Chapter 9 Transmitting Penan Basketry Knowledge and Practice

Puri, Rajindra K.

doi:10.1515/9780857459947-013

Cited by 32 publications

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“…Features of adolescence observed among several hunter–gatherer societies make this developmental period especially tailored to learning innovations (Hewlett, in press , 2013 , 2016 ). First, since most basic competencies are acquired by early adolescence, older adolescents may seek out more knowledgeable models from whom they can learn specialised skills or refine previously acquired skills (Henrich & Gil-White, 2001 ; Hewlett & Hewlett, 2012 ), such as in the domains of basketry (Puri, 2013 ), hunting (Dira & Hewlett, 2016 ) and hide work (Erikson, 1939 ; Ohmagari & Berkes, 1997 ), and for the manufacture of skis, sledges and canoes (Jordan, 2014 ). Second, adolescents have more free time than adults; while adolescents can, and often do, participate in many aspects of subsistence and childcare, they are not required to do so (Hewlett & Hewlett, 2012 ).…”

Section: Socialising Innovative Capabilitiesmentioning

confidence: 99%

Where innovations flourish: an ethnographic and archaeological overview of hunter–gatherer learning contexts

et al. 2020

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Section: Socialising Innovative Capabilitiesmentioning

confidence: 99%

Where innovations flourish: an ethnographic and archaeological overview of hunter–gatherer learning contexts

et al. 2020

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TRIZ-Based Approach in Capturing and Managing Indigenous Innovation and Knowledge

Mintu

Kulathuramaiyer

Franklin³

et al. 2022

IFIP Advances in Information and Communication Technology

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Learning Without Lessons

Lancy

2024

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This work is designed to fill a rather large lacuna in the field of child development and education. A growing scholarly consensus challenges the universality of Western-dominated research in psychology. All or most markers of the child’s growth and development are now subject to reexamination through a cross-cultural lens. By the same token, the study of education has been similarly restricted as norms and theory are constructed almost exclusively from research in Euroamerican schools. This work aims to fill a substantial portion of this gap, in particular to document and analyze the myriad processes that come to play as indigenous children learn their culture—without schools or lessons. It will characterize the conglomeration of learning-rich events as instances of “pedagogy in culture.” The construct has several connotations, but paramount is the idea that opportunities for learning occur naturally in the course of activities such as work, play, nighttime campfire stories, and so on, that are not primarily intended to educate. Two significant sources of data will be drawn on: focused, empirical studies in cultural psychology and accounts of childhood in the ethnographic and archaeological records. These latter sources have been underutilized in speculations on the nature of child development and learning. The overall conclusion from this study is that the pedagogy found in communities before the advent of schooling differs in very significant ways from that practiced in schools and in the homes of schooled parents. These differences help to account for the early failure of many introduced schools to educate their naïve subjects successfully.

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Chapter 9 Transmitting Penan Basketry Knowledge and Practice

Cited by 32 publications

References 0 publications

Where innovations flourish: an ethnographic and archaeological overview of hunter–gatherer learning contexts

Where innovations flourish: an ethnographic and archaeological overview of hunter–gatherer learning contexts

TRIZ-Based Approach in Capturing and Managing Indigenous Innovation and Knowledge

Learning Without Lessons

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