Hidden Depths - The ancestry of our most human emotions

Project Justification and Description

Figure 1: Illustration of the relationship between five key social emotions and Palaeolithic evidence

Why is this project important?

For almost all of human existence complex narratives have inspired us with what it means to be human, helping us to negotiate the complex tensions our emotional minds place on us in discovering our systems of values and morality, be this through myths and stories which explain creation or explicit religious texts. However the scientific study of human origins over the last century has left most of us with little to inspire us, instead giving us the impression of a past dominated by selfish individualistic competition. There is little within this narrative to appeal to those groups which most wish and need to explore what it means to them to be human. This project redresses this through carrying out new research into the evolution of our distinctively human social emotions, as seen through archaeological evidence for the development of courage, kindness, tolerance, self-control and gratitude in our distant ancestors, and disseminating this research both to the wider public and academically.

The narrative that we create of our existence is important. We know that the prehistoric explanations of how we came to be have a profound effect on who we think we are, and how we behave. All too often these narratives have affected us in a negative way. At an extreme example the comments of two respected German academics that ’There was a time, now considered barbaric, in which eliminating those who were born unfit for life, or who later became so, was taken for granted’ (Binding and Hoche 1920) became part of the justification of the elimination of individuals with disabilities which was the first part of the atrocities of the Holocaust. We know now this interpretation is far from the truth, and indeed that care for those with illness or injury has been part of human evolutionary history since ‘humans’ first evolved (Hublin 2009; Spikins, Rutherford, and Needham 2010; Spikins 2015a; Spikins, in press). However an assumption that there was no room for moral or altruistic motivations in our distant past often prevails. Even though there is much within the archaeological evidence of the distant past to inspire alternative narratives to that of selfish competition, violence and cruelty in the past is still dominant in the media. Even in an academic environment evidence for active care of the vulnerable is consistently ignored or underplayed (Tilley 2015a). It would be naive to suggest that early human societies were social utopias, however alternative narratives which consider the role of pro-social and altruistic motivations are much needed. As societies we lack an accessible understanding of alternative evidence for human societies, which gives us the opportunity to develop alternative narratives within which pro-social motivations, such as courage, kindness, self-control, tolerance and gratitude are explored. Such evidence is also profoundly moving, and attracts media and public attention when it is made available.

Understanding the evolutionary context of why we react in the way that we do also contributes to our key social challenges today. For example we now recognise that part of human adaptation may have involved a capacity for multiple developmental pathways, governing not only physical growth but cognition, each adaptive in different contexts (Narvaez et al. 2013). By understanding why we respond and develop differently in different contexts we can better cope with the present world and understand how to design our futures. Furthermore there are other potential benefits to understanding our evolved emotional minds. Many apparent ‘disorders’ are best understood as a mismatch between adaptations which were once useful and modern contexts in which they create new challenges (Nunn, Wallace, and Beall 2015). Moreover an understanding of the social context of past care and of commitments and the evolutionary importance of trust allows us to appreciate why declining levels of trust in authorities and within communities is so significant an issue in modern societies (see most famously for example Putnam 2001). Research into the evolution of moral emotions to date has however progressed outside of the chronological control and material evidence which the archaeological record can provide. Biological models of the evolution of altruism have become highly sophisticated, yet operate outside of the material record for behaviours.

Key Aim:

The project has an ambitious aim - to provide material evidence to an emerging new narrative to human origins which highlights the role of pro-social altruistic motivations in human evolutionary success.

What activities do you propose to carry out?

Overview:This project addresses the need for both a public and an academic understanding of the material evidence for human emotional strengths in the distant past though the following key outputs:

● A print on demand open-access accessible volume ● Two open access academic papers ● A web site with an online animation and resources aimed at adolescents and young people

(ages 11-15). By making evidence available at several different levels (academic, informed public, young people) the aim is to contribute to understanding and sense of respect for the motivations for behaviours in the distant past, and allow people to develop their own narratives of their distant origins.

