Of love and fur: grandmothers,class, and pre‐mortem inheritance in a southern Polish city

This article analyses the pre‐mortem alternate‐generation inheritance of fur clothing in Kraków: a practice that speaks to the conventions of grandmother‐granddaughter relationships and also to the connection between inheritance and social class. The perception of fur as a symbolically loaded material enhances its suitability for being ‘kept in the family’. Clothing inheritance fosters bourgeois belonging over multiple generations, encouraging the patronage of selected spaces and services (including furriers). In the shorter term, however, generational differences within amicable grandmother‐granddaughter pairs are amplified in part through the way pre‐mortem inheritance practices highlight granddaughters' non‐reciprocable debt to their grandmothers. A focus on fur as a particular kind of object highlights the significance of certain inheritance practices and their links to the affective ties in the reproduction of class in Poland. The article also contributes to a broader understanding of the reproduction of class by analysing the interconnections between taste, the body, and memory.     

Monological versus dialogical consciousness: two epistemological views on the use of theory in clinical ethical practice

In this article, we argue that a critical examination of epistemological and anthropological presuppositions might lead to a more fruitful use of theory in clinical-ethical practice. We differentiate between two views of conceptualizing ethics, referring to Charles Taylors' two epistemological models: 'monological' versus 'dialogical consciousness'. We show that the conception of ethics in the model of 'dialogical consciousness' is radically different from the classical understanding of ethics in the model of 'monological consciousness'. To reach accountable moral judgments, ethics cannot be conceptualized as an individual enterprise, but has to be seen as a practical endeavor embedded in social interactions within which moral understandings are being negotiated. This view has specific implications for the nature and the role of ethical theory. Theory is not created in the individual mind of the ethicist; the use of theory is part of a joint learning process and embedded in a cultural context and social history. Theory is based upon practice, and serves practical purposes. Thus, clinical ethics support is both practical and theoretical.     

"Respect for the Rights of Others Is Peace": Learning Aggression versus Nonaggression among the Zapotec

This article examines differences in aggression between two Zapotec communities in Oaxaca, Mexico. An ethological study of three- to eight-year-old children (N = 48) reveals statistically significant intercommunity differences in children's serious and play aggression, corresponding to ethnographically observed intercommunity differences in adult behavior. The parallels between adult and children's conduct within the communities support the conclusion that different social learning environments contribute to the maintenance across generations of divergent ideologies, values, and patterns of social interaction related to violence or peacefulness. Social learning and socialization processes also can be viewed as interacting with economic, historical, and ideological influences. The findings suggest that studies of violence that neglect social learning influences may be providing only partial explanations.     

Grandmothers' longevity negatively affects daughters' fertility

The evolution of postmenopausal longevity in human females has been the subject of debate. Specifically, there is disagreement about whether the evolution of the trait should be understood as an adaptive or a neutral process, and if the former, what the selective mechanism is. There are two main adaptive proposals to explain the evolution of postreproductive longevity: the grandmother and the mother hypotheses. The grandmother hypothesis proposes that postreproductive longevity evolved because it is selectively advantageous for females to stop reproducing and to help raise their grandchildren. The mother hypothesis states that postmenopausal longevity evolved because it is advantageous for women to cease reproduction and concentrate their resources and energy in raising the children already produced. In this article, we test the mother and the grandmother hypotheses with a historical data set from which we bootstrapped random samples of women from different families who lived from the 1500s to the 1900s in the central valley of Costa Rica. We also compute the heritability of longevity, which allows us to determine if genes involved in longevity are nearly fixed in this population. Here we show that although longevity positively affects a woman's fertility, it negatively affects her daughter's fertility; for this reason, the heritability of longevity is unexpectedly high. Our data provide strong grounds for questioning the universality of the grandmother hypothesis and for supporting the mother hypothesis as a likely explanation for the evolution of human postreproductive longevity.     

Survivre �� l��inceste : de l��adolescence �� l��age adulte. ��tude du cas d��un ��tudiant s��n��galais �� Dakar

The disclosure of incest is often difficult to accept. Denial or incredulity is common. Furthermore, attitudes to the consequences vary according to the period and the culture. The adverse effects of incest in children and young people could justify the prohibition of incest the world over. In this article, the authors report a case of a young student who consulted several health practitioners. Finally, he made a connection between his memories of incest with his grandmother and his failures in life. Recognition and long-term treatment of this sexual abuse within the family seem to be essential for the re-establishment of psychological development and social integration of this young man.     

