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Another way to learn about teaching: What dogs can tell us about the evolution of pedagogy

Published online by Cambridge University Press:  08 June 2015

Angie M. Johnston ,
Katherine McAuliffe  and
Laurie R. Santos
Angie M. Johnston
Affiliation:
Department of Psychology, Yale University, New Haven, CT 06511. [email protected]@[email protected]://pantheon.yale.edu/~aj329/https://yale.academia.edu/KatherineMcauliffehttp://psychology.yale.edu/faculty/laurie-r-santos
Katherine McAuliffe
Affiliation:
Department of Psychology, Yale University, New Haven, CT 06511. [email protected]@[email protected]://pantheon.yale.edu/~aj329/https://yale.academia.edu/KatherineMcauliffehttp://psychology.yale.edu/faculty/laurie-r-santos
Laurie R. Santos
Affiliation:
Department of Psychology, Yale University, New Haven, CT 06511. [email protected]@[email protected]://pantheon.yale.edu/~aj329/https://yale.academia.edu/KatherineMcauliffehttp://psychology.yale.edu/faculty/laurie-r-santos
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Abstract

Kline argues that it is crucial to isolate the respective roles of teaching and learning in order to understand how pedagogy has evolved. We argue that doing so requires testing species that learn from pedagogy but that rarely teach themselves. Here, we review how one previously neglected species – domesticated dogs (Canis familiaris) – may allow researchers to do just that.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 38 , 2015 , e44
Copyright
Copyright © Cambridge University Press 2015 

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