Activities to achieve these outputs (two phases):

Phase One: Research and interpretation of evidence and academic publication (12 months)

The funds requested would allow the research and interpretation of evidence for Palaeolithic behaviour from both primary sources and secondary sources, such as unpublished excavation material, material published in reports and minor journals as well higher impact academic sources which informs our understanding of the evolution of the five key human emotional strengths. Detailed research (described more fully in the following pages) will be carried out at two levels of analysis for each social emotion –

● An overview of evidence throughout the Palaeolithic, drawn from academic sources, put within the context of recent research in cognition and the evolution of social emotions

● A series of case studies of key sites which provide greater detail, drawing on detailed material from academic publications, reports and papers in minor journals and unpublished material drawn from site visits and interviews with key academics involved in fieldwork or research.

The key regions to be visited are the Paris Basin, France (Musée de l’Homme, Musée de St Germain en Laye, sites of Pincevent and Les Etoiles), the Dordogne, France (Musée de Prehistoire, Les Ezyies de Tayac) and Santander, northern Spain (Museo de Altamira and Museo de Atapuerca). In each of these locations detailed data will be collected by the PI and RA on specific sites as well as discussions with prominent academics. Focused interviews will also be carried out via Skype with key figures (listed in the following pages) involved in the excavation and research of key sites. For each individual there will be three staged interviews. The first will explain the scope of questions and the aims of the project, the second will be a main information collection interview to find out detailed information as well as to better understand the ideas and perspectives of the key researcher, and the last will overview how material will be represented (this last could also be carried out via email).

Leading to the creation of: ● the material and draft sections for the accessible volume ‘Hidden Depths’ as well as the

material for the online resources for young people created in Part Two.● academic publications which would cover each of the key emotions, drawing on the evidence

collected to argue for the mechanisms and pattern of development through time. These will include two papers with the provisional titles of ‘Adding a chronological dimension to the evolution of social emotions’ (intended for Biological Theory) and ‘Tolerance and human evolutionary success’ (intended for PLOS One).

Five key human emotional strengths - details on research and activities:

Courage Evidence for courage and it’s role social relationships in our distant past comes from evidence for hunting techniques which require courage, and from evidence for the maintenance of peace through counter-dominance tactics and from the control of disputes through ritualised conflict.

Hunting:Meat eating is an important part of human evolution, allowing brain size expansion and increasing cognitive sophistication. However the emotional context of collaborative hunting has yet to be explored. Here I will bring together evidence for hunting practices, from earliest evidence of potential hunting, to collaborative hunting in Neanderthals to that in modern humans, evaluating the extent to which courage, capacity to put oneself in danger or take risks on behalf of others, was increasingly an essential part of such practices, and using examples from specific sites to illustrate how capacities for courage changed through time.

Maintenance of PeacePast hunter-gatherers appear to have maintained long periods of peace (Kelly 2000). The project will consider the role that courage had in that process through counter-dominance tactics and ritualised conflict resolution drawing on archaeological evidence. Following pioneering work by Boehm the role of counter-dominance tactics in past, and how far back these can be extended into prehistory will be considered. The role of ritualised conflict (seen in anthropological accounts) in preventing the escalation of violence but demanding much courage will also be explored.

Site examples:Lomekwi 3 - 3.3 million year- Earliest humans - old butchery wear on stone tools, questions of hunting

and scavenging, analogies with chimpanzee hunting (Harmand et al. 2015)Olduvai at 1.8 million years ago and firmer evidence for collaborative hunting Olduvai BK4b - reliance on hunting, changes in site construction (Domínguez-Rodrigo et al. 2014)La Cotte de Ste Brelade (courtesy of Matthew Pope) - collaborative hunting in Neanderthals, associated

with evidence for extensive trauma. Molodova I, level 4 - the significance of mammoths in potential aggregation (Demay, Péan, and Patou-

