12/20/2020

 Why I wish we lived in Apache Junction


We don't live in Apache Junction, although we live near there in a place that considers Apache Junction to be, well, a hick town. Can you imagine a more historic and romantic name than Apache Junction?  It actually must be, according to my calculations, located on a prehistoric path, perhaps a Hohokam trade route.  I can imagine the people moving back and forth, the petroglyphs that must mark the path, the events that happened, and the items being traded.  

Many of the streets in Apache Junction have historical names (e.g., Remington, Thunderbird, Wells Fargo, Concho, Tomahawk, Wickiup Rd., Conestoga Road, Wagon Wheel Road, Vaquero, Chaparral, Cortez, Cochise, Pima, De Soto, Raindance, Teepee) or biological name (e.g., Ocotillo, Palo Verde, Saguaro, Grease Wood, Iron Wood, Manzanita, Smoketree, Cactus Wren).  The streets offer history lessons or point out what you should know if you want to  understand this area and its history.  It will help you realize what a fascinating place Apache Junction is.

There used to be a large number of rock and gem stores, which I love to visit, and a bunch of funky antique stores. It was a wonderful place and one of the most wonderful places was Buckhorn Baths. 



\https://www.facebook.com/ApacheTrail/posts/this-1944-image-shows-buckhorn-baths-on-apache-trail-and-recker-road-before-they/1585762284838854 /

If you are interested in prehistoric paths, this is a good article to get you started.



12/19/2020

 


Abuelas, Nanas, Grandmothers


It seems that grandmothers have become popular again, credited with promoting the fitness of their descendants. I don't disagree with that premise. I do disagree with several points.


1.  If the children, when they get old, replicate the cultural/behavioral  strategies of the grandmother, then it becomes an ancestral strategy. I am sure that evolutionary biologists look at it generation by generation, but if  you look at it in terms of everyone the grandmother influences, it seems clear that her influence is copied across generations and at any point in time she is, what the Mongolians would say, the one who founds a lineage, perhaps even a lineage going back as far as Genghis Khan. However, no matter how often I repeat myself, my words fall on deaf ears. We cannot escape from kin selection/inclusive fitness. I have to wonder if it is the sole means of explaining cooperation (other than reciprocal altruism - which has tough requirement and thus is tough to test) even in other species. However, I leave that for future generations to solve.


2.  I also agree that when a mother has more than one child she needs  a strategy to get them to cooperate with her and with one another.  Part of that strategy may involve having the grandmother teach them those skills while the mother tends to breast feeding, foraging, preparing food, keeping her husband happy - all cultural practices that she had been taught by her mother and grandmother. That teaching may have been explicit - "Do this!", or it may have been implicit, perhaps described in a story, or it may have been taught by modeling behavior. The how is less important than the result. 


3. The grandmother did more than teach her daughter (as a child) to find nutritious roots. That was only one thing she might have done, but even that she learned from her mother, who learned it from her mother. To try to make this clear, girls learn certain skills by watching their mothers. They learn other skills - probably social skills - from their grandmothers. 

12/18/2020

Education and its discontents

 

Education and its discontents (and contents)


Once upon a time, at least in my imagination, the buildings in which teaching and learning  occurred were designed to be beautiful and to last for centuries. The ideas taught in those buildings centered on logic, education, and the virtues and vices of humanity.

Today, institutions of higher learning are more "institutional" - not designed or built to last forever or inspire the viewer with their beauty. However, although they have lost the beauty element, they continue to teach what we call the humanities. Now it is left to community colleges to teach many of the skills such as plumbing and construction and car repair. 

When I studied drawing long ago in a university, the worst insult you could get from your professor was that your drawing was beautiful. Beautiful meant trite, unimaginative, pattern. If by mistake you did draw something "beautiful" you were asked to take a pencil, pen, knife, or eraser  and slash lines through your mistake.

When I studied literature in a university, our interpretations had to be, if not the interpretation of the professor (which was not always made clear), then a summary of the interpretation of some other scholar with whom the professor agreed. Despite the fact that any narrative can probably have a million possible interpretations, your interpretation if not repetitive was seen a faulty. Has it always been that way, even when the university campus was built to be beautiful and to last generations? Did the students of Socrates have to copy what Socrates said. Apparently so, as that is why we know about his thinking, just as that is the way we know what Confucius and many others have taught. 

