Tim Ingold From Complementarity to Obviation

1
Tim IngoldFrom Complementarity to Obviation

• Par
• Luc Faucher

2
Heidegger dans la nature

•  You have to be in a world to imagine yourself
  out of it, and it is through this
  being-in-the-world that you become what you
  are.  (257)

3
Lobjectif dune vie

•  It was, in part, the challenge of closing the
  gap between the arts and humanities on the one
  hand, and the natural sciences on the other, that
  drew me to anthropology in the first place, and I
  still believe that no other discipline is in a
  better position to accomplish it.  (255)

4
Une distinction

•  Complementarity  vs  Obviation 
• Méthode analytique considère éléments séparément
  et en fait la synthèse (biosocial,
  psychoculturel, biopsychoculturel).
• Méthode holiste (?) pas déléments séparés, mais
  un  singular locus of creative growth within a
  continually unfolding field of relationships. 
  (256)

5
Deux images de lhomme

• Classique lhomme existe simultanément dans deux
  mondes parallèles (et irréductibles) la nature
  et la culture. En tant que personnes, les humains
   flottent sans ancrage au-dessus de la nature.
• Nouvelle Sont à la fois des organismes et des
  personnes.

6
(No Transcript)
7
Deux positions

• Accepter la dichotomie, remettre ensemble les
  points de vue partiels provenant des deux plans
  (complementarity).
• Rejeter la dichotomie,sans tomber dans le
  réductionnisme ou le constructionnisme social
  (obviation).
• Avantage est de réinsérer la culture dans la
  nature (p. 257)

8
Exemple du parentage (kinship)

• Complementarity à la fois composante innée
  (comportement) et la façon dont ces comportements
  sont canalisés en termes de représentations
  culturelles spécifiques.

9
Exemples du parentage

• Obviation   would begin by recognizing that
  behavioral dispositions are neither
  preconstituted genetically nor simply downloaded
  onto passively receptive individual from superior
  source in society, but are rather formed in and
  through a process of ontogenetic development
  within a specific environmental context. (257)
• Biologique (développement) et social (expériences
  vécues, pas représentations).

10
Exemple du bi-pédisme

•  For a start, human babies are not born walking
  rather, the ability to walk is itself an acquired
  skill that develops in an environment that
  includes walking caregivers, a range of
  supporting objects, and a certain terrain. 
  (258)
• Plus grande plasticité du développement.

11
Développement

• Complementarity image incohérente du
  développement (partie génétiquement
  préconstituée, partie moulée par la culture).
• Obiviation les humains se développent dans un
  environnement constitué dautres humains. Élimine
  la dichotomie.

12
Incorporation

•     throughout life, the body undergoes
  processes of growth and decay, and as it does so,
  particular skills, habits, capacities, and
  strengths, as well as debilities and weaknesses,
  are enfolded into its very constitution (258)
• Insatisfait avec Merleau-Ponty qui reprend la
  dichotomie (?)

13
Final step for embodiment

• the body is the human organism, and that the
  process of embodiment is one and the same as the
  development of that organism in its environment.
  (259)
• Human as a living organism.

14
Mythe du génotype

• Programme développementaux font partie du
  génotype.
• Mais rend le concept vide(?)  One would
  otherwise have to suppose that human beings were
  genotypically endowed, at the dawn of history,
  with the capacity to do everything that they ever
  have done in the past, and ever will do in the
  future    (261)
• Adaptation vs exaptation systèmes
  développementaux mettent-ils cette distinction en
  péril?

15
Solution non-fixité

•  We look in vain for the evolutionary origins of
  human capacities for the simple reason that these
  capacities continue to evolve in the very
  historical unfolding of our lives.  (263)
• Pas de point dorigine de nos capacités qui
  après-coup nauraient quà être activées.

16

• the humans today are not like their
  predecessors. This is because these
  characteristics are not fixed genetically but
  emerge within processes of development, and
  because the circumstances of development today,
  cumulatively shaped through previous human
  activity, are very different from those of the
  past.  (263)

17
Paysage et environnement

• Lewontin, pas denvironnement fixe.
• Appliquée aux artefacts. Pas de sens indépendant
  du contexte dusage (projets de vie).
•  We cannot,, make a hard and fast distinction
  between one class of things that are ready-made
  in nature, and another class of things that have
  been made through the shaping of naturally given
  raw material into a finished artefactual form. 
  (264)

18
Gibson

• The environment, in short, is not the same as the
  physical world. Rather, the environment is the
  the world as it exists and takes on meaning in
  realtion ot the beings that inhabit it. As such,
  its formation has to be understood in the same
  way that we understand the growth of organisms
  and persons, in terms of the properties of
  dynamic self-organization of relational fiedls. 
  (265)

19
Psychologie et anthropologie

• Psychologie comme terme intermédiaire entre la
  biologie et la culture (Mauss).
• Mais lesprit indépendant est une invention.
• Fait le pont entre corps et esprit (biologie vs
  anthropologie et psychologie) et individu et
  collectivité (biologie et psychologie vs
  anthropologie).

