Social Conquest Research Articles

Our Social Conquests Will Be Respected: Peasants and Military Dictatorship in Cochabamba, Bolivia

Abstract Peasant support was a crucial factor in the Bolivian military's assault on labor and the Left in the 1960s and 1970s. Analysts have offered diverse explanations for the so-called Military-Peasant Pact, ranging from the bribery of peasant leaders to rank-and-file conservatism. These interpretations tend to be methodologically superficial and often reflect elitist prejudices about peasant behavior. Archival evidence and oral histories from Cochabamba suggest that the pact did enjoy substantial rank-and-file support. The military maintained that support by protecting peasant land rights and expanding rural access to public goods while imposing high costs on peasants who dissented. However, the Military-Peasant Pact was also more tenuous than most scholarship implies. Attempts to institute a new tax on land, to disarm peasants, and to impose austerity measures engendered major opposition by the 1970s, leading to a military massacre in 1974. This trajectory reveals both the foundations and limits of the military's power.

La incorporación de la mujer canaria a la actividad física a comienzos del siglo xx (1900-1936) a través de la prensa canaria

Sport was not the first social conquest of women in the Canary Islands. However, since the beginning of the 20th century it has been present in their life. The emancipation from domestic work, the attainment of some rights and British influences, introduced women to physical activity. This research aims to study the entry of women into sports in the early twentieth century through the historical, socio-cultural, educational and political moment from the analysis of the Canarian press. For this, press articles published in newspapers between 1900 and 1936 have been collected and analyzed. The results show how a part of society was in favor of women joining sports, although with restrictions, a situation that will not progress with the beginning of the Spanish Civil War.

Housing Issue and Attempts to Solve it During the “Khrushchev Thaw”: a View From the Province (on the Example of the Mordovian ASSR)

Introduction. The relevance of the work is due to the demand for Soviet experience in implementing large-scale state projects, in particular in the field of housing construction, at the present stage of Russian modernization. Methods. The factual material available in the work is drawn from the funds of the Central State Archive of the Republic of Mordovia, as well as from published sources. During the research, the following methods were used: comparative-historical, problem-chronological, historical-cultural, historical reconstruction. Results. The dynamics of all types of housing construction in the republic during the study period received the maximum turnover. Discussion. One of the reasons for significant success in the field of housing construction in the republic was the reform of the country’s economic system. Sovnarkhoz turned out to be more flexible and adapted to the conditions of planned administering as management structures, which in particular manifested itself in the field of housing construction. Other reasons for success were a kind of “revolution” in the development of housing construction methods, when, along with the state, the “people’s construction” and the cooperative method began to be widely used, as well as the industrial basis of construction, albeit not always consistently implemented. At the same time, the speed of construction generated a lot of problems in hastily constructed standard small cars, which became the reverse side of Khrushchev’s housing policy. Conclusion. The housing policy pursued by the Khrushchev leadership was one of the indisputable social conquests of the time under study, when a significant part of people from barracks and communal apartments moved to separate apartments intended for settlement by one family. However, when solving this most important problem, the authorities placed special emphasis not so much on the development of new construction technologies, as on managerial reorganization, leading ultimately to a simple increase in the workforce and organizations involved in the construction of residential facilities.

Masculinidade genealógica e o “viking” do capitólio: Reflexões sobre virilidade e política

This essay invites the reader to reflect upon virile masculinity, authoritarianism and political ideology through the image of Jake Angeli, the man with a horned Viking hat and face paint at the United States Capitol riot of January 6th, 2021. By approaching how images of masculine bravery have been appropriated by fundamentalist regimes, this text reveals one of the main social-anthropological mechanisms to perpetuate and reproduce machismo: the political desire to revive a symbol, brought from an ancient past, through which men are depicted as wilder, stronger, more violent and more dominant than today. By means of historic and anthropological examples this text questions the political representation of a masculinity that is untied from civilizational progress and ignores feminist and LGBTQIA+ social conquests.