However, what concerns me here is  the loss of beauty, which one might mourn as one mourns the loss of one's belief in the goodness of humankind. My real interest here is copying. We are a species know for copying. A first question is how did we get from beauty to practicality?  Did funding inspire the change?  Further, we may copy the virtues listed above or we may join others in rejecting them. By copying I do not mean plagiarism, although that is rampant, but the fact that many faculty and students seem to be expected to copy the ideas, words, postures...of those they accepted as role and thought models when they were graduate students. Where in this picture are the original thinkers, the ones who having learned the accepted models of thought, begin to forge their own way?  More importantly, where in the humanities are the original thinkers - not just those who change a few words or describe the thoughts using academic terms. 

The Liberal Arts include the sciences, which depend on hypotheses that are testable, not on how they fit with prior thinking (that that is there to some significant extent), but  on the falsifiability and strength of their hypotheses. Evolutionary biology is trying to lure the humanities into its realm. I have to wonder though, as despite the fact that they are  using - or reciting - modern Darwinian theory as a base -  they often propose non-testable hypotheses that are, however worded in complex academic terms -- terms not defined either in the paper or dictionaries. Further, to what extent are mistakes made and, worse yet, copied generation after generation? Do interesting hypotheses, albeit nontestable, ever correct themselves or does "science" continue along a path that takes humanities scholars ever more deeply into convoluted errors of thinking.

Don't get me wrong, copying is not necessarily a negative thing. Copying helps a students get As and helps us be seen as members of any particular community. Shibboleths.  As one example, young women who copy sorority girls are modeling behaviors known to be successful in attracting wealthy husbands. There are many possibly examples, but perhaps I am too skeptical. Can one be too skeptical when one lives in a social group created by humans?  

Blaming the victim

Many people in the US today seem to be professional victims. They are very good at it and have even raised it to an art form. These people have no responsibility for what occurs to them. It is fate, historical issues, poverty, disgusting people, or nasty white (or other) men who are to blame.

It is probably a good bet that all of our ancestors suffered. That is a given. We have been on earth as Homo sapiens for some 100,000-300,000 years. One can guess that at least one and probably many of our ancestors suffered at the hands of others. 

This brings us to the topic of blaming the victim. If a young and attractive woman, against the advice of her mother and friends, wears a tiny skirt and low cut blouse and wanders into a strange ghetto at night, does she have to accept any of the responsibility for being raped?

According to Wikipedia,
  • Victim-blaming consists of holding victims of crimes or other misfortunes wholly or partly responsible for what has happened to them.

Wikipedia then provides two examples:

  • For example: a motorist who leaves a car unlocked with the keys in the ignition may seem partly responsible if another party steals the car. Or persons who use verbal abuse may count as partly responsible if they suffer a physical assault.
  • In the context of rape, this concept refers to popular attitudes that behaviour such as flirting or wearing sexually provocative clothing may encourage rape: that such actions resemble leaving one's car with the keys in the ignition or provoking an assault by "winding up" the assailant. In extreme cases people may accuse victims of "asking for it" by not behaving demurely.

This theory, Wikipedia goes on to write, "depends on the view that a prospective victim should know and acknowledge either human nature or other facts of life when making decisions. Thus persons may appear blameworthy if they act recklessly or with negligence. Laws acknowledge this concept in some areas, for example when a driver ignores the rules of the road.

Health Promoters

I was thinking today about lay health promoters. They go by various names - indigenous health worker, lay health workers, community health workers, etc. - however, all share the common role of serving communities that are underserved and that have populations that differ from the majority of professional providers - either in language/culture, race/ethnicity or SES. Having worked in those communities for many years I have been a strong proponent of those programs. However, I also realize that there are many requirements if such programs are to work. The promoter needs to be a member of the community he/she will serve, they need to be carefully selected and they need to be property trained, with continuing education required. And the programs need to be well funded and supported by the entity with which they are affiliated. 

