Learning Ethnobiology: Creating Knowledge and Skills about the Living World

Ethnobiology

Volumn , Issue , 2011, Pages 371-387

  Zarger, Rebecca K ^a  

^a UNIVERSITY OF SOUTH FLORIDA   (United States)

Author keywords

Ethnobiology inside and out, environmental knowledge, rapidly lost learning ethnobiology in the field; Learning ethnobiology, skills ethnobiologists, and ways humans perceive the natural environment; Work, play, learn and the nonhuman world "learning networks," linking "teachers" and "learners"

Indexed keywords

EID: 84886564990     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9781118015872.ch22     Document Type: Chapter

References (98)

1. ALEXIADES M. The cultural and economic globalisation of traditional environmental knowledge systems. In: HECKLER S, editor. Landscape, process, and power: re-evaluating traditional environmental knowledge. Studies in environmental anthropology and ethnobiology. Oxford: Berghan Books; 2009. p 68-98.
2. ANDERSON E. Drawing from traditional and "indigenous" socioecological theories. In: KOPNINA H, SHOREMANOUIMET E, editors. Environmental anthropology: crossdisciplinary investigations. Routledge; 2011.
3. ATRAN S. Cognitive foundations of natural history: towards an anthropology of science. Cambridge: Cambridge University Press; 1990.
4. ATRAN S, MEDIN D, ROSS N. Evolution and devolution of knowledge: a tale of two biologies. J Roy Anthropol Inst 2004;10(2):395-420.
5. ATRAN S, MEDIN DL. The native mind and the cultural construction of nature. Cambridge (MA): MIT Press; 2008.
6. BARRY III H, CHILD IL, BACON MK. Relation of Child Training to Subsistence Economy. American Anthropologist 1959;61:51-63.
7. BATESON G. Naven: a survey of the problems suggested by a composite picture of the culture of a New Guinea tribe drawn from three points of view. Stanford (CA): Stanford University Press; 1936.
8. BERLIN B. Ethnobiological classification: principles of categorization of plants and animals in traditional societies. Princeton (NJ): Princeton University Press; 1992.
9. BERLIN B, BREEDLOVE DE, RAVEN PH. Principles of Tzeltal plant classification; an introduction to the botanical ethnography of a Mayan-speaking people of Highland Chiapas. New York: Academic Press; 1974.
10. BICKER A, SILLITOE P, POTTIER J, editors. Investigating local knowledge: new directions, new approaches. Burlington (VT): Ashgate; 2004.
11. BOCK J, JOHNSON SE. Play and subsistence ecology among the Okavango Delta peoples of Botswana. Hum Nat 2004;15(1):63-82.
12. BORGATTI SP. ANTHROPAC 4.0. Natick (MA): Analytic Technologies; 1996.
13. BOSTER J. Exchange of varieties and information between Aguaruna manioc cultivators. Amer Anthropol 1986; 88(2):428-436.
14. BOSTER J. Agreement between Biological classification systems is not dependent on cultural transmission. Amer Anthropol 1987;89(4):914-920.
15. BOSTER J. Human Cognition as a Product and Agent of Evolution. In: ELLEN R, FUKUI K, editors. Redefining nature: ecology, culture, and domestication. Berg: Oxford; 1996. p 269-290.
16. CAREY S. Conceptual change in childhood. Cambridge (MA): MIT Press; 1985.
17. CHIPENIUK R. Childhood foraging as a means of acquiring competent human cognition about biodiversity. Environ Behav 1995;27(4):490-512.
18. COLEY JD, ET AL. Inductive reasoning in folkbiological thought. In: MEDIN DL, ATRAN, S, editors. Folkbiology. Cambridge (MA): MIT Press; 1999. p 205-232.
19. COLLINS D. From woods to weeds: cultural and ecological transformations in Alta Verapaz, Guatemala [dissertation]. New Orleans (LA): Tulane University; 2001.
20. CONKLIN HC. An ethnoecological approach to shifting agriculture. In: VAYDA AP, editor. Environment and cultural behavior: ecological studies in cultural anthropology. American Museum sourcebooks in anthropology. Garden City (NY): The Natural History Press; 1969. p 221-233.
21. CROWN PL. Learning and teaching in the Prehispanic American southwest. In: KAMP KA, editor. Children in the prehistoric Puebeloan southwest. Salt Lake City (UT): University of Utah Press; 2002. p 108-124.