Social conquest of land: Sea-to-land changes in shell architecture and body morphology, with consequences for social evolution

Architecture, like nests, burrows, and other types of fortresses, may have played an important role in the evolution of social life on land. However, few studies have examined architecture in organisms that transitioned from sea to land to test how and why architectural and morphological changes might have jointly impacted social evolution. Here I contrasted the shell architecture and body morphology of two of the phylogenetically most closely-related land versus sea species of hermit crab (the terrestrial hermit crab, Coenobita compressus, and the marine hermit crab, Calcinus obscurus), as well as the original builder of their shells (the gastropod, Nerita scabricosta). In contrast to the shells of gastropods and marine hermit crabs, only the shells of terrestrial hermit crabs were architecturally remodeled, with no columella inside for the occupants to grip upon to resist eviction. The bodies of terrestrial hermit crabs were also significantly more exposed outside the enlarged openings of their remodeled shells, whereas the substantially smaller-bodied marine hermit crabs were safeguarded deep within the recesses of their unremodeled shells. Ultimately, these changes in shell architecture and body morphology likely had consequences for social evolution on land, making conspecifics not only more dependent upon one another for homes, but also potentially easier to evict. Further changes in claw shape on land (with the claws of terrestrial hermit crabs becoming shorter, wider, and thicker) may have evolved to help offset their heightened danger of social eviction, acting as a more effective door against conspecifics.

CONSELHO MUNICIPAL DE DIREITOS DAS MULHERES (CMDM) ENQUANTO ESPAÇO DE RESISTÊNCIA ÀS OFENSIVAS CONSERVADORAS CONTEMPORÂNEAS: UM ESTUDO SOBRE LONDRINA/PR

O presente trabalho busca abordar o Conselho Municipal de Direitos das Mulheres (CMDM) de Londrina/PR enquanto instrumento de resistência às ofensivas conservadoras e espaço essencial para a manutenção de políticas direcionadas às mulheres. Para tal, apresenta reflexões desde o período de redemocratização do país até os dias atuais, explanando acerca da instituição dos conselhos como mecanismos de controle social e o processo de conquistas de direitos das mulheres com enfoque nos ataques do pensamento conservador às conquistas sociais dessas. Para a construção do estudo, realizou-se pesquisa documental e de campo, a partir das quais foi possível a contextualização do CMDM. Como resultados, verificou-se a ampla participação do CMDM e sua constituição enquanto uma referência para o debate e discussão das pautas relacionadas aos direitos das mulheres, contribuindo para a manutenção das políticas para as mulheres no município, apesar dos limites enfrentados.

¡Hoy no hay fútbol! La huelga de futbolistas de 1948 vista desde la prensa peronista

In 1948 the majority of professional footballers of the Argentinian First Division went to a strike against their respective teams and against the federation. Their goal was to get new salary conditions, a major contractual flexibility and, in general, to reach the same social conquests that the Argentinian workers got during those years. This work tries to analyse the relationship between professional sport and work through the Peronist press.

El decreto 1382 de 2000 por el cual se fijan reglas de reparto en materia de tutela. Un conflicto vigente entre las altas cortes colombianas

La acción de tutela es una importantísima conquista jurídica, política y social que<br />en Colombia se incorporó en la Constitución Política de 1991, desde entonces<br />ha servido para lograr la materialización de los derechos fundamentales de los<br />colombianos. Debido a sus nobles y notables resultados, con el tiempo tuvo mayor<br />acogida, situación por la que el Gobierno Nacional reglamentó el conocimiento de<br />las demandas de tutela al interior de la jurisdicción con la expedición del Decreto<br />1382 del 12 de julio del año 2000. La aplicación de la aludida reglamentación no<br />ha sido pacífica por parte de las altas cortes colombianas, ocasionando con ello que<br />se desnaturalicen las características propias de tan importante mecanismo.

Educação, Inclusão e Direitos Humanos: Como esse Estuário desaguou na Escola

Resumo: Partimos do pressuposto que a Declaração Universal dos Direitos Humanos (UNESCO, 1948) teve o mérito de ampliar as conquistas sociais, que têm contribuído para o exercício da democracia social e a liberdade do indivíduo, mesmo considerando-se as condições objetivas materiais. Considerando a conquista do direito de acesso de todos à educação, consolidado nos Estados democráticos, cumpre-nos refletir sobre suas implicações e impactos sociais. Nosso estudo envolve a inclusão em educação, em sua perspectiva alargada, com base na participação dos diversos grupos sociais. Sendo assim, o direito propalado representa exigências e desafios à sociedade, uma vez que as leis não democratizam a escola e, sim, suas experiências pedagógicas inclusivas. Essa questão de investigação deriva de nossa experiência como pesquisadora, que nos possibilitou a inserção ao longo de um ano em um colégio público de ensino médio na cidade do Rio de Janeiro, período no qual tivemos acesso aos documentos do colégio, bem como aos professores. Sustentados pelo referencial da teoria crítica no pensamento de Adorno, e pelo referencial conceitual-analítico que implica na articulação entre as dimensões de construção de culturas, desenvolvimento de políticas e orquestração de práticas (BOOTH; AINSCOW), tecemos nossa discussão com base nas percepções dos professores em relação ao direito de todos à educação, buscando refletir sobre as questões que se constituem como exigências e desafios para se estabelecer efetivamente experiências inclusivas no cotidiano das escolas.

