Who benefits, and how, from the operation of human social hierarchies?
This article from Michael W. Diehl looks at social and economic inequality and the need to asses the costs and benefits that accrue to persons of varying status in social hierarchies.
This “behavioral ecology” has historically been concentrated on food selection between classes or statuses. Has ancient competition for food resulted in modern human social and economic equality? Read on by clicking on the blue image below. CP
The tradition of archaeology in the Americas (both North and South America) is defined by cross-cultural comparative research that draws heavily on an innovative tradition of regional-scale fieldwork.
Many early archaeo-pioneers worked in multiple culture areas of the Americas, seeking direct connections between the archaeological record and living or historical indigenous peoples, and fostering close ties with the related field of anthropology as a result.
This brief overview covers seminal developments in stratigraphic excavation (the idea that time deposits artifacts in successive layers- the lower the layer, the older the artifact), regional survey, and other field methods within their historical and geographic context.
Such pioneering archaeological efforts across the globe are often lauded for their early attention to stratigraphy and the association of geological or cultural strata with change in human societies over time. In the Americas, as in other parts of the globe, such attention was often the result of non-systematic excavations into mounds of anthropomorphic origin. In other words- ‘grave robbers’. Continue reading by clicking here.For the Silo, David M. Carballo /academia.edu / Department of Archaeology, Boston University/ Jarrod Barker.
Featured image- Archaeological Pioneers Of The Americas Gordon Willey Tula Mexico
There is a paucity of Palaeolithic art in the southern Levant prior to 15000 years ago. The Natufian culture (15000–11500 BP; Grosman 2013) marks a threshold in the magnitude and diversity of artistic manifestations (Bar-Yosef 1997). Nevertheless, depictions of the human form remain rare—only a few representations of the human face have been reported to date. This PDF article presents a 12000-year-old example unearthed at the Late Natufian site of Nahal Ein Gev II (NEGII), just east of the Sea of Galilee, Israel (see Figure 1 PDF link below). The object provides a glimpse into Natufian conventions of human representation, and opens a rare opportunity for deeper understanding of the Natufian symbolic system.
The NEGII face is carved from a limestone pebble measuring 90×60mm.
Minimalistic manipulation of the pebble’s surface creates a simple but realistic human expression. The artist used the natural form of the pebble to represent the outline of a human head, and slightly modified the stone’s perimeter with a flat band to shape the contours of the face(see Figure 2a PDF link below). The main modification engraved on the front of the pebble consists of a T-shaped linear relief that emphasizes an eyebrow ridge and nose; two low arcs that meet at the centre of the pebble form the eyebrow ridge and then turn downward to depict a straight, elongated nose.
By skillful play with line depth and curvature,the artist has achieved a soft depiction of the cheeks and deep, shaded eye sockets (see Figure 3 PDF link below). The artistic qualities of the representation are schematic, but they present a realistic and uniquely expressive human face.
The back of the pebble is not carved but is lightly modified at the edges. Microscopic analysis shows a few small, smooth and shiny areas that may have been created by gentle polishing of the surface with a soft material such as skin or fabric, or by…… continue reading this article by clicking here.For the Silo by Leore Grosman, with Natalie Munro and Hadas Goldgeier/ academia.eu. Feature image photo by Dana Shaham.
“Pay attention students, write this down for memorization.” The Trivium and Quadrivium, medieval revival of classical Greek education theories, defined the seven liberal arts necessary as preparation for entering higher education: grammar, logic, rhetoric, astronomy, geometry, arithmetic, and music. Even today, the education disciplines identified since Greek times are still reflected in many education systems. Numerous disciplines and branches have since emerged, ranging from history to computer science…
Now comes the Information Age, bringing with it Big Data, cloud computing, artificial intelligence as well as visualization techniques that facilitate the learning of knowledge.
All this technology dramatically increased the amount of knowledge we could access and the speed at which we could generate answers to our questions.
“New and more innovative knowledge maps are now needed to help us navigate the complexities of our expanding landscape of knowledge,” says Charles Fadel. Fadel is the founder of the Center for Curriculum Redesign, which has been producing new knowledge maps that redesign knowledge standards from the ground up. “Understanding the interrelatedness of knowledge areas will help to uncover a logical and effective progression for learning that achieves deep understanding.”