Mathis 2012)Verberie - collaborative hunting of reindeer and evidence for sharing of food within the whole group

(Zubrow, Audouze, and Enloe 2010)Shanidar - Neanderthal with projectile point injury (Erik Trinkaus 2014)San Teodoro Cave, Italy - interpersonal violence and complexity of causes (ie causes can be counter-

dominance related as well as uncontrolled violence) (Bachechi, P-F. Fabbri, and Mallegni 1997)Tybrind Vig B - (individual with multiple healed frontal head wounds) and question of ritualised conflict

(Andersen 1985) see also (Thorpe 2003) for further examples.

Suggested personal interviews: Manuel Domínguez-Rodrigo (Department of Prehistory, Complutense University, Madrid, Spain), Laëtitia Demay (Muséum National d’Histoire Naturelle, Paris, France) Christopher Boehm (University of Southern California), Mirjana Roksandic (University of Winnipeg)

Self-control In order to behave in the interests of others we have to have the self-control to resist the temptation of following purely our own interests - sharing food rather than eating it immediately when we are hungry for example. Self-control/patience is one of the key emotional strengths that allows human social collaboration to emerge, and we see signs of this very early in the archaeological record, becoming highly developed at a later date. Here three examples, relating to specific archaeological sites, are discussed - the production of handaxes and other artefact forms from 1.8 million years onwards (involving self-control in imposing pre-conceived form on a difficult raw material, and capabilities to procure raw material for future use) food sharing (including between different households) and shared mortuary ritual (involving capacities contain and share grief).

Site examples:Kilombe, Kenya - manufacture and use of finely made handaxes, following a mental template, and

illustrating concern with aesthetics and reputation for patience (J. A. J. Gowlett 1978; Crompton and Gowlett 1993; J. A. J. Gowlett 2011; Spikins 2012; J. Gowlett et al. 2014)

Grotta dei Giganti, Italy - long distance raw material transport by Neanderthals to a region with very poor local raw materials, and relationship with self-control, forethought and behaviour on behalf of the group (Spinapolice 2012)

Olduvai BK4b, Kenya - sharing of large game animals, provisioning of offspring and the vulnerable (Domínguez-Rodrigo et al. 2014)

Pincevent level 14-20 and Verberie, Paris Basin - complex food sharing practices in ice age europe (Enloe 2003; Zubrow, Audouze, and Enloe 2010)

Atapuerca, northern Spain - shared mortuary deposition and the origins of shared mortuary practice (Pettitt 2013; Arsuaga et al. 1997)

Suggested interviews: John Gowlett (Department of Archaeology, Classics and Egyptology, Liverpool, UK), Enza Spinapolice (Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany), Manuel Domínguez-Rodrigo (Department of Prehistory, Complutense University, Madrid, Spain), Mark White (Department of Archaeology, Durham, UK), Paul Pettitt (University of Durham, UK), Juan Luis Arsuaga (Universidad Complutense, Madrid)

Kindness/CompassionKindness and compassion has a long evolutionary history and is perhaps best illustrated through a willingness to support and care for ill, injured or vulnerable individuals (regardless of whether they will survive). Compassion involves not just empathy, but a motivation to help others. A reputation as someone willing to help vulnerable group members is likely to have been important in selective success and in forging relationships based on trust in the human evolutionary past. A willingness to care for the vulnerable dates back to at least 1.6 million years ago, and is widespread in archaic species such as Neanderthals (Spikins, Rutherford, and Needham 2010; Tilley 2015a; Spikins 2015a; Spikins in press).

