Текст книги "Истоки человеческого общения"

Автор книги: Майкл Томаселло

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Как многие продукты культуры, человеческие языки, в свою очередь, могут участвовать в дальнейшем развитии зарождающихся навыков. Это верно, по меньшей мере, для двух важнейших сфер. Во-первых, что более очевидно, сотрудничество и культура современного человека представляют собой такие сложные структуры в основном потому, что структуризация и передача их содержаний происходит, как правило, посредством языковых конвенций. Например, невозможно представить человеческую совместную деятельность по строительству небоскребов и созданию университетов без использования конвенциональных форм коммуникации для установления общих целей и задач и формулирования согласованных планов по их достижению. Сотрудничество людей друг с другом представляет собой исток человеческой кооперативной коммуникации; впоследствии эта новая разновидность коммуникации способствует появлению все более сложных форм сотрудничества в коэволюционной спирали.

Во-вторых, что менее очевидно, участие в конвенциональной языковой коммуникации и других формах разделения намерений создает удивительные новые направления движения для базовых познавательных способностей человека. Хотя это и считается учеными-когнитивистами само собой разумеющимся, человек – единственный вид в животном мире, представители которого способны осмыслять мир в терминах различных возможных перспектив в одной и той же реальности, тем самым создавая так называемые полиперспективные когнитивные репрезентации (Tomasello 1999). Ключевая мысль здесь в том, что эти уникальные формы осмысления человеком мира принципиальным образом зависят от способности к совместным намерениям – в том смысле, что само понятие дальнейшей перспективы предполагает наличие некой общей, разделяемой нами реальности, про которую мы понимаем, что видим одно и то же, но под разным углом зрения, с разных позиций (Pemer, Brandl, Gamham 2003; Moll, Tomasello 2007b). Важно, что полиперспективные когнитивные репрезентации не присущи человеку в его осмыслении мира с рождения, а фактически конструируются детьми по мере их участия в процессе кооперативной коммуникации. Это происходит в процессе попеременного «туда-сюда» движения различных видов дискурса, в котором разные перспективы на общие темы выражаются на основе совместного смыслового контекста (Tomasello, Rakoczy 2003). Кооперативный фундамент человеческой коммуникации, включая конвенциональную языковую коммуникацию, не только возник благодаря своей уникальной кооперативной, культурной по природе способности человека жить и думать, но и способствовал формированию этой способности.

Таким образом, предпосылок для формирования человеческой кооперативной коммуникации множество, и их кульминация в виде навыков языковой коммуникации дает нам еще один пример (возможно, основной) коэволюционного процесса, с помощью которого в филогенезе развиваются базовые когнитивные навыки. Они дают возможность создания в ходе истории культурных продуктов, которые обеспечивают растущих детей биологическими и культурными орудиями, необходимыми для их индивидуального развития.

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