Joining us inThe Global Search for Educationto talk about what students should learn in the age of AI is Charles Fadel, author ofFour-Dimensional Education: The Competencies Learners Need to Succeed.
“We need to identify the Essential Content and Core Concepts for each discipline – that’s what the curation effort must achieve so as to leave time and space for deepening the disciplines’ understanding and developing competencies.” — Charles Fadel
Charles, today students have the ability to look up anything. Technology that enables them to do this is also improving all the time. If I want to solve a math problem, I use my calculator, and if I want to write a report on the global effects of climate change, I pull out my mobile. How much of the data kids are being forced to memorize in school is now a waste of time?
The Greeks bemoaned the invention of the alphabet because people did not have to memorize the Iliad anymore. Anthropologists tell us that memorization is far more trained in populations that are illiterate or do not have access to books. So needing to memorize even less in an age of Search is a natural evolution.
However, there are also valid reasons for why somecarefully curatedcontent will always be necessary. Firstly, Automaticity. It would be implausible for anyone to constantly look up words or simple multiplications – it just takes too long and breaks the thought process, very inefficiently. Secondly, Learning Progressions. A number of disciplines need a gradual progression towards expertise, and again, one cannot constantly look things up, this would be completely unworkable. Finally, Competencies (Skills, Character, Meta-Learning). Those cannot be developed in thin air as they need a base of (modernized, curated) knowledge to leverage.
Sometimes people will say “Google knows everything” and it is striking, but the reality is that for now, Googlestoreseverything. Of course, with AI, what is emerging now is the ability toanalyzea large number of specific problems and make predictions, so eventually, Google and similar companies will know a lot more than humans can about themselves!
“What we need to test for is Transfer – the ability to use something we have learned in a completely different context. This has always been the goal of an Education, but now algorithms will allow us to focus on that goal even more, by ‘flipping the curriculum’.” — Charles Fadel
If Child A has memorized the data in her head while Child B has to look up the answers, some might argue that Child A is smarter than Child B. I would argue that AI has leveled the playing field for Child A and Child B, particularly if Child B is digitally literate, creative and passionate about learning. What are your thoughts?
First, let’s not conflate memory with intelligence, which games like Jeopardy implicitly do. The fact that Child A memorized data does not mean they are “smarter” than Child B, even though memory implies a modicum of intelligence. Second, even Child B will need some level of content knowledge to be creative, etc. Again, this is not developed in thin air, per the conversation above.
So it is a false dichotomy to talk about KnowledgeorCompetencies (Skills/Character/Meta-learning), it has to be Knowledge (modernized, curated) and Competencies. We’d want children to both Know and Do, with creativity and curiosity.
Lastly, we need to identify the Essential Content and Core Concepts for each discipline – that’s what the curation effort must achieve so as to leave time and space for deepening the disciplines’ understandinganddeveloping competencies.
Given the impact of AI today and the advancements we expect by this time next year, when should school districts introduce open laptop examinations to allow students equal access to information and place emphasis on their thinkingskills?
The question has more to do with Search algorithms than with AI, but regardless, real-life is open-book, and so should exams be alike. And yes, this will force students to actually understand their materials, provided the tests do more than multiple-choice trivialities, which by the way we find even at college levels for the sake of ease of grading.
What we need to test for is Transfer – the ability to use something we have learned in a completely different context. This has always been the goal of an Education, but now algorithms (search, AI) will allow us to focus on that goal even more, by “flipping the curriculum”.
Today, if a learner wants to do a deep dive into any specific subject, AI search allows her to do this outside of classroom time. What do you say to a history teacher who argues there’s no need to revise subject content in his classroom?
For all disciplines, not just History, we must strike the careful balance between “just-in-time, in context” vs “just-in-case”. Context matters to anchor the learning: in other words, real-world projects give immediaterelevancefor the learning, which helps it to be absorbed. And yet projects can also be time-inefficient, so a healthy balance of didactic methods like lectures are still necessary.McKinseyhas recently shown that today that ratio is about 25% projects, which should grow a bit more over time as education systems embed them better, with better teacher training.
Second, it should be perfectly fine for any student to do deep dives as they see fit, but again in balance: there are other competencies needed to becoming a more complete individual, and if one is ahead of the curve in a specific topic, it is of course very tempting to follow one’s passion. And at the same time, it is important to make sure that other competencies get developed too. So, balance and a discriminating mind matter.
