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Knowing, Learning and Teaching—How Homo Became Docens

Published online by Cambridge University Press:  18 September 2015

Anders Högberg ,
Peter Gärdenfors  and
Lars Larsson
Anders Högberg
Affiliation:
Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences, 391 82 Kalmar, Sweden & Stellenbosch Institute for Advanced Study (STIAS), Wallenberg Research Centre at Stellenbosch University, Marais Street, Stellenbosch 7600, South [email protected]
Peter Gärdenfors
Affiliation:
Lund University, Cognitive Science, Department of Philosophy, S-221 00 Lund, Sweden & Stellenbosch Institute for Advanced Study (STIAS), Wallenberg Research Centre at Stellenbosch University, Marais Street, Stellenbosch 7600, South [email protected]
Lars Larsson
Affiliation:
Lund University, Department of Archaeology, S-221 00 Lund, Sweden & Stellenbosch Institute for Advanced Study (STIAS), Wallenberg Research Centre at Stellenbosch University, Marais Street, Stellenbosch 7600, South [email protected]
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Abstract

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This article discusses the relation between knowing, learning and teaching in relation to early Palaeolithic technologies. We begin by distinguishing between three kinds of knowledge: knowing how, knowing what and knowing that. We discuss the relation between these types of knowledge and different forms of learning and long-term memory systems. On the basis of this analysis, we present three types of teaching: (1) helping and correcting; (2) showing; and (3) explaining. We then use this theoretical framework to suggest what kinds of teaching are required for the pre-Oldowan, the Oldowan, the early Acheulean and the late Acheulean stone-knapping technologies. As a general introductory overview to this special section, the text concludes with a brief presentation of the papers included.

Type
Special Section: Teaching and Learning
Information
Cambridge Archaeological Journal , Volume 25 , Issue 4 , November 2015 , pp. 847 - 858
Copyright
Copyright © The McDonald Institute for Archaeological Research 2015