Language Learning and the Politics of Belonging: Sudanese Women Refugees Becoming and Being"American"

In this article, I explore the complicated relationship between ideologies of language and language learning, discourses of immigration and belonging, and the actual lived experiences of individual language learners. The analysis demonstrates how questions of educational access, economic stability, and social membership are all influenced by a range of social, political, and historical factors, particularly for recently arrived immigrants and refugees from war-torn African contexts.     

Social learning in non-grouping animals

Social learning is widespread in the animal kingdom and is involved in behaviours from navigation and predator avoidance to mate choice and foraging. While social learning has been extensively studied in group-living species, this article presents a literature review demonstrating that social learning is also seen in a range of non-grouping animals, including arthropods, fishes and tetrapod groups, and in a variety of behavioural contexts. We should not be surprised by this pattern, since non-grouping animals are not necessarily non-social, and stand to benefit from attending to and responding to social information in the same ways that group-living species do. The article goes on to ask what non-grouping species can tell us about the evolution and development of social learning. First, while social learning may be based on the same cognitive processes as other kinds of learning, albeit with social stimuli, sensory organs and brain regions associated with detection and motivation to respond to social information may be under selection. Non-grouping species may provide useful comparison taxa in phylogenetic analyses investigating if and how the social environment drives selection on these input channels. Second, non-grouping species may be ideal candidates for exploring how ontogenetic experience of social cues shapes the development of social learning, allowing researchers to avoid some of the negative welfare implications associated with raising group-living animals under restricted social conditions. Finally, while non-grouping species may be capable of learning socially under experimental conditions, there is a need to consider how non-grouping restricts access to learning opportunities under natural conditions and whether this places a functional constraint on what non-grouping animals actually learn socially in the wild.     

On fun and freedom: young women's moral learning in Indonesian Islamic boarding schools

This article analyses the role of fun and freedom in the moral learning of young women students in two Indonesian Islamic boarding schools. Recent debates about Islam and ethical subject formation have centred on the assumed tension between Islam and freedom. I examine decisions about television viewing and dress to illustrate both the flexibility and fixity of moral values and evaluation in girls’ lives. I argue that anthropologists of morality and Islam should take seriously moments of fun as important instances for ‘moral ludus’ or ‘moral play’ – the testing, shifting, and reshaping of the boundaries of moral behaviours that involve balancing the demands of various social fields and the larger ethical community in which a person is embedded. I suggest that these moments be viewed not as ruptures or instances of hypocrisy but as everyday occurrences of embedded agency in the lives of piety-minded individuals.     

“Pensando Mucho” (“Thinking Too Much”): Embodied Distress Among Grandmothers in Nicaraguan Transnational Families

In this paper, I describe an embodied form of emotional distress expressed by Nicaraguan grandmothers caring for children of migrant mothers, “pensando mucho” (“thinking too much”). I draw on ethnographic fieldwork and semi-structured exploratory interviews about pensando mucho conducted with grandmother heads-of-household to show the cultural significance of this complaint within the context of women’s social roles as caregivers in transnational families. Adopting an interpretive and meaning-centered approach, I analyze the cultural significance of pensando mucho as expressed through women’s narratives about the impacts of mother outmigration on their personal and family lives. I show how women use pensando mucho to express the moral ambivalence of economic remittances and the uncertainty surrounding migration, particularly given cultural values for “unity” and “solidarity” in Nicaraguan family life. I also discuss the relationship between pensando mucho and dolor de cerebro (“brainache”) as a way of documenting the relationship between body/mind, emotional distress, and somatic suffering. The findings presented here suggest that further research on “thinking too much” is needed to assess whether this idiom is used by women of the grandmother generation in other cultural contexts to express embodied distress in relation to broader social transformations.     

"This Is Active Learning": Theories of Language, Learning, and Social Relations in the Transmission of Khmer Literacy

This article examines the role language ideologies played in the changing instructional and social organization of Khmer literacy classes in Long Beach, California. Language and language use in classrooms have been carefully examined over the years, but analysis of how language attitudes influence pedagogical theory and practice has been largely neglected. This article reveals one way in which language ideologies engage with local theories of learning to shape not only pedagogies informing instruction but also social relations within classes.     