Employers consider ethics, leadership, resilience, curiosity,mindfulness and courage as being of “very high” importance to preparing students for the workplace. How does your curriculum satisfy employers’ demands today and in the years ahead?
These Character qualities are essential foremployersand life needs alike, and they have converged away from the false dichotomy of “employability or psycho-social needs.” A modern curriculum ensures that these qualities are developeddeliberately, systematically, comprehensively, and demonstrably. This is achieved by matrixing them with the Knowledge dimension, meaning teaching Resilience via Mathematics, Mindfulness via History, etc. Employers have a mixed view and success as to how to assess these qualities, so it is a bit unfair that they would demand specificity they do not have. And it is also unfitting of school systems to lose relevance.
“Educators have been tone-deaf to the needs of employers and society to educate broad and deep individuals, not merely ones that may go to college. The anchoring of this problem comes from university entrance requirements.” — Charles Fadel
There is a significant gap between employers’ view of the preparation levels of students and the views of students and educators. The problem likely exists partly because of incorrect assumptions on both sides, but there are also valid deficiencies. What specific inadequacies are behind this gap? What system or process can be devised to resolve this issue?
On one side, employers are expecting too much and shirking their responsibility to bring up the level of their employees, expecting them to graduate 100% “ready to work” and having to spend nothing more than job-specific training at best. On the other side, educators have been tone-deaf to the needs of employers and society to educate broad and deep individuals, not merely ones that may go to college.
The anchoring of this problem comes from university entrance requirements (in the US, AP classes, etc.) and their associated assessments (SAT/ACT scores). They have for decades back-biased what is taught in schools, in a very self-serving manner – narrowly as a test of whether a student will succeed at university. It is time to deconstruct the requirements to broaden/deepen them to serve multiple stakeholders. For the Silo, C.M. Rubin.
Join me and globally renowned thought leaders including Sir Michael Barber (UK), Dr. Michael Block (U.S.), Dr. Leon Botstein (U.S.), Professor Clay Christensen (U.S.), Dr. Linda Darling-Hammond (U.S.), Dr. MadhavChavan (India), Charles Fadel (U.S.), Professor Michael Fullan (Canada), Professor Howard Gardner (U.S.), Professor Andy Hargreaves (U.S.), Professor Yvonne Hellman (The Netherlands), Professor Kristin Helstad (Norway), Jean Hendrickson (U.S.), Professor Rose Hipkins (New Zealand), Professor Cornelia Hoogland (Canada), Honourable Jeff Johnson (Canada), Mme. Chantal Kaufmann (Belgium), Dr. EijaKauppinen (Finland), State Secretary TapioKosunen (Finland), Professor Dominique Lafontaine (Belgium), Professor Hugh Lauder (UK), Lord Ken Macdonald (UK), Professor Geoff Masters (Australia), Professor Barry McGaw (Australia), Shiv Nadar (India), Professor R. Natarajan (India), Dr. Pak Tee Ng (Singapore), Dr. Denise Pope (US), Sridhar Rajagopalan (India), Dr. Diane Ravitch (U.S.), Richard Wilson Riley (U.S.), Sir Ken Robinson (UK), Professor Pasi Sahlberg (Finland), Professor Manabu Sato (Japan), Andreas Schleicher (PISA, OECD), Dr. Anthony Seldon (UK), Dr. David Shaffer (U.S.), Dr. Kirsten Sivesind (Norway), Chancellor Stephen Spahn (U.S.), Yves Theze (LyceeFrancais U.S.), Professor Charles Ungerleider (Canada), Professor Tony Wagner (U.S.), Sir David Watson (UK), Professor Dylan Wiliam (UK), Dr. Mark Wormald (UK), Professor Theo Wubbels (The Netherlands), Professor Michael Young (UK), and Professor Minxuan Zhang (China) as they explore the big picture education questions that all nations face today.
C. M. Rubin is the author of two widely read online series for which she received a 2011 Upton Sinclair award, “The Global Search for Education” and “How Will We Read?” She is also the author of three bestselling books, includingThe Real Alice in Wonderland, is the publisher ofCMRubinWorldand is a Disruptor Foundation Fellow.
Alfred Marshall’s (Principles of Economics, 1891) view of housing still goes right to the heart of what makes housing and built environment an important anthropological topic. No artifact is so clearly multi-functional, simultaneously a utilitarian object of absolute necessity, and an item of symbolic material culture, a text of almost unending complexity.
