Much to learn about teaching: Reconciling form, function, phylogeny, and development

Abstract

The collection of commentaries expands an already extensive field of research on teaching, and contributes new questions, techniques, and strengths to the evolutionary approach proposed in the target article. In my response, I show how reconciling multiple levels of explanation - mechanistic, ontogenetic, phylogenetic, and functional - enables researchers to build a more integrated, interdisciplinary approach to the study of teaching in humans and other animals.