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"Diffusionism", in its original use in the 19th and early 20th centuries, did not preclude migration or invasion.It was rather the term for assumption of any spread of cultural innovation, including by migration or invasion, as opposed "evolutionism", assuming the independent appearance of cultural innovation in a process of parallel evolution, termed "cultural evolutionism".
[18]: 158 Kehoe concludes with the theory of transoceanic contact and makes clear that she is not asserting a specific theory of how and when cultures diffused and blended, but is instead offering a plausible, and testable, example of how civilizational similarities may have arisen without hyperdiffusionism, namely by independent invention and ...
Expansion diffusion: an innovation or idea that develops in a source area and remains strong there, while also spreading outward to other areas. This can include hierarchical, stimulus, and contagious diffusion. Relocation diffusion: an idea or innovation that migrates into new areas, leaving behind its origin or source of the cultural trait.
The Anatolian hypothesis, also known as the Anatolian theory or the sedentary farmer theory, first developed by British archaeologist Colin Renfrew in 1987, proposes that the dispersal of Proto-Indo-Europeans originated in Neolithic Anatolia. It is the main competitor to the Kurgan hypothesis, or steppe theory, which enjoys more academic favor.
According to the theory of a homeland in Levant, the distribution was expanded to Africa in conjunction with the spread of agriculture. [ 11 ] [ 12 ] Terrazas Mata et al. (2013) have argued that the Proto-Afro-Asiatic speakers would have originated in the Middle East and subsequently migrated into the areas of North Africa, and the Horn of ...
Key issues with this theory include Beyer's reliance on 19th-century theories of progressive evolution and migratory diffusion [clarification needed] that have been shown in other contexts to be overly simplistic and unreliable and his reliance on incomplete archaeological findings and conjecture.
Most American geography and social studies classrooms have adopted the five themes in teaching practices, [3] as they provide "an alternative to the detrimental, but unfortunately persistent, habit of teaching geography through rote memorization". [1] They are pedagogical themes that guide how geographic content should be taught in schools. [4]
The key part of the five stages is the decision; this is the main reason why diffusion exists. The decision to either adopt or reject the idea is vitally important. Those responsible for evaluating innovations either determine that the new concept is likely to provide future success, and adopt it, or determine that it is likely to be a failure ...