Social learning and mother's behavior in manipulative tasks in infant marmosets

High levels of social tolerance are considered to promote social learning, as they allow direct observation of a manipulating conspecific and facilitate scrounging. Owing to tolerance toward infants, infancy is thought to be especially suited for learning socially transmitted behaviors. Despite this, few studies have investigated social learning of infants, particularly in manipulative tasks where observation might be most helpful. Here, we investigated (1) the influence of social learning on task acquisition in infant marmosets, and (2) whether the mother augments her behavior in a way that may enhance social learning by her infants. We tested infant and juvenile marmosets in four different complex foraging‐related tasks, featuring large living insects (two tasks) or artificially embedded prey (two tasks). Each individual observed the mother solving two of the tasks and served as a control in the other two tasks. Observers manipulated more and succeeded sooner than control animals, suggesting that observing the mother promoted learning either directly or by decreasing neophobia. Moreover, the data suggest that learning in 11–15 week‐old infants might be promoted actively by the mother. She solved the tasks, consumed less food, and consumed it later than when foraging with older offspring or alone. Furthermore, the results indicate the possible importance of the third and fourth month of infancy as the crucial ontogenetic period for social learning in marmosets, corroborating recent observations of free‐living common marmosets. Am. J. Primatol. 71:503–509, 2009. © 2009 Wiley‐Liss, Inc.     

Transgenerational health effects of in utero exposure to economic hardship: Evidence from preindustrial Southern Norway

We studied whether in utero exposure to economic hardship during a grandmother’s pregnancy has a transgenerational effect on her grandchildren's health condition. We used an individual-level three-generation data set covering people born between 1734 and 1840 in the municipality of Rendalen in Norway. We found a culling effect in which grandchildren whose grandmothers gave birth in years of economic hardship lived approximately ten years longer than grandchildren whose mothers were born in years of economic well-being. This impact was only observed among the grandmothers who belong to the lowest social classes. Our results also showed that in higher social classes, economic hardship during a grandmother’s pregnancy deteriorated her grandchildren’s health by “scarring” the mother’s health.     

Natural pedagogy as evolutionary adaptation

We propose that the cognitive mechanisms that enable the transmission of cultural knowledge by communication between individuals constitute a system of 'natural pedagogy' in humans, and represent an evolutionary adaptation along the hominin lineage. We discuss three kinds of arguments that support this hypothesis. First, natural pedagogy is likely to be human-specific: while social learning and communication are both widespread in non-human animals, we know of no example of social learning by communication in any other species apart from humans. Second, natural pedagogy is universal: despite the huge variability in child-rearing practices, all human cultures rely on communication to transmit to novices a variety of different types of cultural knowledge, including information about artefact kinds, conventional behaviours, arbitrary referential symbols, cognitively opaque skills and know-how embedded in means-end actions. Third, the data available on early hominin technological culture are more compatible with the assumption that natural pedagogy was an independently selected adaptive cognitive system than considering it as a by-product of some other human-specific adaptation, such as language. By providing a qualitatively new type of social learning mechanism, natural pedagogy is not only the product but also one of the sources of the rich cultural heritage of our species.     

Grandmothers and Children’s Schooling in Sub-Saharan Africa

Under poor circumstances, co-residence of a grandmother is generally considered to be beneficial for (grand)children. Empirical evidence does not unequivocally support this expectation and suggests that the grandmother’s importance depends on the family’s circumstances. We study the relationship between grandmother’s co-residence and children’s schooling in sub-Saharan Africa under a broad range of circumstances. Results make clear that the effect of a co-residing grandmother varies but is almost always positive. Grandmothers over age 60 are most effective in helping their (grand)children. They are particularly important for girls, and when the mother is deceased or not living in the household. Grandmothers are less effective in situations with few opportunities, as in very poor regions or in communities with few schooling opportunities. Our findings indicate that providing support to grandmothers should not be overlooked when designing policies aimed at strengthening the position of women and children in the sub-Saharan African context.     

Autonomous learning based on cost assumptions: theoretical studies and experiments in robot control

Autonomous learning techniques are based on experience acquisition. In most realistic applications, experience is time-consuming: it implies sensor reading, actuator control and algorithmic update, constrained by the learning system dynamics. The information crudeness upon which classical learning algorithms operate make such problems too difficult and unrealistic. Nonetheless, additional information for facilitating the learning process ideally should be embedded in such a way that the structural, well-studied characteristics of these fundamental algorithms are maintained. We investigate in this article a more general formulation of the Q-learning method that allows for a spreading of information derived from single updates towards a neighbourhood of the instantly visited state and converges to optimality. We show how this new formulation can be used as a mechanism to safely embed prior knowledge about the structure of the state space, and demonstrate it in a modified implementation of a reinforcement learning algorithm in a real robot navigation task.     

