Essays by various anthropologists promote the theory as observed in non-literate societies that non-aggression is correlated to early conditioning in cooperative behavior and loving maternal care.

Essays by various anthropologists promote the theory as observed in non-literate societies that non-aggression is correlated to early conditioning in cooperative behavior and loving maternal care.

And Oberlin offer a clear definition of passive-aggression and show readers not only how to end the behavior, but also how to avoid falling victim to other people's hidden anger.

Kool draws on recent research to illustrate that whilst the control of violence is a reaction to aggression, nonviolence is, by contrast, an active behaviour. The book explores a wide survey of theories and examples, spanning ideas in cognition, motivation and behaviour that will provide students with an engaging entry point to the subject.

In Learning Without Lessons, David F. Lancy fills a rather large gap in the field of child development and education. Drawing on focused, empirical studies in cultural psychology, ethnographic accounts of childhood, and insights from archaeological studies, Lancy offers the first attempt to review the principles and practices for fostering learning in children that are found in small-scale, pre-industrial communities across the globe and through history. His analysis yields a consistent and coherent "pedagogy" that can be contrasted sharply with the taken-for-granted pedagogy found in the West. The practices that are rare or absent from indigenous pedagogy include teachers, classrooms, lessons, verbal instruction, testing, grading, praise, and the use of symbols. Instead, field studies document the prevalence of self-guided learners who rely on observation, listening, learning in play from peers the hands-on use of real tools and, learning through voluntary participation in everyday activities such as foraging. Aiming to reverse the customary relation between western and non-Western theories or ideas about child learning and development, this book concludes 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.

This book describes the Nyae Nyae Village Schools, an innovative and unique mother-tongue education initiative set in north-eastern Namibia. Inspired by the optimism of Independence, the project was designed in close consultation with the Ju|hoansi community in the early 1990s. Drawing upon their traditional knowledge transmission strategies, and initiated in a supportive political environment, the project exemplified best practice. During the following two decades, the Village Schools have transitioned from a donor-supported project to government schools, and have received much attention and support from donors, civil society organisations, researchers, and others.However, the students still do not seem to succeed in the mainstream schools. Why is this? Based on long-term field-work in the region, including interviews with Nyae Nyae residents over several years and work with involved organisations, the book addresses this question. Contextualising the Village Schools within post-Independence Namibia, southern African history and the global indigenous rights movement, it examines the enormous paradoxes that schooling presents for the Nyae Nyae community. Owners of Learning is the English translation of the Ju|hoansi word for teacher and it serves to highlight a fundamental question to whom does education belong?

This book explores the role of aggression in primate social systems and its implications for human behavior. Many people look to primate studies to see if and how we might be able to predict violent behavior in humans, or ultimately to control war. Of particular interest in the study of primate aggression are questions such as: how do primates use aggression to maintain social organization; what are the costs of aggression; why do some primates avoid aggressive behavior altogether. Students and researchers in primatology, behavioral biology, anthropology, and psychology will read with interest as the editors and contributors to this book address these and other basic research questions about aggression. They bring new information to the topic as well as an integrated view of aggression that combines important evolutionary considerations with developmental, sociological and cultural perspectives.