TERRITORIALIDADE E SOCIOBIODIVERSIDADE NA CONFIGURAÇÃO DO ESPAÇO PRODUTIVO DA COMUNIDADE OLHO D’ÁGUA DOS NEGROS NO MUNICÍPIO DE ESPERANTINA-PI

RESUMO O artigo apresenta reflexões que subsidiam a compreensão da relação entre os saberes locais e o manejo e uso de recursos naturais na organização do espaço produtivo da comunidade quilombola Olho d’Água dos Negros, situada no município de Esperantina, no Piauí. Buscou-se analisar a atual organização espacial, reunindo elementos socioeconômicos e simbólico-culturais, e a relação entre a sociobiodiversidade no extrativismo vegetal, com ênfase no buriti, na conservação ambiental e na valorização dos saberes locais. De caráter etnográfico e qualitativo, utilizou-se de mapeamento participativo para compreender os padrões de uso da terra. O processo de conquista da terra, aliado aos movimentos sociais, fortaleceu a identidade étnica e a mobilização política em busca de políticas públicas em prol de conquistas sociais na comunidade. Verificou-se que o espaço produtivo é limitado à produção de gêneros destinados ao autoconsumo, com reduzida atividade agrícola e subutilização de produtos oriundos do extrativismo de espécies vegetais. Os cercados, espaços de uso misto nos quintais das residências, é o tipo de uso que mais se expande na comunidade, na qual o buritizal cumpre a função ecológica de proteger o olho d’água e as veredas. Entretanto, no extrativismo, este fruto é subutilizado, sendo aproveitado apenas in natura.

<i>IMPUESTO A LA CARNE</i>: MEMORY OF DISASTER

This article analyzes the narrative dimensions of Diamela Eltit’s Impuesto a la carne. Written as the memory of a failed nation in Chile, product of the authoritarianism that characterized its history since its emancipation, the novel derives into dystopian tale that denounces how political power made it the reason for its establishment. This bad calved nation has captured and with it is still experiencing; however, this nation in ruins still screams from it inside detention. Eltit, with this novel, faces the neoliberal imaginary that made us forget the social conquests, especially of the Chilean women.

Wilson revisits group selection

There are three kinds of ‘great idea’ books. There are books that proclaim themselves revolutionary; for example, A New Kind of Science (Wolfram 2002) but typically turn out to be old ideas proclaimed to be brand new. There are books that make no claim to their own importance, but are nonetheless game changing; for example, Evolution and the Theory of Games (Maynard Smith 1982). Finally, there are books that present conjecture as fact and try to persuade readers that consensus exists when in fact consensus does not exist. This third category is the one that E.O. Wilson’s The Social Conquest of Earth falls into. Wilson purports to provide an overview of several of the most important events in the history of life on Earth but instead performs an ingenious sleight of hand by presenting the field of social biology as having recently been revolutionized by himself and a small number of colleagues. The book is admirably written, but misleading in that Wilson presents recent work challenging the hypothesis of kin selection as both irrefutable and widely accepted by social biologists. In particular, Wilson claims that biologists have realized kin selection is incorrect as an explanation for the evolution of sterile helper castes in social insects. In other words, Wilson is preaching consensus that does not yet exist. First, the good news. What I found compelling about the book was Wilson’s argument that life-long social living is the innovation that eventually allowed humans to flourish. As he notes, humans and social insects have a lot in common and both are found virtually everywhere on Earth, living in and dominating diverse terrestrial ecosystems. Having argued myself that humans are a eusocial species (also see Foster and Ratnieks 2005, Hardisty and Cassill 2010), I agree with Wilson’s claim that our

