While numerous criteria have been proposed in definitions of biological individuality, it is not clear whether these criteria reflect the evolutionary processes that underlie transitions in individuality. We consider the evolution of individuality during the transition from unicellular to multicellular life. We assume that "individuality" (however it is defined) has changed in the volvocine green algae lineage during the transition from single cells, to simple multicellular colonies with four to one hundred cells, to more complex multicellular organisms with thousands of differentiated cells. We map traits associated with the various proposed individuality criteria onto volvocine algae species thought to be similar to ancestral forms arising during this transition in individuality. We find that the fulfillment of some criteria, such as genetic homogeneity and genetic uniqueness, do not change across species, while traits underpinning other aspects of individuality, including degrees of integration, group-level fitness and adaptation, and group indivisibility, change dramatically. We observe that different kinds of individuals likely exist at different levels of organization (cell and group) in the same species of algae. Future research should focus on the causes and consequences of variation in individuality.

Evolutionary Transitions in Individuality (ETI) have been responsible for the major transitions in levels of selection and individuality in natural history, such as the origins of prokaryotic and eukaryotic cells, multicellular organisms, and eusocial insects. The integrated hierarchical organization of life thereby emerged as groups of individuals repeatedly evolved into new and more complex kinds of individuals. The Social Protocell Hypothesis (SPH) proposes that the integrated hierarchical organization of human culture can also be understood as the outcome of an ETI—one that produced a “cultural organism” (a “sociont”) from a substrate of socially learned traditions that were contained in growing and dividing social communities. The SPH predicts that a threshold degree of evolutionary individuality would have been achieved by 2.0–2.5 Mya, followed by an increasing degree of evolutionary individuality as the ETI unfolded. We here assess the SPH by applying a battery of criteria—developed to assess evolutionary individuality in biological units—to cultural units across the evolutionary history of Homo. We find an increasing agreement with these criteria, which buttresses the claim that an ETI occurred in the cultural realm.

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Did human culture arise through an evolutionary transition in individuality (ETI)? To address this question, we examine the steps of biological ETIs to see how they could apply to the evolution of human culture. For concreteness, we illustrate the ETI stages using a well-studied example, the evolution of multicellularity in the volvocine algae. We then consider how those stages could apply to a cultural transition involving integrated groups of cultural traditions and the hominins that create and transmit traditions. We focus primarily on the early Pleistocene and examine hominin carnivory and the cultural change from Oldowan to Acheulean technology. We use Pan behaviour as an outgroup comparison. We summarize the important similarities and differences we find between ETI stages in the biological and cultural realms. As we are not cultural anthropologists, we may overlook or be mistaken in the processes we associate with each step. We hope that by clearly describing these steps to individuality and illustrating them with cultural principles and processes, other researchers may build upon our initial exercise. Our analysis supports the hypothesis that human culture has undergone an ETI beginning with a Pan -like ancestor, continuing during the Pleistocene, and culminating in modern human culture. This article is part of the theme issue ‘Human socio-cultural evolution in light of evolutionary transitions’.

Nested hierarchical structure is one of life's most familiar properties and a major component of biological diversity and complexity. However, there is little effort to teach the evolution of the hierarchy of life, as there is little effort to teach biological complexity per se. We propose a framework for teaching biological complexity based on research on evolutionary transitions in individuality (ETI theory). Translating ETI theory into the classroom allows students to see the connections between natural selection, social behavior in groups, and the major landmarks of biodiversity in the hierarchy of life. The translation of ETI theory into pedagogic content and practices involves (i) the new content that must be taught, (ii) the development of general teaching tools to teach this new content, and (iii) connecting the new content and teaching tools to the specific educational context including integrating with learning standards and benchmarks. We show how teaching ETIs aids in the teaching of science practices and in teaching the process of evolutionary change. Evolutionary transitions research provides a way to teach biological complexity that is familiar and engaging to students, leveraging their inherent understanding of social dynamics and group behavior.