The Education of Hunter-Gatherers
Articles advocating a return to hunter-gatherer child-rearing methods have recently appeared in mass media. Sensational articles entitled, “Parent Like a Cave Man” (Raymond, 2010), and “Why Cavemen Were Better Parents Than We Are Today” (Gayle, 2010) imply the superiority of preliterate parenting. Indeed, it is well established that hunter-gatherer societies encourage positive characteristics such as egalitarianism, peacefulness, collaboration, sharing, communal decision-making, and personal autonomy in their children (Hewlett & Lamb, 2005). But while education in preliterate societies assures the transmission of values, behavior, and survival skills from adult to child, its foundation in observation, imitation, and oral tradition impedes the development of both individuals and their tribes.
Information about hunter-gatherer societies comes from two sources: archaeological evidence and modern anthropological studies. Archaeological evidence provides a framework for the prehistoric past of children. Good care and nurturing are indicated by signs of pediatric bone health (Colón & Colón, 2001; Kamp, 1998). Loving attachment is shown by prepared and adorned burial sites (Roveland, 1997). Devoted protection is signified by remains of adults and children found together (Colón & Colón, 2001). Clues fit together like pieces of a puzzle; they indicate children were loved and well cared for. Further, the evidence shows children shared the group’s survival efforts, and learned basic social skills
Anthropological studies of the 20th century provide details of living societies able to maintain hunting and gathering lives isolated from the modern world. Despite differences in language, environments, and even continents, hunter-gatherer tribes are very similar in their social norms, social structure, and