The economic origins of ultrasociality

Ultrasociality refers to the social organization of a few species, including humans and some social insects, having a complex division of labor, city-states, and an almost exclusive dependence on agriculture for subsistence. We argue that the driving forces in the evolution of these ultrasocial societies were economic. With the agricultural transition, species could directly produce their own food and this was such a competitive advantage that those species now dominate the planet. Once underway, this transition was propelled by the selection of within-species groups that could best capture the advantages of (1) actively managing the inputs to food production, (2) a more complex division of labor, and (3) increasing returns to larger scale and larger group size. Together these factors reoriented productive life and radically altered the structure of these societies. Once agriculture began, populations expanded as these economic drivers opened up new opportunities for the exploitation of resources and the active management of inputs to food production. With intensified group-level competition, larger populations and intensive resource exploitation became competitive advantages, and the "social conquest of Earth" was underway. Ultrasocial species came to dominate the earth's ecosystems. Ultrasociality also brought a loss of autonomy for individuals within the group. We argue that exploring the common causes and consequences of ultrasociality in humans and the social insects that adopted agriculture can provide fruitful insights into the evolution of complex human society.

Evolutionary Social Theory: The Current State of Knowledge

BOOKS UNDER REVIEW Boehm, Christopher. Moral Origins: The Evolution of Virtue, Altruism, and Shame. New York: Basic Books, 2012. Print. Bowles, Samuel, and Herbert Gintis. A Cooperative Species: Reciprocity and Its Evolution. Princeton, NJ: Princeton UP; 2011. Print. Fukuyama, Francis. The Origins of Political Order: From Prehuman Times to the French Revolution. New York: Farrar, Straus and Giroux, 2011. Print. --. Political Order and Political Decay: From the Industrial Revolution to the Globalization of Democracy. 1st ed. New York: Farrar, Straus and Giroux, 2014. Print. Haidt, Jonathan. The Righteous Mind: Why Good People Are Divided by Politics and Religion. New York: Pantheon Books, 2012. Print. Nowak, Martin A., and Roger Highfield. Supercooperators: Altruism, Evolution, and Why We Need Each Other to Succeed. New York: Free P, 2011. Print. Pinker, Steven. The Better Angels of Our Nature: Why Violence Has Declined. New York: Viking, 2011. Print. Wilson, Edward O. The Social Conquest of Earth. New York: Liveright, 2012. Print. A USABLE MODEL OF EVOLVED HUMAN SOCIALITY Biocultural is an integrative research program designed to investigate the causal interactions between biological adaptations and cultural constructions. The central premise of biocultural theory is that human behavior is produced by interactions between human and culture. Human nature this usage designates a species-typical array of evolved, genetically transmitted features of anatomy, physiology, and neurology. Culture designates a collective, transmissible body of shared skills, practices, beliefs, values, and imaginative experiences (Baumeister; Carroll, Truth; Hill; Richerson and Boyd; Sterelny; Tomasello et al.). From the biocultural perspective, cultural processes are rooted the biological necessities of the human life cycle: specifically human forms of birth, growth, survival, mating, parenting, and life a social (Muehlenbein and Flinn). Conversely, from the biocultural perspective, human biological processes are constrained, organized, and developed by culture, which includes technology, culturally specific socioeconomic and political structures, religious and ideological beliefs, and artistic practices such as music, dance, painting, and storytelling. Because culture is social, biocultural theory must include a good basic model of evolved human sociality. The elements of such a model have become available only within the past few years. Those elements are scattered throughout the books here under review and a small set of recent articles. None of the books or articles fully exemplifies the whole model. After laying out the model, I shall use it to evaluate the books, describing how each contributes to it, and measuring each against it. Until very recently, most discussions of evolved human sociality turned endlessly on an inconclusive debate between proponents of inclusive fitness theory and proponents of group selection' (Alexander; Boehm, Moral Origins; Hamilton, Rule, Aptitudes; Nesse; Pinker, Allure; Sober and Wilson; Trivers; D. S. Wilson, Critique; Wilson and Wilson; E. O. Wilson, Social Conquest). Advocates of inclusive fitness reduced social motives to nepotism, direct reciprocation (mutual back-scratching), and indirect reciprocation (giving credit to people with a reputation for reciprocating) (Boehm, Bullies, Moral Origins; Nowak). Proponents of selection felt rightly that these three sources could not adequately account for human prosociality, but they usually acceded to a misleading formula: selection favors selfishness within groups and favors altruism only conflict between groups. As David Sloan Wilson and Edward O. Wilson put it, in virtually all cases, traits labeled cooperative and altruistic are selectively disadvantageous within the groups and require between-group selection to evolve (335). …