22. CRUZ GARCIA G. The mother-child nexus. Knowledge and valuation of wild food plants in Wayanad, Western Ghats, India. J Ethnobiol Ethnomed 2006;2(1):39.
23. DOUGHERTY JWD. Learning names for plants and plants for names. Anthrop Linguist 1979;21:298-315.
24. ELLEN R, HARRIS H. Introduction: indigenous environmental knowledge and its transformations. In: ELLEN PPR, BICKER A, editors. Indigenous environmental knowledge and its transformations: critical anthropological perspectives. Studies in environmental anthropology. Amsterdam: Harwood Academic Publishers; 2000. p 1-34.
25. FORTES M. WITH INTERNATIONAL AFRICAN INSTITUTE. Social and psychological aspects of education in Taleland. London: Oxford University Press for the International Institute of African Languages and Cultures; 1938.
26. GASKINS S. Children's daily lives in a Mayan village: a case study of culturally constructed roles and activities. In: GÖNCÜA, editor. Children's engagement in the world: sociocultural perspectives. Cambridge: Cambridge University Press; 1999. p 25-61.
27. GODOY R, ET AL. Long-term (secular) change of ethnobotanical knowledge of useful plants. separating cohort and age effects. J Anthropol Res 2009;65(1):51-67.
28. GREENFIELD PM, MAYNARD AE, CHILDS CP. History, culture, learning, and development. Cross-Cult Res 2000; 34(4):351-374.
29. GUEST G. Market integration and the distribution of ecological knowledge within an Ecuadorian fishing community. J Ecol Anthropol 2002;6:38-49.
30. HECKLER S. Introduction. In: HECKLER S, editor. Landscape, process, and power: re-evaluating traditional environmental knowledge. Studies in environmental anthropology and ethnobiology. Oxford: Berghan Books; 2009. p 1-18.
31. HENDRIX L. Economy and child training reexamined. Ethos 1985;3(3):246-261.
32. HEWLETT BS, CAVALLI-SFORZA LL. Cultural transmission among Aka Pygmies. Amer Anthropol 1986;88:922-934.
33. HOWARD PL, editor. Women and plants: gender relations in biodiversity management and conservation. London and New York: Zed Press, and Palgrave Macmillan; 2003.
34. HUNN ES. A Zapotec natural history: trees, herbs, and flowers, birds, beasts, and bugs in the life of San Juan GbëëTuscon: University of Arizona Press; 2008.
35. HUNN ES. Tzeltal folk zoology: the classification of discontinuities in nature. New York: Academic Press; 1977.
36. HUNN E. Evidence for the precocious acquisition of plant knowledge by Zapotec children. In: STEPP JR, WYNDHAM FS, ZARGER RK, editors. Ethnobiology and biocultural diversity. Athens: University of Georgia Press; 2002.
37. HUNN E. Ethnobiology in four phases. J Ethnobiol 2007; 27(1):1-10.
38. INGOLD T. The perception of the environment: essays on livelihood, dwelling and skill. London and New York: Routledge; 2000.
39. INGOLD T. Two reflections on ecological knowledge. In: SANGA G, ORTALLI G, editors. Nature knowledge: ethnoscience, cognition, and utility. Oxford: Berghan Books; 2003. p 301-311.
40. JOHNSON A, SACKETT R. Direct systematic observation of behavior. In: BERNARD HR, editor. Handbook of methods in cultural anthropology. Walnut Creek (CA): Altamira Press; 1998. p 301-331.
41. JOHNSON KE, MERVIS CB. Effects of varying levels of expertise on the basic level of categorization. J Exper Psychol 1997;126(3):248-277.
42. JOHNSON KE, MERVIS CB. Impact of intuitive theories of feature recruitment throughout the continuum of expertise. Mem Cogn 1998;26(2):382-401.
43. KAHN PIT, ET AL. Along the Rio Negro: Brazilian children's environmental views and values. Dev Psychol 1996; 32:979-987.
44. KATZ C. Herders, gatherers, and foragers: the emerging botanies of children in rural Sudan. Child Environ Quart 1989; 6(1):46-53.
45. KATZ C. Growing up global: economic restructuring and children's everyday lives. Minneapolis: University of Minnesota Press; 2004.
46. KEITH K. Childhood learning and the distribution of knowledge in foraging societies. Archeol Pap Amer Anthropol Assoc 2005;15(1):27-40.
47. KNAUFT B. Anthropology in the middle. Anthropol Theory 2006;6(4):407-430.
48. LANCY DF. Playing on the mother-ground: cultural routines for children's development. New York: Guilford Press; 1996.
49. LANCY DF. The anthropology of childhood: cherubs, chattel, changelings. Cambridge: Cambridge University Press; 2008.