In every house the economic, social and symbolic dimensions of behavior come together. This may be why the analysis of housing has had such a wide appeal in disciplines as diverse as social psychology, folklore, economics and engineering. Anthropologists themselves have shown a new willingness to consider the house as a key artifact in understanding the articulation of economic and social change during economic development.
From the perspective of our own contemporary society, surrounded by houses of all shapes and sizes, where wealth and luxury are synonymous with housing, this seems obvious and commonplace. The 1980’s television show “Lifestyles of the Rich and Famous” and journals like “Architectural Review” are odes to the home as a shrine and symbol of wealth. But just as clearly, there are societies where all the houses look alike, even though all the people are not alike. Perhaps then, the assumption that there is something natural and obvious about spending on the house and home market as a marker of prestige is ethnocentric. Why the house instead of something else?
A number of anthropological approaches attempt to place the house in a theoretical context which answer this question by relating housing to social, economic, and psychological variation and change. For example, a utilitarian approach that views the house partially as a workspace links changes in the elaboration of houses to changes in the kinds of work done in the household (Braudel 1973:201). Or if the house is seen as a reflection of how all household activities are organized and divided, then the shape of the house will change as activities are modified, differentiated, or recombined (Kent 1983, 1984).
An even more utilitarian perspective relates the form of the house to climate, technology and the kinds of building materials that are available (Duly 1979). For the Silo, Richard R. Wilk.
Supplemental-Complete Text Principles of Economics (London: Macmillan and Co. 8th ed. 1920).
Author: Alfred Marshall
About This Title: This is the 8th edition of what is regarded to be the first “modern” economics textbook, leading in various editions from the 19th into the 20th century. The final 8th edition was Marshall’s most-used and most-cited.
Farmland development throughout wind-powered Ontario has resulted in the hiring of many consulting archaeologists by developers of solar panels and wind turbine farms and the public continues to wonder why so much attention is given to archaeological sites several thousand years old that hold little or no cultural value to the people who live there today. One reason is simple to explain: developers closely follow the laws of the Ontario Heritage Act, which promotes the protection, and conservation of heritage sites before and after European Contact and therefore are bound to archaeology. The Heritage Act came into force in 1975 as a way to protect archaeological sites. Even architectural structures built over a century ago come under the protection of the Heritage act if deemed of historical significance.
But other than the legal issues, what is all the fuss about these archaeological sites in Ontario rural municipalities? Well, a lot has to do with how little the public knows about the earliest people who began to inhabit the Great Lakes region over 10,000 years ago. Increased development has resulted in many archaeological sites being uncovered, which helps to answer questions such as: who were these early people? How did they survive? [Especially during a time of mammoths and glaciers CP] Where did they come from? How were they impacted by climatic changes? How long did they live on the landscape before being replaced by other groups of people? Which leads to another, penultimate question: How can these questions be answered?
Here is one way. Archaeologists working on a site discovered a location where an ancient person was breaking stone into smaller pieces for making stones tools. Archaeologists found a location below the ground surface where pieces of stone fell and remained for over 7,000 years. One of the first questions archaeologists tried to answer is was that person standing or sitting down at that particular location when they dropped the pieces of stone.
The best way to answer that question was to do “experimental archaeology”. In this case, stone tools left in a forest are observed to determine how natural processes move and cover artifacts over time. Some stone tools are ‘dropped’ or left while standing and others while sitting down on a log or other structure. The difference in posture and stance and the difference in the height of the drop affect the way the pieces of stone fall, land and how they orient themselves on the ground.
This affects the way that they are weathered, covered and deposited. After a long period of experimenting and observation, it was determined that a person likely sat on a log while making their stone tools. The broken flakes of stone, covered and protected by forest debris, resulted in a well-preserved location where someone once sat down to made stone tools.
So the next time you come across a scatter of broken stone try to imagine who sat there as they made their stone tools and what the land once looked like long ago. For the Silo, Lorenz Bruechert. /Jarrod Barker.
Levallois lithic technology in the USA? The cores tell the story by Richard Doninger EDS. DISCLAIMER- We reproduce here a portion of our disclaimer from Doninger’s PCN Part1 article. Doninger’s collection is controversial and may indeed be a mix of genuine artifacts and geofacts.
