and personal development. Accordingly, the paper begins with a summary of the basic concepts of sociobiology, and then shows how these concepts are compatible with a number of theories already applied in education, such as those of Piaget, Kohlberg, Chomsky, and Jung, which describe certain inherited behavioral or psychological patterns. A central concern of sociobiologists is an inquiry into the natural selection processes that govern the evolution of human culture. Elements of culture--"memes" which can be communicated but not subdivided--are selected according to some criterion of value. The major tasks that sociobiologists face are: (1) describing the nature of these "memes" or bits of culture, which then evolve in a competitive process; and (2) identifying the values--based on inherited predispositions--that determine the survival of one set of memes over another. (TE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
