Interaction inferences in archaeology and learning frameworks of the maya

Abstract

Stylistic variation has traditionally been assumed to reflect differential interaction. Although some researchers have questioned this premise, it seems valid as long as interaction is of a cooperative, nonhierarchical type. Other sources of stylistic variation may also exist. This paper examines cooperative learning of crafts within communities to determine what effect various learning contexts might have on the distribution of stylistic elements within communities. Six learning modes are identified: Family-Centered; Corporate; Kin-Extensive; Minimally Structured; Formal-Schooling; and Specialist. Each mode results in a distinctive distribution of stylistic elements. The Kin-Extensive mode is examined in detail using ethnoarchaeological data from the Maya Highlands. We conclude that by focusing on interaction rather than residence, archaeologists can deal with more meaningful problems for the evolution and functioning of past social systems, and these problems can be dealt with more successfully given the nature of archaeological data.