Humans are Biologically Cultural
From WikEd
Contents |
Overview
In chapter3, Barbara Rogoff discusses the main difficulties that arise when attempting to characterize cultural heritage. The two challenges that Rogoff devotes attention to are 1) moving beyond positioning culture versus biology and similarities versus differences and 2) thinking of culture as dynamic versus static. The popular issue of nature versus nurture treats biology and culture as separate influences on the individual. This common psychological debate also suggests that differences among individuals are cultural similarities are biological. Additionally, some argue that something cannot be cultural and biological. Biology and culture are thought of as independent. Rogoff argues that these assumptions are incorrect. Rogoff proposes that we share similarities and differences that are attributed to both culture and biology. Examining human practices that are diverse and pervasive will allow us to explore varied patterns that are characteristic of human behavior. Rogoff cites breastfeeding as an example of a practice that is varied, but also common in communities. For instance, nursing is a universal practice, but there is variation in the duration of the practice. “To understand development, it is essential to figure out in which ways human development in different communities is alike and different. “ Rogoff advocates exploring human development looking at biological and cultural heritage in concert. Vygotsky proposed a framework, which speaks to this integrated nature of development. This framework consists of 4 levels described below.
*microgenetic: moment-to-moment learning
*ontogenetic: occurs in the same time frame of the individual’s life span
*phylogeneitc: slowly changing history that leaves behind a legacy through genes
*cultural-historical development: changes occur across decades and centuries leaving a legacy through tools
Generations change cultural institutions and practices that influence biological evolution. Rogoff uses childbirth as an example explaining how changes in technology have influenced biology, aiding in the passing on of genes of individuals with large heads through the use of cesarean sections. This example further strengthens Rogoff’s overriding argument that biological and cultural processes function together. This position is extended further and it is suggested that this link between biology and culture are present at the beginning of life. Using evidence from research Rogoff illustrates the connection. Infants’ preparation to learn and gender differences provides useful ways to examine how biology and culture operate in tandem. Rogoff posits that inheritance provides genes and innate processes that prepare children to be a part of human life and allows children to perform a host of behaviors (i.e., using tool and learning language).
Prepared Learning by Infants and Children
Human learning is made possible due to a long period of infancy. Humans come into the world with an ability to garner knowledge through negotiation and interacting with others. Rogoff further suggests that socialization is innate and provides evidence of this by providing ways in which we learn from our cultural communities before we are born (i.e., hearing mom’s voice). Infants are then able to develop language quickly because of their capacity to distinguish variations in language and their experiences with the language they are exposed to most frequently. Infants initially babble, which is universal. Then around six months to a year, they begin to specialize their mother’s language. Rogoff posits that infants’ predisposition to notice distinctions is language is a result of biological and sociocultral processes. Past generations used communication to survive and as a result, our ancestors were able to pass on their genes and practices. Caregivers also play a role in children’s learning through modeling, joint participation, and structuring the environment. Children are then able to learn the skills and behaviors associated with the community through these interactions with caregivers and others. In sum, humans enter the world prepared to learn to participate in the practices and traditions of the past through shared participation in cultural activities.
Gender Role Development
While others argue that gender role development is either evolutionary or social, Rogoff urges that biology and culture play a role in gender development. Based on the biological perspective, humans are predisposed to gender differences. Humans are motivated by their concern for ensuring that their genes are passed on to future generations. Rogoff attributes the emergence of gender differences to the ways in which men and women behave. Women invest heavily in their children; where as, men provide protection and resources. Conversely, the opposing argument about gender roles is based on the notion that gender role acquisition occurs through instruction and being a part of a gender-structured world. Gender roles stem from models in the environment and reinforcement for gender-role behaviors. These roles are further enforced in the differential treatment of girls and boys. The ideas presented on gender role development and preparation to learn illustrate the importance and relevance of Rogoff’s view that examining both biology and culture aid in understanding features of human development.
Questions
- How do cultural institutions contribute to biological evolution?
- In what ways do teachers influences gender role development?
