Hostname: page-component-6766d58669-6mz5d Total loading time: 0 Render date: 2026-05-20T03:23:27.316Z Has data issue: false hasContentIssue false
  • English
  • Français

Is tolerance really teaching?

Published online by Cambridge University Press:  08 June 2015

Lisa G. Rapaport
Lisa G. Rapaport*
Affiliation:
Department of Biological Sciences, Clemson University, Clemson, SC 29634. lrapapo@clemson.edu http://www.clemson.edu/cafls/departments/biosci/faculty_staff/rapaport_l.html
Get access Rights & Permissions [Opens in a new window]

Abstract

Kline succeeds in demonstrating the value of an approach that integrates information from various scientific and social disciplines, but her framework does not uniformly provide clarity. Specifically, inclusion of situations in which knowledgeable individuals do not actively donate information is misguided. Passive tolerance by demonstrators should continue to be excluded from definitions of teaching, in order to focus on situations in which selection has favored behaviors that are specifically geared to promoting learning in others.

Information

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 38 , 2015 , e57
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Bekoff, M. & Byers, J. A., eds. (1998) Animal play: Evolutionary, comparative and ecological perspectives. Cambridge University Press.CrossRefGoogle Scholar
Byers, J. A. & Walker, C. (1995) Refining the motor training hypothesis for the evolution of play. The American Naturalist 146:25–40.Google Scholar
Byrne, R. W. & Rapaport, L. G. (2011) What are we learning from teaching? Animal Behaviour 82:1207–11. doi: 10.1016/j.anbehav.2011.08.018.Google Scholar
Caro, T. M. & Hauser, M. D. (1992) Is there teaching in nonhuman animals? The Quarterly Review of Biology 67(2):151–74. Available at: http://www.jstor.org/stable/10.2307/2831436 CrossRefGoogle ScholarPubMed
Csibra, G. & Gergely, G. (2011) Natural pedagogy as evolutionary adaptation. Philosophical Transactions of the Royal Society B: Biological Sciences 366(1567):1149–57. doi:10.1098/rstb.2010.0319.Google Scholar
Hoppitt, W. J. E., Brown, G. R., Kendal, R., Rendell, L., Thornton, A., Webster, M. M. & Laland, K. N. (2008) Lessons from animal teaching. Trends in Ecology and Evolution 23(9):486–93. doi:10.1016/j.tree.2008.05.008.CrossRefGoogle ScholarPubMed
Rapaport, L. G. & Brown, G. R. (2008) Social influences on foraging behavior in young nonhuman primates: Learning what, where, and how to eat. Evolutionary Anthropology 17:189–201.CrossRefGoogle Scholar
Rapaport, L. G. & Byrne, R. W. (2012) Reply to Thornton & McAuliffe (2012). Animal Behaviour 84:e1–e3. doi: 10.1016/j.anbehav.2012.06.013.CrossRefGoogle Scholar
Thornton, A. & Raihani, N. (2008) The evolution of teaching. Animal Behaviour 75(6):1823–36. doi:10.1016/j.anbehav.2007.12.014 Google Scholar
Thornton, A. & Raihani, N. J. (2010) Identifying teaching in wild animals. Learning and Behavior 38(3):297–309.CrossRefGoogle ScholarPubMed
Tinbergen, N. (1963) On aims and methods of ethology. Zeitschrift für Tierpsychologie 20(4):410–33.Google Scholar