One of the primary reasons to look at his material is the story he tells. It is one that the founders, members, and many readers of PCN (click here)are very familiar with. It involves a mainstream science community that is so dogmatic in its beliefs that it is willing to both block evidence or not even look at evidence that might challenge those beliefs. These beliefs include that there were no genuinely ancient people in the Americas and that early people throughout the world were less intelligent than us.
The idea that Lower, Middle, or Early Upper Paleolithic-style tools (in the European archaeology sense) are present in the Americas and mainstream resistance to the possibility is something that founding members geologist Virginia Steen-McIntyre (volcanic ash specialist), archaeologist Chris Hardaker, and geologist, the late Sam L. VanLandingham (diatomist) are/were all too familiar with as are also copy editors Tom Baldwin and David Campbell. This is not to mention the layout editor’s experience of censorship regarding evidence disproving cognitive evolution.
So, in a field where censorship of challenging evidence is routine—anthropology—virtually every proclamation the field makes needs to be questioned. One thing that we can be certain of is that once someone becomes “professional” in this field, in all likelihood, they will already be strongly opinionated regarding what is possible.
Dr. Steen-McIntyre, who started this regular feature section of PCN make it as a means to encourage avocational archaeologists and to help them raise the bar above the mere collecting of artifacts (the easy part) to adopting as many professional practices as possible especially in the recording and presenting of their finds. While Doninger’s artifacts are all surface collected, with few specific details of their discoveries recorded he does, nonetheless, present an interesting case that Levallois technology was established and varied in the southwest Indiana (c. Evansville) region.
Our publishing of Rick’s series is not an endorsement of his collection per se, but a reminder that we in the U.S. need to hold our anthropologists accountable as objective scientists, and, like in the field of astronomy, take the contributions of its amateur enthusiasts with a degree of interest.
In Part 1, I shared the story of my initial experience in trying to get input from the mainstream American archaeology community regarding Levallois artifacts including cores I have found in southwest Indiana (e.g., Fig.1) They repeatedly told me that such lithic technology wasn’t present in this country. After many years of research and communication with many professionals, I came to realize a few things that I wasn’t aware of. The first thing is that just because someone is an archaeologist by profession it does not mean that they have any expertise in lithic technology from prehistoric times.
The second is that just because an archaeologist has expertise in Native American lithic technology, does not mean they have any knowledge about lithic technology of early man such as that found abroad, e.g., “Levallois.” This leads to the third and most disappointing which is that many mainstream archaeologists will pretend to know a great deal more about the subject than they actually do and, often, rather than admit that they don’t will fall into simply towing the party line and coming back with a standard mainstream answer should you offer them any kind of evidence that challenges their long held beliefs such as about our origins or how old were the “first Americans” or who might they have been.
I guess one lesson I have learned well is that PhD B.S. is still discernible as B.S. even to a window cleaner such as myself and even though the attempt to camouflage it in scholarly data is present.
After almost two decades of inquiry and research on early lithic technology it seems to me that there is still very little known by American archaeologists about what is considered late Lower or Middle Paleolithic technology such as that found in sites abroad which are “usually” associated with Neanderthal occupations. The terms “Acheulian,” “Mousterian,” or “Levallois” all seem to produce perplexed looks when mentioned in most archaeologist circles and among those who are considered experts in the area of ancient flint tools and flint knapping.
Having said all of these things, I would like to share a bit from an amateur perspective on the subject. I mentioned in my last PCN article that I was told by lithic experts abroad that the only way to identify Levallois lithic reduction was to have some of the cores from which the proposed Levallois flake tools were struck.
Levallois cores are very distinct in appearance and are rarely mistaken for later type technologies such as those blade cores from what is considered the Upper Paleolithic.
There are at least four known core preps which I have found to be considered Levallois which yield several different flake types used in producing a fairly wide variety of tools found from what is considered the late Lower and Middle Paleolithic. All of these are unmistakably different from the American Clovis and later technologies commonly found in the USA.
Those four include the most commonly described “tortoise” (refer to Fig. 1, above), the “centripetal or discoidal” (refer to Fig.2, above),“triangular or chapeau de gendarme,” and the “blocky” core (see Fig.3 below)- all of which yield a very specific type of tool which are similar in morphology and are mostly made on flakes rather than blades (which are the hallmark of most known Native American technologies).