Autonomous learning based on cost assumptions: theoretical studies and experiments in robot control

Autonomous learning techniques are based on experience acquisition. In most realistic applications, experience is time-consuming: it implies sensor reading, actuator control and algorithmic update, constrained by the learning system dynamics. The information crudeness upon which classical learning algorithms operate make such problems too difficult and unrealistic. Nonetheless, additional information for facilitating the learning process ideally should be embedded in such a way that the structural, well-studied characteristics of these fundamental algorithms are maintained. We investigate in this article a more general formulation of the Q-learning method that allows for a spreading of information derived from single updates towards a neighbourhood of the instantly visited state and converges to optimality. We show how this new formulation can be used as a mechanism to safely embed prior knowledge about the structure of the state space, and demonstrate it in a modified implementation of a reinforcement learning algorithm in a real robot navigation task.     

When "humanitarianism" becomes "development": the politics of international aid in Syria's Palestinian refugee camps

In recent years, the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) has attempted to go beyond its role as a provider of relief and basic services in Palestinian refugee camps and emphasize its role as a development agency. In this article, I focus on the Neirab Rehabilitation Project, an UNRWA-sponsored development project taking place in the Palestinian refugee camps of Ein el Tal and Neirab in northern Syria. I argue that UNRWA's role as a relief-centered humanitarian organization highlights the everyday suffering of Palestinian refugees, suffering that has become embedded in refugees’ political claims. I show that UNRWA's emphasis on “development” in the refugee camps is forcing Palestinian refugees in Ein el Tal and Neirab to reassess the political narrative through which they have understood their relationship with UNRWA.     

Teachers' Expectations and Sense of Responsibility for Student Learning: The Importance of Race, Class, and Organizational Habitus

This article examines how the concentration of low-income African American students in urban elementary schools is deeply coupled with a leveling of teachers' expectations of students and a reduction in their sense of responsibility for student learning. We argue that this process is rooted in school-based organizational habitus through which expectations of students become embedded in schools. We show that this process can be mediated if school leaders engage in practices designed to increase teachers' sense of responsibility for student learning. [organizational habitus, race, class, teacher expectations]     

'In the past we were a bit "Chamar"': education as a self- and community engineering process in northern India

This article analyses the ideological uses of formal education in a community of Chamars (former 'Untouchables' or Dalits) in northern India. In particular, it focuses on the ways it is deployed for self- and community improvement. Education is especially needed to forge an alternative to the inherited, essentialized, and derogatory Chamar identity. Furthermore, recent anti-establishment political mobilization amongst the low castes in northern India has provided new impetus for accelerating identity change. In order to grasp the nature and extent of Chamar social transformation, I explore notions of the past, aspects of ritual, and folk theories of socialization. Drawing from these, an underlying protean self and community substance emerges in which the remaking of the present is tied to the remaking of the past. Against this backdrop, I show the contradictory nature of the effects of education. On the one hand, there is the constructed and shared 'educated' substance which acts as a unifying force amongst the Chamars vis-à-vis outsiders. On the other, education as an individualizing experience and related processes of upward mobility fragment the community body politic, leaving the 'liberating' effect of education embedded in the production of new inequalities.     

Grandma plays favourites: X-chromosome relatedness and sex-specific childhood mortality

Biologists use genetic relatedness between family members to explain the evolution of many behavioural and developmental traits in humans, including altruism, kin investment and longevity. Women''s post-menopausal longevity in particular is linked to genetic relatedness between family members. According to the ‘grandmother hypothesis’, post-menopausal women can increase their genetic contribution to future generations by increasing the survivorship of their grandchildren. While some demographic studies have found evidence for this, others have found little support for it. Here, we re-model the predictions of the grandmother hypothesis by examining the genetic relatedness between grandmothers and grandchildren. We use this new model to re-evaluate the grandmother effect in seven previously studied human populations. Boys and girls differ in the per cent of genes they share with maternal versus paternal grandmothers because of differences in X-chromosome inheritance. Here, we demonstrate a relationship between X-chromosome inheritance and grandchild mortality in the presence of a grandmother. With this sex-specific and X-chromosome approach to interpreting mortality rates, we provide a new perspective on the prevailing theory for the evolution of human female longevity. This approach yields more consistent support for the grandmother hypothesis, and has implications for the study of human evolution.