This morning I was reading A Tzeltal Maya Community by Robert Harman. On page 219 I read:

 "The Indianist Institute has clinics which are well equipped and staffed by full-time salaried physicians or promoters. However, the Institute has no way to compel individuals to follow its recommendations on health related matters. This problem became clear when I spoke with members of the community about an Institute-sponsored puppet theatre in which characters act out humorous roles that delight the audience. The purpose of the puppet theater is to instruct viewers to employ Western medical practices and beliefs in order to promote better health. Beliefs in witchcraft and other 'superstitions' are ridiculed by the puppets, but, while the viewers recalled that they enjoyed the performance, they did not remember the import of the health topic messages. As a result of the puppet theater and other education many of the Indians have adopted the term microbios ('microbes') into their vocabulary, but none appear to associate with the word meanings that resemble those of the western world."

This account then goes on to describe the life of the promoter, who, it admits,  save lives and alleviate suffering. On page 220, the life of the promoter is described:

"The same promoter believes that people get sick frequently from winds and microbes, which have the effect of drying up the body. He uses his affluence to support three wives, polygamy being a traditional symbol of wealth and prestige in Maya society. He tells patients to avoid 'hot' foods on the day they receive an injection with the rationale that it would interact unfavorably with the 'hot' medicine. He speaks with conviction about the clairvoyances of a local shaman and about the peopling of Oxchuc by distant ancestors as recorded in the kawaltik, a sacred book which is actually a legal document written by a Spanish administrator in 1674."

The first example, of the puppet performances is interesting. The people in the audience reacted to the plays as if they were forms of entertainment, not as forms of education - in other words, the plays - which are enacted stories -did not "teach" them about health. Needless to say, they did not incorporate what they did not learn into their behavior. 

It is clear that storytelling - in puppet play format - doesn't necessarily educate - doesn't necessarily change behavior (the aim of education being to change behavior). It might be true that puppet theatre in the past has always been about entertainment and that is what members of the audience expected to see and responded to as such.  However, it is equally true - or seems to be true - that we are influenced even by plays, stories, movies, etc. that entertain us. If we are influenced we are more likely to change our behavior to the models presented. It would be interested to see if even if the members of the audience couldn't recite the message they were likely to change their behavior. The author didn't ask that question.

In the second example, one question  is - does his increased prestige - having three wives - help him influence people?  Is a hierarchy important in influencing others? A third question is whether the fact that the promoter is paid make him less likely to be seen as a member of the community. He was a member when he was poor - does he continue to be seen as one? 

I could go on, but this is long enough. Perhaps I will continue this theme on another day. 

12/13/2020



By chance, when I was trying to find this blog on the internet, I ran into a review that Chris Knight wrote about my book.  Needless to say, as I have met him and seen his arrogance (perhaps the arrogance is deserved - I am merely commenting on his behavior) he makes it "painfully obvious" (his words) that the book, basically, is foolish, poorly conceptualized. His dismissal of my book, however. was based on  his misunderstanding of my argument. 

As social relationships evolved around a mother, I argue she could have been the one to have originated culture, perhaps by braiding her child's hair (as braids are seen in the so called Venus figurines) or perhaps she could have provided some other form of decoration. Art, in other words. Over time, the decoration, if replicated by the next generations, would come to identify those who are kin due to shared descent from a common ancestor. The mother, also would have been the one to establish rules of behavior, as having more than one child makes it necessary to influence the behavior of siblings. Her life would be hell if she didn't establish rules. Those rules were taught by modeling behavior - acting like what she wanted to see - and through stories or myths. 

I don't say that art and rules of behavior (behavior codes as they came to be called) were always the province of females. I only say that is how it could have started. Over time if her children copied what she had done, and her children's children copied what she had done, on down through time, what we would end up with would be large numbers of individuals dressed similarly - we used to call this tribal and clan decoration.  

Kin selection theory implies that we need to identify those with whom we cooperate. Without that identification there is no reason to suspect we will differentially cooperate. Kin selection, however, only can account for a small number of kin, those with whom we predictably share genes. What I am arguing, is that humans cooperate with those they identify as kin, often through body decoration or through kin names. Knight ignores those points

His argument, which differs from mine, can help  explain his disdain for my argument - To begin, I didn't cite him. For an arrogant person, that is unforgivable and I actually thought about him and what he would say as I wrote the book.

According to a review written by Bradden, E. (2017). Chris Knight's theory of human origins: an abridged account. https://libcom.org/library/chris-knight%E2%80%99s-theory-human-origins-abridged-account 

Knight locates the origins of culture in the female solidarity that emerges to regulate sexual and marital relations. Women resist male domination by subordinating short-term sexual goals to longer-term economic goals. It is this female strategy (with help from male kin) that explains the origins of the ‘own-kill’ rule, the incest taboo and the elementary structures of kinship.