When archaeologists or collectors discover lithic scatters or “debitage” left from Clovis or later archaic tool production it is very recognizable to the trained eye familiar with Native American tool industries. The same applies with Levallois technology and the debitage produced from it. It is unmistakable to the trained eye but can remain virtually invisible to the eye programmed to see Clovis and later evidence, which seems to have been the case for decades now among American archaeologists. They have been recognizing only the evidence that they have been trained to see. That can now change as there is sufficient evidence in enough quantity to recognize what has been considered late Lower and Middle Paleolithic technology all over the world and is now available for analysis here in the USA.
If “the cores tell the story” it can now be told because we have the cores! For this article I have included an example of each core preparation as well as an example point tool (see Fig.4 below) made on Levallois flakes from such cores. A close look at the cores will reveal the negative triangular scars from where triangular flakes were struck revealing the method of reduction.
Levallois lithic reduction has been shown to be a more productive method of tool making in general than the later blade technologies as a wider range of tools can be produced by making the tools on flakes rather than blades. Contrary to the most commonly held belief that later blade technologies such as Clovis or Solutrean were more advanced, I personally believe the Levallois reduction resulted in a much wider range of tools from the same basic core preps which leave one to conclude that it is actually more advanced and complex than those who are assumed to have come later in history.
Over the last several years I have witnessed many who claim expertise in flint knapping who are able to produce virtually every kind of Native American “arrowhead” or bifacial blade tool commonly seen within the known Clovis or later tool industries. Some talented knappers can produce a very fine Clovis point in a matter of minutes and other arrowheads present little challenge in reproduction; but rare are the ones who can reproduce Levallois tools. How the flakes are struck so systematically and consistently from the same core preparation remains a mystery to most. One simply cannot appreciate the complexity of the industry without having such an industry to observe and most American archaeologists have never seen much less handled tools from an actual Levallois assemblage.
We have in recent years witnessed various claims of alleged “pre-Clovis” tools having been found. There are the tools from Meadowcroft Rock Shelter, Buttermilk Creek, Paisley Cave, Cactus Hill, Topper and others, each producing artifacts believed by the finders to represent cultures living here prior to those which produced the famed Clovis industry.
Unlike Clovis technology which has been found in sufficient quantity to establish an identifiable industry, none of the alleged pre-Clovis artifacts have been proven to be of an identifiable technology which has been seen anywhere else in the world in contexts believed to be older than Clovis, leaving only speculation and theory in regard to an actual identifiable “industry” to accompany the claims of a “pre-Clovis” origin.
This is not the case in regard to the assemblages of Levallois artifacts such as the ones being found in as many as eight different states now. These collections clearly display a specific identifiable technology commonly found in sites around the world which are always believed to be from contexts thousands of years older than any yet recorded in the USA. The scholarly critics of “pre-Clovis” claims often use the reasoning that none of the sites have produced a “coherent set of lithic artifacts” to justify the claims.
Having seen much of the lithic evidence from the sites such as Buttermilk Creek and Meadowcroft, I can understand the reluctance to welcome such scant evidence to support the claims because of the absence of a recognizable technology.
Levallois technology is not ambiguous when it is found, regardless of the location. The name is the first indicator in the process of identification…”prepared core.” When such cores are found, identification of the “industry” can begin and an understanding of the actual “technology” becomes comprehensive.
Although I am only showing a few cores and point tools in this article, there are hundreds more in my possession to support my claims of an actual “industry” based on Levallois reduction.
As I have stated previously, I am making no claims regarding the age of these artifacts but rather the “technology” of the tools which is clearly paralleled in the later Acheulian and Middle Paleolithic Mousterian industries of the Old World.
Although the images shown are some of the basic cores and points of the industry, there are also dozens of other tool types present in our assemblages such as burins, blades, hand axes, bolas, scrapers, planes, awls, ochers and effigies. Tools made on the cores themselves are also common, displaying the life of the core and its utilization as different tools during the reduction process of extracting flakes for points, blades and other utensils.
Although considered and labeled as “primitive man” technology when found abroad to support the proposed “out of Africa” human migration theory, I disagree with such labels and assumptions in regard to this technology. Levallois reduction obviously requires both planning and skillful execution to produce such an industry in such an efficient use of available lithic material resources.
The presence of what has been called “old world” technology here in the USA clearly shows that what is being taught in regard to our origins as a nation is wrong and needs to be acknowledged by those who are promoting such error. The evidence is as solid as the rock from which it is hewn. For the Silo (from PCN Vol7 Issue3)- Richard Doninger, a surface-artifact collector living in Evansville southwest Indiana.