20
Solution

• Abolir barrière séparant psychologie et
  disciplines sociales  The discipline that will
  be brought into being through the dissolution of
  this boundary, whatever we choose to call it,
  will be the study of how people perceive, act,
  feel, remember, think, and learn within the
  settings of their mutual, practical involvement
  in the live-in world.  (266)

21
Perception

• Classique les sens-data sont produits par les
  organes récepteurs en réponse aux stimuli de
  lenvironnement puis ces sens-data sont traités
  pour générer une image du monde extérieur.
• Anthropologie sintéresse à linfluence de la
  culture sur la construction des modèles.

22
Gibson

• Perception différente est due, non au traitement
  différent des mêmes sens-data, mais plutôt aux
  différences dans lentraînement à des tâches
  pratiques variées   involving particular bodily
  movements and sensibilities, to orient themselves
  to the environment and to attend to its feature
  in different ways.  (267)

23
Perception directe
What is direct visual perception? I argue
that the seeing of an environment by an observer
in that environment is direct in that it is not
mediated by visual sensations or sense data. ...
Direct perception is not based on the having of
sensations. (Gibson, A theory of direct visual
perception, 1974, p. 215) In my theory,
perception is not supposed to occur in the brain
but to arise in the retino-neuro-muscular system
as an activity of the whole system. (1974, p.
217) I shall suggest that natural vision
depends on the eyes in the head on a body
supported by the ground, the brain being only the
central organ of a complete visual system.
(1979, p. 1)
24
Mémoire

• Mémoire comme entrepôt vs mémoire comme skill.
• CD vs performance de la pièce.
• Entrepôt  Remembering is then a rather simple
  process of searching or scanning, across a
  complexly structured cognitive array.  (268)

25

• Skill   remembering is itself a skilled,
  environmentally situated activity.  remembering
  is a matter not of discovering structures in the
  attics of our minds, but of generating them from
  our movements in the world.  (268-9)
• Mémoire est le produit dun schéma qui est
  réajusté à la lumière des expériences.

26
Apprentissage en deux temps

• Obligation de poser des structures innées pour
  permettre lapprentissage de linformation ou les
  représentations culturelles.
• LAD  It would thus appear that langage
  acquistion is a two-stage process in the first,
  the LAD is constructed in the second, it is
  furnishd with specific syntactic and semantic
  content.  (270)

27
Apprentissage maillé

•  The environment, , is not a source of variable
  input for a preconstructed device, but rather
  furnishes the variable conditions for the growth
  or self-assembly, in the course of early
  development, of the neurophysiological structures
  underwrting the childs capacity to speak.  (270)

28
Informations culturelles

•  The notion that culture is transmissible from
  one generation to the next as a corpus of
  knowledge, independently of its application in
  the world, is untenable for the simple reason
  that it rests on the impossible precondition of a
  ready-made cognitive architecture.  (272)
• Pas transmission, mais  guided rediscovery .
  Apprentissage est éducation de lattention.

29
Enfants

• Psychologie développementale a ignoré culture
  pour mécanisme universel dacquisition
  anthropologie ignore enfant, puisque adultes
  incomplets.
• Enfants représentent le degré zéro de la culture,
  le biologique à létat pur, peuvent donc être
  négligés par lanthropologie.
• Approche Obviation brise dichotomie
  enfant-adulte, comme celle entre nature et
  culture.

30
Enfants et la vérité

• Affordances différentes.
• Les enfants ne sont pas des personnes
  incomplètes.
• Children have to live their lives in terms of
  their understandings just as adults do their
  ideas are grounded in their experience and thus
  equally valid. (Toren, cité p. 274)

31
Conclusion

•  Any divisions within this field of inquiry of
  the relations between organism-persons and their
  environments must rather than absolute,
  depending on what is selected as ones focus
  rather than on the a priori separation of
  substantitive, externally bouded domains . (276)