In explaining the origins of female solidarity, Knight places particular significances on women’s ability to synchronise their menstrual cycles. Menstrual bleeding poses a major problem for females in that males will seek to bond with females who show visible signs of their fertility. According to Knight females and their male relatives bond together to resist predatory males. Females adopt a strategy in which they in effect ‘cheat’ by all appearing to menstruate at the same time. This can be achieved by painting themselves with surrogate ‘menstrual’ blood.

Non-human primates signal ‘no’ to sex by displaying lack of arousal or interest. However, if females are to signal ‘no’ to sex, deliberate measures must be taken: human females must reverse the normal body-language displays indicating ‘yes’. Thus instead of signalling ‘right species, right sex, right time’ the human female must signal ‘wrong species, wrong sex, wrong time’. In signalling ‘no’ to sex females set up a communal counter-reality. According to Knight the origins of culture are to be located in this female strategy of saying ‘no’ to sex.

Knight argues that this account of the origins of culture is reflected in myth and ritual, illustrating this with reference to numerous myths and ritual practises in traditional societies. One example is male initiaton ritual in Aboriginal Australia, which is associated with the myth of the ‘rainbow snake’. Knight argues that such initiation rites reflect and perpetuate a situation in which women have become subordinated to men, men having appropriated the ritual power that originally belonged to women. In these rites, boys had to have their flesh cut to allow the blood to flow. Where ‘male menstruation’ became the rule, women’s menstruation became feared as a threat to male supremacy. Female menstruation became seen as polluting while male menstruation was seen as positive, magical and conducive to good hunting luck.


Here are several criticisms: First, the evidence on menstrual synchronization is still under debate as methodological flaws were identified in the initial studies. It is now often argued that  synchronization actually does not occur. That said, he seems to be saying that males recognize that menstruating females cannot be impregnated and leave them alone. So, females paint themselves red (or parts of their bodies red) to keep males away - menstrual blood signaling no sex, wrong species, wrong time. It is not clear how that decoration would communicate wrong species or wrong sex. It would seem to clearly indicate right sex but wrong time.  Ignoring that, his argument seems like a fairy tale that presents a non-testable hypothesis. He is to be commended, however, for raising some important points. First, females in other species communicate when they are ovulating - through behavior, smell or body changes. Human females hide their ovulation. Females in ten primate species, several bat species, the elephant shrew and one mouse species menstruate. Other females do not. It would be very interesting to understand the behavior of those females during menstruation. 

Another interesting point he raises is how ovulating human females might have discouraged males who did not interest them, given male superior strength.  That is a good question. I would argue that rules of behavior specified who could marry whom - marriages were probably arranged fairly early in human history based on genetic analyses. Another rule would have told family members to protect reproductive age females. I remember one of my anthro professors telling the class that if a female were alone she would be raped. She knew it and would just lie down. Perhaps that is apocryphal, but I sure can remember talking to females who spoke about the importance of  self-protection. 

It also is true that in my book I don't confront the question of how males came to dominate culture. I did argue that males  were influenced by their mothers. Even warriors dying on the battle field cry out for their mothers.  Mothers have a lifelong influence. The influence a potential mate has may end with copulation. My assumption, which is not in the book is that females develop and cooperatively share things like art, weaving, dyeing cloth, gardening and males adopt those things and as they are more competitive, turn them into grandiose schemes. To end this, my main argument - art is used to identify kin or those cooperating as if they were kin - is testable and I can think of some interesting scenarios that would threaten my proposal. That is the way science is supposed to be. 

 


I do wish I knew how to make this more attractive, not intellectually, but aesthetically. However, I don't, so that is that.

I am reading a book on the history of recent epidemics. It is fascinating. We are one interacting world with bacteria and viruses - at times our friends, at times our enemies. It reminded me of an article I just read on trees. it is quite popular now to talk and write about tree communication. They communicate underground, through chemicals released from their roots. Those chemical warn surrounding species of various things and trees share important chemicals, even with trees of different species. All the communication seems to be aimed at improving the lot of surrounding trees. One has to wonder, however, if any trickery is going on. Nature is red in tooth and claw, competition for scarce resources is rife. Time and research will tell.