Curricular Commons

Curricular Commons Jeremy Cohen Where Do We Come From?What Are We?Where Are We Going? —Paul Gauguin, 1897 The three sets of questions that follow should be familiar to anyone who has kept abreast of or contributed to the last four decades of debates by accreditation agencies, faculty senates, administrators, academic advisers, and even the federal government over assessment, general education content, and the arts and sciences of how students learn. I Does the general education curriculum at your college have specific learning objectives that represent a common faculty and student understanding of what the general education program is supposed to accomplish? Are the faculty explicit about the curricular learning outcomes necessary to meet those objectives? Is there a shared understanding of how best to document the level of accomplishment of those student outcomes? II Assuming that the answer to each of these questions is affirmative (wishful thinking, perhaps), the next question moves from the programmatic to the course level: Do the individual courses that meet your school’s general education requirements possess a common faculty and student understanding of how each course contributes to general education’s programmatic goals, [End Page vi] what learning outcomes are necessary in each course to meet general education’s programmatic objectives, and how general education courses succeed (or fail) individually and collectively to create a unified curriculum rather than a free-form aggregation of credits? A course may be interesting and valuable in and of itself and yet fail to contribute to larger goals such as critical thinking across disciplines, awareness of self and others sufficient to meet twenty-first-century demands, and cognizance of how we are like or different from earlier generations. III Should general education include identifiable elements of knowledge, such as the scientific method; the identification and understanding of specific religions; divergent political, religious, and economic doctrines; American, Western, or world literature; and/or the sociology, human rights, and legal implications of digitization? Other required knowledge elements, from anthropology to zoology, appear at one campus or another. Yet in the realpolitik of limited time, budget, and tolerance for the other person’s academic specialty, each required inclusion means that another element—the history of art? social media? democracy? statistics? classics? geography? rhetoric? drama?—must be identified as unnecessary to the broader aims of required distributions of courses outside of each student’s major. IV Several issues of the Journal of General Education: A Curricular Commons of the Humanities and Sciences published over the last two years have been thematic and have included a variety of invited voices. Volume 62, number 1, for example, focused on E. O. Wilson’s recently published The Social Conquest of Earth and his attention to Paul Gauguin’s iconic painting Where Do We Come From? What Are We? Where Are We Going? The issue you are about to read, volume 64, number 1, began with no such preplanning for a theme or emphasis. It includes only refereed studies and essays that were submitted and received across the transom. Yet in this issue, too, there appears to be a common thread. In the pages that follow, the contributors are asking: • Does general education have purposeful and identifiable learning objectives and outcomes? If so, are the faculty aware of them? [End Page vii] • Do general education courses support programmatic goals rather than an aggregate of atomistic fragments fighting for space, dollars, and legitimacy in the academic hierarchy? • Are there specific elements of knowledge and viewpoint that are so important to understanding ourselves, the times in which we reside, and the decisions we will make, whether through ignorance, inaction, or informed enlightenment, that they should be included in every undergraduate’s academic experience? There are two ways to read the five studies and essays that follow. We might conclude from their observations and findings that those who continue to believe that somehow, despite evidence of dysfunctional systems of general education in which colleges and universities are unable or unwilling to contend with the three sets of curricular assessment questions that introduce this note, general education has a positive impact. To this group, I offer Ernest Hemingway as a way to say, “Be careful about what you...

E.O. Wilson's Conquest of Earth

The publication of Edward O. Wilson's recent book, The Social Conquest of Earth, launches a new missile in the purported warfare between science and religion. The launching-pad is Wilson's embracing of group selection over kin selection to explain the evolutionary success of cooperation and even altruism in complex social groups. Rather than the selfish gene, groups of genetically diverse individuals who cooperate with one another drive evolution toward increased social organization, toward eusociality. Within the field of sociobiology, this is interesting. But Wilson does not stop here. He proceeds to engage in combat with all competing points of view, especially religious points of view. By relegating religion to a primitive stage of evolution and elevating science to an advanced stage, he provides justification for science to eliminate all its enemies and to establish hegemony in the worldview war. This article provides a critical analysis of Wilson's scientific method, especially his attempt to replace creation myths with his own scientized myths of origin. It concludes that Wilson need not do battle, because he could find among theologians allies in his understanding of human nature and his concern to make the world a better moral place.