Eds. Comment- Rick makes a very interesting case for a lithic technology that appears to be little-known to archaeologists in the U.S. There is still the problem that the artifacts are not documented as to the exact context of each, which, unfortunately, limits the value of the specimens.
However, if the technology is as abundant as Rick’s collection suggests, we simply recommend that he “re-collect” duplicate examples from specific locations with an exacting record of what he has found and where.
Avocational archaeology is a special section of Pleistocene Coalition News started by PC founding member, Dr. Virginia Steen-McIntyre, to encourage amateur archaeologists.
Please note, Outer Shores Expeditions is in no way affiliated with the ‘Haida Gwaii: On The Edge of the World’ nor is it portrayed in the documentary. What Hot Docs’ best Canadian Feature Documentary explores on film, Outer Shores Expeditions explores by classic wooden schooner.
Documentary film fans were given an intimate look into life on the Haida Gwaii archipelago during Toronto’s Hot Docs film festival in 2015, and now travelers can experience one of the planet’s most spectacular places for themselves with Outer Shores Expeditions, British Columbia’s leading sailing operator.
‘Haida Gwaii: On The Edge of the World’ was awarded top honours at the prestigious documentary film festival. Director Charles Wilkinson’s film about First Nations rights activists, ecologists and locals took home the Best Canadian Feature Documentary award, receiving praise from the Hot Docs festival jury for its “stunning cinematography.”
Toronto audiences were captivated by the film’s journey, as the documentary sold out all four of its screenings throughout the festival. It’s a journey travellers can also experience for themselves aboard Outer Shores Expeditions’ classic 70-foot wooden schooner Passing Cloud this summer.
To those of us familiar with Haida Gwaii, its people, and its history, it really doesn’t come as a surprise that a film placing this spectacular setting at its centre would enrapture audiences,” says Russell Markel, Captain and Founder, Outer Shores Expeditions. “You look around you and you have to believe that a talented filmmaker would find a perfect story of place and people in Haida Gwaii.”
‘Islands of the People’
Outer Shores guests will be able to experience first hand the history and pre-history of the ‘Islands of the People.’ The expedition is dedicated to exploring and learning about the ecosystems, wildlife and cultural heritage also featured in ‘Haida Gwaii: On The Edge of the World.’ Excursions include Gwaii Haanas National Park Reserve, Haida Heritage Site, National Marine Conservation Area, ancient Haida villages, old-growth forests, estuaries, white-sand beaches and rocky shores. Expedition Schedule
Outer Shores offers five “”Haida Gwaii Archipelago: Islands at the Edge expedition sailings from June to August.
For more information on Outer Shores Expeditions, visit www.outershores.ca or call 1-855-714-7233 Please mention The Silo when contacting.
About Passing Cloud
Passing Cloud is a classic, 70′ schooner designed by William James Roué, famous for designing the legendary schooner Bluenose. Built in Victoria, BC, in 1974, Passing Cloud has a rich history on the BC Coast, renowned for her elegant design, exceptional accommodation, robust construction, and remarkable sailing abilities. Designed to sail around the world, Passing Cloud is an ideal vessel for small-group natural and cultural history expeditions throughout the BC Coast. Among her many features are Passing Cloud’s classic West coast wheelhouse, four private staterooms and gorgeous main salon.
About Outer Shores Expeditions
Outer Shores offers multi-day wildlife and cultural expeditions that are once-in-a-lifetime experiences. Guided by a crew of professional mariners and expert naturalists, Outer Shores Expeditions small groups of 6 to 8 guests explore, experience, and learn about the stunning wildlife and ancient cultures of coastal British Columbia while living and traveling aboard the 70′ classic wooden schooner Passing Cloud. President and Captain Russell Markel holds a PhD in marine biology and is dedicated to hosting guests from around the world while fostering stewardship and supporting conservation-based research in the areas where Outer Shores travels.
Phil Czerwinski of Perth, Australia and director of “Heritage Western Australia” an archaeological consultant company focusing on the survey of indigenous rock art, archaeological, and ethnographic sites in Western Australia came to learn about archaeology in southern Ontario. Phil arrived in Haldimand-Norfolk County July 4-11, 2014 to participate in an archaeological exchange with the Haldimand Norfolk Archaeological Regional Project (HNARP).