50. LAVE J, WENGER E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press; 1991.
51. LOUV R. Last child in the woods: saving our children from nature-deficit disorder. Chapel Hill (NC): Algonquin Books; 2005.
52. MACDONALD K. Cross-cultural comparison of learning in human hunting. Implications for life history evolution. Hum Nat 2007;18(4).
53. MAFFI L, WOODLEY E. Biocultural diversity conservation: a global sourcebook. London: Earthscan; 2010.
54. MEAD, M. Coming of age in Samoa: a psychological study of primitive youth for western civilization. New York, NY: American Museum of Natural History; 1928.
55. MEDIN DL, ATRAN S, editors. Folkbiology. Cambridge (MA): MIT Press; 1999.
56. MEDIN DL, ATRAN S. The native mind: biological categorization and reasoning in development and across cultures. Psychol Rev 2004;111(4):960-983.
57. MEDIN D, ET AL. Categorization and reasoning among tree experts: do all roads lead to Rome? Cogn Psychol 1997;32:49-96.
58. MEDIN DL, ET AL. Folkbiology of freshwater fish. Cognition 2006;99(3):237-273.
59. NABHAN GP, St. ANTOINE S. The loss of floral and faunal story: the extinction of experience. In: KELLERT SR, WILSON EO, editors. The biophilia hypothesis. Washington (DC): Island Press; 1993. p 229-250.
60. NOLAN J. Wild plant classification in Little Dixie: variation in a regional culture. J Ecol Anthropol 2002;6(1):69-81.
61. OHMAGARI K, BERKES F. Transmission of indigenous knowledge and bush skills among the Western James Bay Cree Women of Subarctic Canada. Hum Ecol 1997; 25:197-222.
62. ORLOVE BS. Ecological anthropology. Annu Rev Anthropol 1980;9:235-273.
63. PIERONI A, VANDEBROEK I, editors. Traveling cultures and plants: the ethnobiology and ethnopharmacy of migrations. Volume 7. Oxford: Berghan Books; 2007.
64. QUINLAN MB, QUINLAN RJ. Modernization and medicinal plant knowledge in a Caribbean horticultural village. Med Anthropol Quart 2007;21(2):169-192.
65. REYES-GARCÍA V, ET AL. Market economy and the loss of folk knowledge of plant uses. Curr Anthropol 2005;46: 651-656.
66. REYES-GARCÍA V, ET AL. Economic development and local ecological knowledge: a deadlock? Quantitative research from a Native Amazonian society. Hum Ecol 2007a;35: 371-377.
67. REYES-GARCÍA V, ET AL. Concepts and methods in studies measuring individual ethnobotanical knowledge. J Ethnobiol 2007b;27(2):182-203.
68. REYES-GARCÍA V, ET AL. Schooling and local environmental knowledge: do they complement or substitute each other? Int J Educ Dev 2010;30(3):305-313.
69. ROGOFF B. Apprenticeship in thinking: cognitive development in social context. Oxford: Oxford University Press; 1990.
70. ROGOFF B. The cultural nature of human development. Oxford University Press; 2003.
71. ROGOFF B, ET AL. Age of assignment of roles and responsibilities to children: a cross-cultural survey. Hum Devel 1975;18:353-369.
72. ROMNEY AK,WELLER S, BATCHELDER WH. Culture as consensus: a theory of cultural and informant accuracy. Amer Anthropol 1986;88(2):313-338.
73. ROSS N. Lacandon Maya intergenerational change and the erosion of folk biological knowledge. In: STEPP JR, WYNDHAM FS, ZARGER RK, editors. Ethnobiology and biocultural diversity. Athens: University of Georgia Press; 2002; p 585-592.
74. ROSS N, ET AL. Cultural and experiential differences in the development of folkbiological induction. Cogn Devel 2003;18(1): 25.
75. RUDDLE K. The transmission of traditional ecological knowledge. In: INGLIS JT, editor. Traditional ecological knowledge: concepts and cases. Ottawa (ON): Canadian Museum of Nature; 1993. p 17-33.
76. RUDDLE K, CHESTERFIELD R. Education for traditional food procurement in the Orinoco Delta. Volume 53. Publications in Ibero-Americana. Berkeley: University of California Press; 1977.
77. RUIZ-MALLEN I, ET AL. School and local environmental knowledge; what are the links? A case study among Indigenous adolescents in Oaxaca, Mexico. Int Res Geogr Environ Educ 2009;18(2):82-96.
78. SETALAPHRUK C, PRICE L. Children's traditional ecological knowledge of wild food resources: a case study in a rural village in northeast Thailand. J Ethnobiol Ethnomed 2007;3(1): 33.
