Capacities for peace, and war, are old and related to Homo construction of worlds and communities.

The capacities required for both peace and war predate 100,000 years ago in the genus Homo are deeply entangled in the modes by which humans physically and perceptually construct their worlds and communities, and may not be sufficiently captured by economic models.

Integrative approaches to dispersing science: A case study of March Mammal Madness.

OBJECTIVES: Public engagement is increasingly viewed as an important pillar of scientific scholarship. For early career and established scholars, navigating the mosaic landscape of public education and science communication, noted for rapid "ecological" succession, can be daunting. Moreover, academics are characterized by diverse skills, motivations, values, positionalities, and temperaments that may differentially incline individuals to particular public translation activities. METHODS: Here we briefly contextualize engagement activities within a scholarly portfolio, describe the use of one public education program-March Mammal Madness (MMM)- to highlight approaches to science communication, and explore essential elements and practical considerations for creating and sustaining outreach pursuits in tandem with other scholarly activities. RESULTS: MMM, an annual simulated tournament of living and fossil animal taxa, has reached hundreds of thousands of learners since 2013. This program has provided a platform to communicate research findings from biology and anthropology and showcase numerous scholars in these fields. MMM has leveraged tournament devices to intentionally address topics of climate change, capitalist environmental degradation, academic sexism, and racist settler-colonialism. The tournament, however, has also perpetuated implicit biases that need disrupting. CONCLUSIONS: By embracing reflexive, self-interrogative, and growth attitudes, the tournament organizers iteratively refine and improve this public science education program to better align our activities with our values and goals. Our experiences with MMM suggest that dispersing science is most sustainable when we combine ancestral adaptations for cooperation, community, and storytelling with good-natured competition in the context of shared experiences and shared values.

Let's talk teaching: Progressive pedagogy in anthropology courses.

OBJECTIVES: In this article, we discuss research from the science of teaching and learning and from progressive pedagogy, with the aim of discussing how these fields can help us all become better teachers. METHODS: Our methods were based on assessment of the literature and our in-class practices. RESULTS: We find that the practices of critical progressive pedagogy are rooted in good research practices and are based both on new research and on fundamental aspects of teaching and learning. CONCLUSIONS: While some of the ideas mentioned in this piece might be seen as radical, we argue that everyone can benefit from a discussion of these concepts and ideas. Teaching is something that we all do in various ways. Progressive pedagogy allows us to create classrooms as a space to welcome all learners and also pushes educators toward creating a more diverse, inclusive, and equitable classroom.

March Mammal Madness and the power of narrative in science outreach.

March Mammal Madness is a science outreach project that, over the course of several weeks in March, reaches hundreds of thousands of people in the United States every year. We combine four approaches to science outreach - gamification, social media platforms, community event(s), and creative products - to run a simulated tournament in which 64 animals compete to become the tournament champion. While the encounters between the animals are hypothetical, the outcomes rely on empirical evidence from the scientific literature. Players select their favored combatants beforehand, and during the tournament scientists translate the academic literature into gripping "play-by-play" narration on social media. To date ~1100 scholarly works, covering almost 400 taxa, have been transformed into science stories. March Mammal Madness is most typically used by high-school educators teaching life sciences, and we estimate that our materials reached ~1% of high-school students in the United States in 2019. Here we document the intentional design, public engagement, and magnitude of reach of the project. We further explain how human psychological and cognitive adaptations for shared experiences, social learning, narrative, and imagery contribute to the widespread use of March Mammal Madness.

The ripples of modernity: How we can extend paleoanthropology with the extended evolutionary synthesis.

Contemporary understandings of paleoanthropological data illustrate that the search for a line defining, or a specific point designating, "modern human" is problematic. Here we lend support to the argument for the need to look for patterns in the paleoanthropological record that indicate how multiple evolutionary processes intersected to form the human niche, a concept critical to assessing the development and processes involved in the emergence of a contemporary human phenotype. We suggest that incorporating key elements of the Extended Evolutionary Synthesis (EES) into our endeavors offers a better and more integrative toolkit for modeling and assessing the evolution of the genus Homo. To illustrate our points, we highlight how aspects of the genetic exchanges, morphology, and material culture of the later Pleistocene complicate the concept of "modern" human behavior and suggest that multiple evolutionary patterns, processes, and pathways intersected to form the human niche.

The emergence of human warfare: Current perspectives.

The origins of warfare have long been of interest for researchers across disciplines. Did our earliest ancestors engage in forms of organized violence that are appropriately viewed as approximations, forms of, or analogs for more recent forms of warfare? Assessed in this article are contrasting views that see warfare as being either a product of more recent human societies or a phenomenon with a much deeper chronology. The article provides an overview of current debates, theories, and methodological approaches, citing literature and data from archaeological, ethnographic, genetic, primatological, and paleoanthropological studies. Synthetic anthropological treatments are needed, especially in efforts to inform debates among nonacademic audiences, because the discipline's approaches are ideally suited to study the origins of warfare. Emphasized is the need to consider possible forms of violence and intergroup aggression within Pleistocene contexts, despite the methodological challenges associated with fragmentary, equivocal, or scarce data. Finally, the review concludes with an argument about the implications of the currently available data. We propose that socially cooperative violence, or "emergent warfare," became possible with the onset of symbolic thought and complex cognition. Viewing emergent warfare as a byproduct of the human capacity for symbolic thought explains how the same capacities for communication and sociality allowed for elaborate peacemaking, conflict resolution, and avoidance. Cultural institutions around war and peace are both made possible by these changes. Accordingly, we suggest that studies on warfare's origins should be tied to research on the advent of cooperation, sociality, and communication.

Population is the main driver of war group size and conflict casualties.

The proportions of individuals involved in intergroup coalitional conflict, measured by war group size (W), conflict casualties (C), and overall group conflict deaths (G), have declined with respect to growing populations, implying that states are less violent than small-scale societies. We argue that these trends are better explained by scaling laws shared by both past and contemporary societies regardless of social organization, where group population (P) directly determines W and indirectly determines C and G. W is shown to be a power law function of P with scaling exponent X [demographic conflict investment (DCI)]. C is shown to be a power law function of W with scaling exponent Y [conflict lethality (CL)]. G is shown to be a power law function of P with scaling exponent Z [group conflict mortality (GCM)]. Results show that, while W/P and G/P decrease as expected with increasing P, C/W increases with growing W. Small-scale societies show higher but more variance in DCI and CL than contemporary states. We find no significant differences in DCI or CL between small-scale societies and contemporary states undergoing drafts or conflict, after accounting for variance and scale. We calculate relative measures of DCI and CL applicable to all societies that can be tracked over time for one or multiple actors. In light of the recent global emergence of populist, nationalist, and sectarian violence, our comparison-focused approach to DCI and CL will enable better models and analysis of the landscapes of violence in the 21st century.

The CLASH model lacks evolutionary and archeological support.

Data from archaeology and paleoanthropology directly challenge the validity of the basic assumptions of the CLASH model. By not incorporating a "deep time" perspective, the hypothesis lacks the evolutionary baseline the authors seek to infer in validating the model.

Human evolutionary history and contemporary evolutionary theory provide insight when assessing cultural group selection.

Richerson et al. provide a much needed roadmap for assessing cultural group selection (CGS) theory and for applying it to understanding variation between contemporary human groups. However, the current proposal lacks connection to relevant evidence from the human evolutionary record and requires a better integration with contemporary evolutionary theory. The article also misapplies the F st statistic.