“Cultural systems will be treated as extensions of the power to learn, store, and transmit information, and the evolution of culture as dependent upon the biological development of these abilities and the cultural developments that actualize them. Man's increasing mastery over the natural world, with its increments of available energy use, can be seen from this point of view as one consequence of his capacity to learn, invent, borrow, store, and transmit the necessary technological and political inventions for the changes of scale involved in increasing utilization of energy. Instead of focusing attention on discontinuities — the invention of tool-making tools, the invention of agriculture, the invention of writing, and the invention of invention as a conscious pursuit—this discussion will focus on the continuities involved and on the extent to which older forms of communication, energy use, and social organization also undergo transformation in the course of cultural evolution.”

— Margaret Mead

Source: 1960s, Continuities in Cultural Evolution (1964), p. 31-32

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Margaret Mead 133

American anthropologist 1901–1978

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“Today, as we are coming to understand better the circular processes through which culture is developed and transmitted, we recognize that man's most human characteristic is not his ability to learn, which he shares with many other species, but his ability to teach and store what others have developed and taught him. Learning, which is based on human dependency, is relatively simple. But human capacities for creating elaborate teachable systems, for understanding and utilizing the resources of the natural world, and for governing society and creating and creating imaginary worlds all these are very complex. In the past, men relied on the least elaborate part of the circular system, the dependent learning by children, for continuity of transmission and for the embodiment of the new. Now, with our greater understanding of the process, we must cultivate the most flexible and complex part of the system; the behavior of adults. We must, in fact, teach ourselves how to alter adult behavior so that we can give up postfigurative upbringing, with its tolerated configurative components, and discover prefigurative ways of teaching and learning. We must create new models for adults who can teach their children not what to learn but how to learn and not what they should be committed to, but the value of commitment.”

Margaret Mead (1901–1978) American anthropologist

1970s, Culture and commitment, 1970

“The cultural obsession with the art object is slowly disappearing and being replaced by what might be called "systems consciousness." Actually, this shifts from the direct shaping of matter to a concern for organizing quantities of energy and information. Seen another way, it is a refocusing of aesthetic awareness – based on future scientific-technological evolution – on matter-energy information exchanges and away from the invention of solid artefacts. These new systems prompt us not to look at the skin of objects, but at those meaningful relations within and between their visible boundaries.”

Jack Burnham (1931) American art historian

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“The student of culture is concerned with a characteristic which man displays more markedly than any other known creature — the ability to transmit what he has learned. In following the procedure I suggest, the learning of Homo sapiens would be treated as a further specialization of the concept of grades, with the recognition that in some species — possibly even in some orders — the ability to learn may represent not only an improvement, in an evolutionary sense, but also an increase in vulnerability. Man's unique, high ability to learn, coupled as it is with a small amount of built-in behavior, represents such a vulnerability.”

Margaret Mead (1901–1978) American anthropologist

Source: 1960s, Continuities in Cultural Evolution (1964), p. 30-31

“The imbalance between developed and underdeveloped countries - caused by the relationships of dependence - becomes more acute if the cultural point of view is taken into consideration.”

Gustavo Gutiérrez (1928) Peruvian theologian

Source: A Theology of Liberation - 15th Anniversary Edition, Chapter Six, The Process Of Liberation In Latin America, p. 53

“In a technocracy, tools play a central role in the thought-world of the culture. Everything must give way, in some degree, to their development. The social and symbolic worlds become increasingly subject to the requirements of that development. Tools are not integrated into the culture; they attack the culture. They bid to become the culture. As a consequence, tradition, social mores, myth, politics, ritual, and religion have to fight for their lives…”

Neil Postman (1931–2003) American writer and academic

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“Just as organic species evolve toward the use of greater densities of a wider variety of free-energy sources in their environment, so human societies develop to access, store, and use in greater densities larger quantities of free energy through the ongoing improvement of their technologies. As a consequence societies, the same as natural systems, tend to grow larger in size, develop more intricate relations among their diverse components, and create more massive and flexible modes of interaction among them.”

Ervin László (1932) Hungarian musician and philosopher

Source: Evolution: the general theory (1996), p. 125.

“Ignorance or disregard of our evolutionary heritage, and of the fundamental biological, emotional, cognitive, and social similarities on which much in everyday human life and thought depend, can lead to speculative philosophies and empirical programs that misconstrue the natural scope and limits of our species-specific abilities and competencies. The intellectual and moral consequences of this misconstrual have varying significance, both for ourselves and for others, for example, in the ways relativism informs currently popular notions of "separate but equal" cultural worlds whose peoples are in some sense incommensurably different from ourselves and from one another. Relativism aspires directly to mutual tolerance of irreducible differences. Naturalism-the evolutionary-based biological and cognitive understanding of our common nature and humanity-aims first to render cultural diversity comprehensible. If anything, evolution teaches us that from one or a few forms wondrously many kinds will arise.”

Scott Atran (1952) Anthropologist

Introduction: an evolutionary riddle, p. 17
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“Science that abdicates its cultural values risks being perceived as an extension of technology, an instrument in the hands of political or economic power. Humanity that disavows science risks falling into the hands of superstition.”

Nicola Cabibbo (1935–2010) Italian physicist

Address to the Holy Father, in The cultural values of science, The Pontifical Academy of Sciences, Scripta Varia 105 (8-11 November 2002), page xiv http://www.vatican.edu/roman_curia/pontifical_academies/acdscien/archivio/s.v.105_cultural_values/part1.pdf

“Instinct reveals itself as self-concentrating, self-edifying it is limitation. Intuition produces self-denial, self-destruction； it is expansion. Culture can develop both. If it develops instinct, animal nature appears. Then culture destroys the intuitive capacity which men have even found in a primitive state.”

Piet Mondrian (1872–1944) Peintre Néerlandais

Source: 1940's, A New Realism', 1943-1945, p. 17

“Computer games are embedded in the cultural framework of technological developments. In the study of technological development and creativity, focusing attention on the failure, the error, the breakdown, the malfunction means opening the black box of technology. Studies have convincingly demonstrated that the widespread inability to understand technological artifacts as fabricated entities, as social and cultural phenomena, derives from the fact that in retrospect only those technologies that prove functional for a culture and can be integrated into everyday life are "left over." However, the perception of what is functional, successful and useful is itself the product of social and cultural--and last but not least--political and economic processes. Selection processes and abandoned products and product forms are usually not discussed. According to Langdon Winner, there is a sense in which all technical activity contains an inherent tendency toward forgetfulness.”

Johannes Grenzfurthner (1975) Austrian artist, writer, curator, and theatre and film director

Interview on Furtherfield http://www.furtherfield.org/interviews/interview-johannes-grenzfurthner-monochrom-part-1

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Margaret Mead 133

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