79. STROSS B. Aspects of language acquisition by Tzeltal children [PhD thesis]. Berkeley: University of California; 1969.
80. STROSS B. Acquisition of botanical terminology by Tzeltal children. In: EDMONSON MS, editor. Meaning in Mayan languages. The Hague: Mouton; 1973. p 107-141.
81. STURTEVANT WC. Studies in ethnoscience. Amer Anthropol 1964;66(3):99-131.
82. TUCKER B, YOUNG AG. Growing up Mikea: children's time allocation and tuber foraging in southwestern Madagascar. In: HEWLITT BS, LAMB ME, editors. Hunter-gatherer childhoods: evolutionary, developmental, and cultural perspectives. New Brunswick (NJ): Aldine Transaction; 2005. p 147-171.
83. UNESCO. Learning and knowing in indigenous societies today. In: BATES P, CHIBA M, KUBE S, NAKASHIMA D, editors. Paris: UNESCO; 2009. p 128.
84. VERMONDEN D. Reproduction and development of expertise within communities of practice: a case study of fishing activities in South Buton. In: HECKLER, editor. Landscape, process, and power: re-evaluating traditional environmental knowledge. Studies in environmental anthropology and ethnobiology. Oxford: Berghan Books; 2009. p 205-229.
85. WAXMAN SR. The dubbing ceremony revisited: object naming and categorization in infancy and early childhood. In: MEDIN DL, ATRAN S, editors. Folkbiology. Cambridge (MA): MIT Press; 1999. p 233-284.
86. WAXMAN S, MEDIN D, ROSS N. Folkbiological reasoning from a cross-cultural developmental perspective: early essentialist notions are shaped by cultural beliefs. Dev Psychol 2007;43(2):294-308.
87. WELCH MR. Environmental vs. technological effects on childhood socialization processes: a cross-cultural study. Int J Sociol Fam 1980;10(Jul-Dec):233-242.
88. WHITING BB,WHITING JM. Children of six cultures: a psychocultural analysis. Cambridge: Harvard University Press; 1975.
89. WYNDHAM FS. The transmission of traditional plant knowledge in community contexts: a human ecosystem perspective. In: STEPP JR, WYNDHAM FS, ZARGER RK, editors. Ethnobiology and biocultural diversity. Athens: University of Georgia Press; 2002. p 549-559.
90. WYNDHAM FS. Environments of learning: Rarámuri children's plant knowledge and experience of schooling, family, and landscapes in the Sierra Tarahumara, Mexico. Hum Ecol 2010;38(1):87-99.
91. ZARGER RK. Acquisition and transmission of subsistence knowledge by Q'eqchi' Maya in Belize. In: STEPP JR, WYNDHAM FS, ZARGER RK, editors. Ethnobiology and biocultural diversity. Athens: University of Georgia Press; 2002a. p 593-603.
92. ZARGER RK. Children's ethnoecological knowledge: situated learning and the cultural transmission of subsistence knowledge and skills among Q'eqchi' Maya [dissertation]. Athens: University of Georgia; 2002b.
93. ZARGER RK. Learning the environment. In: LANCY D, BOCK J, GASKINS S, editors. The anthropology of learning in childhood. Walnut Creek (CA): Altamira Press; 2010. p 341-370.
94. ZARGER RK, STEPP JR. Persistence of botanical knowledge among Tzeltal Maya children. Curr Anthropol 2004; 45:413-418.
95. ZENT S. The quandary of conserving ethnobotanical knowledge: a Piaroa example. In: BLOUNT BG, GRAGSON T, editors. Ethnoecology: knowledge, resources, rights. Athens: University of Georgia Press; 1999. p 90-124.
96. ZENT S. Acculturation and ethnobotanical knowledge loss among the Piaroa of Venezuela: demonstration of a quantitative method for the empirical study of TEK change. In: MAFFI L, editor. On biocultural diversity: linking language, knowledge, and the environment. Washington (DC): Smithsonian Institution Press; 2001. p 190-211.
97. ZENT S. A genealogy of scientific representations of indigenous knowledge. In: HECKLER S, editor. Landscape, process, and power: re-evaluating traditional environmental knowledge. Studies in environmental anthropology and ethnobiology. Oxford: Berghan Books; 2009. p 19-67.
98. ZENT S, ZENT EL. Ethnobotanical convergence, divergence, and change among the Hoti of the Venezuelan Guayana. In: CARLSON TJ,MAFFI L, editors. Ethnobotany and the conservation of biocultural diversity. Advances in Economic Botany. Bronx (NY): New York Botanical Garden Press; 2004. p 37-78.