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There's no consensus on the question of what makes us special, or whether


we even are. The biggest point of contention is whether our cognitive abilities
differ from those of other animals "in kind," or merely in degree. Are we in a
class by ourselves or just the smartest ones in our class?
Charles Darwin supported the latter hypothesis. He believed we are similar to
animals, and merely incrementally more intelligent as a result of our higher
evolution. But according to Marc Hauser, director of the cognitive evolution
lab at Harvard University, in a recent article in Scientific American, "mounting
evidence indicates that, in contrast to Darwin's theory of a continuity of mind
between humans and other species, a profound gap separates our intellect
from the animal kind."
Hauser and his colleagues have identified four abilities of the human mind
that they believe to be the essence of our "humaniqueness" mental traits and
abilities that distinguish us from our fellow Earthlings. They are: generative
computation, promiscuous combination of ideas, the use of mental symbols,
and abstract thought.
Generative computation
Humans can generate a practically limitless variety of words and concepts.
We do so through two modes of operation recursive and combinatorial. The
recursive operation allows us to apply a learned rule to create new
expressions. In combinatorial operations, we mix different learned elements
to create a new concept.
Promiscuous combination of ideas
"Promiscuous combination of ideas," Hauser explained, "allows the mingling
of different domains of knowledge such as art, sex, space, causality and
friendship thereby generating new laws, social relationships and
technologies."
Mental symbols
Mental symbols are our way of encoding sensory experiences. They form the
basis of our complex systems of language and communication. We may
choose to keep our mental symbols to ourselves, or represent them to others
using words or pictures.
Abstract thought
Abstract thought is the contemplation of things beyond what we can
sense."This is not to say that our mental faculties sprang fully formed out of
nowhere," Hauser wrote. "Researchers have found some of the building
blocks of human cognition in other species. But these building blocks make
up only the cement foot print of the skyscraper that is the human mind. The
evolutionary origins of our cognitive abilities thus remain rather hazy. Clarity
is emerging from novel insights and experimental technologies, however."

2. PRIMITIVE EDUCATION
AIM
The basic aim of primitive education was security since the fundamental problem
then was to stay alive, to protect oneself and his family from the destructive forces
of nature, both human and divine. The second aim of primitive education was
conformity, since this was basic for social security.
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The teaching personnel may consist of fully initiated men, often unknown to the
initiate though they are his relatives in other clans. The initiation may begin with the
initiate being abruptly separated from his familial group and sent to a secluded
camp where he joins other initiates. The initiation consists of a whole set of cultural
values, tribal religion, myths, philosophy, history, rituals, and other knowledge.
METHODS OF INSTRUCTION
Primitive man's activities were to feed, clothe, shelter and protect himself and those
dependent on him.
Primitive men had relatively narrow social and cultural contacts.
Primitive men had relatively narrow social and cultural contacts.
The organization of primitive life was tribal, not political.
OUTSTANDING CONTRIBUTION
The model of life is relatively static and absolute, and it is transmitted from one
generation to another with little deviation. As for prehistoric education, it can only
be inferred from educational practices in surviving primitive cultures. The purpose
of primitive education is thus to guide children to becoming good members of their
tribe or band.
CHINESE EDUCATION
AIM
Knowledge was taught orally by the elders to the young in the primitive society. As
the hieroglyphic writings emerged 3,000 years ago or so, the professional institution
aiming at teaching knowledge emerged, and it was called Chengjun, the
predecessor of school.
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