THE STUDY OF TEACHING IN HUMANS AND NON-HUMANS ANIMALS AS A SYSTEMIC AND INTERDISCIPLINARY ISSUE

Abstract

We aim to discuss the concept of teaching from an expanded perspective that integrates the ethological approach with concepts of niche construction, embodied cognition and ideas from libertarian pedagogy. Initially, we will discuss some of the different definitions of teaching and social learning, pointing out that teaching permeates epistemological and ontological issues. Different areas focus on this subject, and generally the definitions of teaching are based on the presence of complex cognitive abilities such as intentionality and theory of mind, and thus, teaching is understood as something uniquely human. In this article we use a bottom-up approach seeking to understand evolutionary origins and shared phenomena between species, and present a broader concept of teaching, which can also be applied in contexts involving non-human animals. Even considering broad definitions, evidence of teaching in non-human animals remains rare. By integrating different areas, we can emphasize the role of interactions between individuals and the environment, from which teaching and learning processes emerge. We argue that deconstructing the classical thinking about cognition, teaching and learning surpasses academic definitions, by promoting reflections on how to conduct experiments and research projects. Thus, new questions and methodologies are encouraged, allowing advances in the study of teaching and learning from different theoretical perspectives and greater communication between disciplines.