Reflections on Edward O. Wilson’s The Social Conquest of Earth: Legitimizing Group Selection or “A Book Too Far?”

Reflections on Edward O. Wilson’s The Social Conquest of Earth: Legitimizing Group Selection or “A Book Too Far?”

The Social Conquest of Earth, Edward O. Wilson

A small cohort of colleagues received invitations from the Journal of General Education: A Curricular Commons of the Humanities and Sciences: “Please read Edward O. Wilson's controversial new book, The Social Conquest of Earth. Use it as a springboard to produce an essay about general education.” The journal provided scant guidance other than that the ideals and observations kindled by reading The Social Conquest should enable contributors to generate challenging deliberations about a curriculum—a general education—that reaches well beyond disciplinary majors and professional concentrations that are intended to launch careers in commerce or the academy. The Wilson colloquium, the invitation explained, should consist neither of book reviews and critiques in the usual sense nor of defenses or denunciations of Wilson's views on “group versus kin selection.” Nor should it focus exclusively on Wilson's declaration that the “myths” of the humanities and religion cannot explain any of three fundamental questions: Where did we come from? What are we? Where are we going?The journal did invite the contributors to consider some fundamental general education issues. Can general education serve as a leveling device, that is, as a means to raise among all of our students an understanding of the world about them and their place in it? Can we identify the humanities and sciences necessary to nurture such a task? Just what is it that education should nurture for undergraduates and their faculty?“Mythmaking could never discover the origin and meaning of humanity,” Wilson writes in The Social Conquest. Perhaps not. Yet for many people, folklore and stories, philosophy and ethics, history and theology, are at least as important to their understanding of who they are and who they should be as is the biological relationship of our genes to our emotions and behaviors. Where is the common ground for the humanities and the sciences?The goal of the following colloquy is not to sort out once and for all the relationships among the humanities and the sciences or the chicken-and-egg question of nurture versus nature. The goal here is to consider what it might mean or perhaps should mean for educators to accept responsibility for the content and for the explicit explication of goals of a well-crafted general education. What is it that we want students to learn? What kinds of inquiries should students be making in order to understand, in Wilson's trilogy, where they come from, what they are, and where they are going? Every undergraduate is or ought to be interested in the answers. Does general education as it is practiced today provide legitimacy for classroom, laboratory, studio, and field investigations that will support such a quest?With a statement that yields important context on his views of what we know and where that knowledge comes from, Wilson contributed an essay on general education to his Harvard colleagues that said in part: What was once perceived as an epistemological divide between the great branches of learning (natural sciences, social sciences, humanities) is now emerging from the academic fog as something far different and much more interesting: a wide middle domain of mostly unexplored phenomena open to a cooperative approach from both sides of the former divide. Already disciplines from one side of this middle domain, for example neuroscience and evolutionary biology, have connected with their closest neighbors, such as psychology and anthropology, on the other side.The middle domain is a region of exceptionally rapid intellectual advance. It, moreover, addresses issues in which students (and the rest of us) are most interested: the nature and origin of life, the meaning of sex, the basis of human nature, the origin and evolution of life, why we must die, the origins of religion and ethics, the causes of aesthetic response, the role of environment in human genetic and cultural evolution, and more. To set the stage for the essays that follow, Wilson contributed an Op-Ed piece originally shared in 2012 in the New York Times Opinionator.Wilson is the Pellegrino University Professor Emeritus, Department of Organismic and Evolutionary Biology, Harvard University. The colloquium essayists represent diverse fields of scholarship and practice, including rhetoric, biology, psychology, astrophysics, international relations, entomology, fiction, immunology, international relations, and undergraduate writing. Two of the colloquium participants are, or have been, university presidents. With the inclusion of Wilson, the combined work of the colloquium cohort has been recognized with one Nobel and two Pulitzer prizes, countless fellowships across multiple continents, and enough prestigious honors and awards to fill several course syllabi. It is difficult to imagine a cohort better prepared to treat general education as a curricular commons of the humanities and sciences than the one gathered here.

Evolution and Our Inner Conflict

Evolution and Our Inner Conflict

The Social Conquest of General Education

Abstract The dominant model of university education featuring one-way communication in a desocialized setting that celebrates competition is fundamentally at odds with the evolutionarily attuned attributes of the human brain. Quest University Canada represents an alternative of engaged, collaborative learning that builds on the eusocial nature of our species.