Phil was kind enough to take time from his schedule in Canada to answer a few questions about his experiences with archaeology in southern Ontario.
1. What kind of archaeology do you conduct in Western Australia?
I’m an archaeologist who does a lot of work in Western Australia. We have lots of cool archaeology such as artefact scatters, rock art, and caves with human occupation dating back 40,000 years ago. My main interest is in how hunter-gatherers use the landscape, and how these settlement patterns are shown in archaeological sites. Much of my work is for mining companies.
2. What interested you to come to Ontario and participate in this regional project?
I came to do fieldwork with the Haldimand Norfolk Archaeological Research Project (HNARP) in Ontario because Lorenz and I worked together in Australia a few years ago. He told me about his project and I thought it would be a great idea to see how things are done in Canada.
3. In Haldimand-Norfolk County much of the archaeology is conducted on private lands. When does your company deal with private land owners to access properties to conduct your archaeological work?
We do not do too much work on private lands as most of the work is on Crown Land, which is why I was interested in coming to see how HNARP relates to local landowners. What instantly impressed me during my time in the field with HNARP was the level of community engagement with the landowners and other stakeholders such as collectors. The way Lorenz Bruechert, Project Director spoke respectfully with them, listened to their concerns about accessing fields in crop, handling their precious artefact collections, and making sure the communication was a two way street was refreshing to experience. To have a beer and ‘talk turkey’ (in our case pigs) with landowners was wonderful. The fact that landowners and interested people get newsletter updates on HNARP is a great information sharing initiative.
4. HNARP attempts to develop long term relationships with land owners in an effort to develop community archaeology. When do consultant companies like Heritage Western Australia have an opportunity to develop community archaeology with their clients or within communities where development is planned?
Our archaeology is mostly mining based, so our relationships are with the companies and the Aboriginal groups on whose lands the mining companies want to mine. Often these turn into long term relationships, which have their ups and downs. We aim for sustainability in heritage; where we all get something out of the process.
5. How do corporations support community archaeology in Western Australia?
The main corporate interest in archaeology where I work is based on the approvals process, where heritage is often viewed as another box to check in the mining process. Some of the bigger mining companies do it differently, and sponsor larger regional studies in order to understand the Aboriginal heritage.
6. How do you see a regional archaeological study different or similar to how consultant archaeology is conducted in Australia?
There are long term goals in the type of regional study that HNARP is doing, whereas consultancy based archaeology often does not share this goal and is a get in and out quick approach to archaeology.
7. What benefits did you see in a regional study compared to consultant archaeology?
There are many benefits. By developing relationships with landowners HNARP can give something to the community that consultancy often does not – that being a sense of communal ownership and responsibility for regional heritage. It sheds light on large areas and hunter-gatherer settlement patterns across time and space.
8. The HNARP works collaboratively and in co-operation with land owners to engage them in public archaeology to protect archaeological sites and artifacts from destruction and permanent loss. What opportunities are there to conduct similar practices in for archaeological sites and artifacts in Australia?
Much of our work involves working with Aboriginal people and mining companies to manage archaeological sites for a win-win solutions. Mining takes up land, and archaeological sites are so prevalent in the Pilbara region of Western Australia where I work that this involves destroying sites. Here the aim is ensuring everyone is informed on what is going on, and when sites are to be destroyed they are done so in a culturally sensitive manner and in line with legislative requirements.
9. What finals comments would you like to share with Silo readers about your experiences with HNARP?
It is not easy to tell people about the ins and outs of archaeology in a way they can understand what you are trying to achieve, but being a local Lorenz understands the landowner’s issues and communicates in a down to earth manner. He works to develop long term relationships with landowners. This is rare in archaeology, be it in Australia or anywhere in the world. We have lots of stone artefact sites in Western Australia, although we do not have the nice artefacts such as arrowheads you folks have. To see these local treasures being studied in a project that is solely funded by the researcher is again uncommon.
Archaeology is archaeology anywhere in the world, but people are people. They have interests and issues that should never be over-ridden in the pursuit of academic studies. With the goal to put archaeology back into the community, HNARP is unique and deserves local support. After all, who best to understand the Haldimand-Norfolk area than an archaeologist who was raised and grew up a local farmer. Thanks for this opportunity to share my experiences about archaeology in southern Ontario. CP