Site examples:Koobi Fora, Kenya - c 1.6 million years ago. Hypervitaminosis A in female KNMER 1808 at 1.5-1.7

million, will have caused severe pain and loss of consciousness and she must have been looked after for several weeks (A. Walker, Zimmerman, and Leakey 1982; Alan Walker and Shipman 1997; Doolan 2011)

Dmanisi, Georgia - c 1.8 million years ago. Dmanisi crania 3444/3900 lost all but one of the teeth before death, speculation that others were providing food (Lordkipanidze et al. 2005; Lordkipanidze et al. 2006)

Atapuerca, northern Spain - c 450,000 years ago. Support and care for a child with craniosyntosis (Gracia et al. 2009) and an elderly man with a damaged hip (Bonmatí et al. 2011) as well as an individual with ear hyperostosis that probably caused deafness (Pérez et al. 1997) and a severe dental abscess another (Pérez et al. 1997).

Salé, Morocco - c400,000 years ago. A Middle Palaeolithic woman who suffered from debilitating cranial distortion and muscular trauma related to a pre-birth physical deformity (congenital torticollis) and reached adulthood despite disability (Hublin 1985; Hublin 2009; Bower 1994).

Shanidar Cave, Iraq - c60-45,000years ago - one male with multiple pathologies including damage to left eye and probable blindness (also left cerebral cortex damage), right arm paralysis probably from childhood, fractures of right humerus and amputation at the elbow; osteomyelitis of the right clavicle, fracture to the right foot, and degenerative joint disease of the right knee and ankle ((Tilley 2015a, 16). (Erik Trinkaus 1978; Erik Trinkaus 2014; Solecki 1971; E. Trinkaus and Zimmerman 1982). A second make with severe osteoarthritis of the right foot (possibly from trauma), and serious lung damage with survival for several weeks at least whilst immobilised (Tilley 2015a, 16)

Suggested Interviews: Lorna Tilley (Research School of Humanities and the Arts, Australia National University, Australia), Erik Trinkaus (University of Pennsylvania), Jean-Jacques Hublin (Max Planck Institute for Evolutionary Anthropology, Leipzig), Juan Luis Arsuaga (Universidad Complutense, Madrid)

Tolerance Tolerance of people who are different, or of strangers, allows a new type of human collaboration - that across diverse minds, bodies and experiences and across different groups. Such collaboration provides resilience within groups, as diverse strategies to cope with changes are enabled, and resilience on a large scale to environmental risks and resource shortages as collaborations between groups buffer shortfalls. Archaeological examples provide a material record of tolerance for those who are different, those who are distant and for children who think differently (in careful teaching).

Site examples:Qesem Cave, Israel, 300,000bp and Pincevent, Paris Basin 12,000bp - evidence of apprentice flint

knapping (Grimm 2000; Stapert 2007; Assaf, Barkai, and Gopher 2016)Rouffignac Cave, France - 30,000bp- evidence of children being helped to trace lines on cave walls

(Van Gelder and Sharpe 2009)Blombos Cave, South Africa - 70-60,000bp, Howieson’s Poort and Stillbay industies, early evidence of

raw material transport across territories and inter-group alliances (Henshilwood and Dubreuil 2011)Bad Dürremberg, Germany - c 7,000bp ‘shaman’s grave’ of a woman with probable epilepsy (Porr and

Alt 2006)Romito, Italy - 18-13,000bp support and integration of an adult with dwarfism (Frayer et al. 1987; Craig

et al. 2010; Tilley 2015b)Chauvet Cave, France - c 30,000bp speculated integration of different minds in Upper Palaeolithic art

(Kellman 1998; Humphrey 1998; Spikins 2009)

Suggested interviews: Marian Vanhaeren (CNRS, Bordeaux, France), Christopher Henshilwood (University of Bergen), Clive Gamble (University of Southampton, UK), Lorna Tilley (Research School of Humanities and the Arts, Australia National University, Australia, Leslie Van Gelder (Walden Univeristy)

Gratitude Gratitude is a highly complex emotion, and perhaps the most difficult to identify in the material record. To feel gratitude we need to understand other’s motivations (ie have a developed social mind) and be aware that their intentions towards us are altruistic. We cannot feel gratitude because we want to, or think we should, but only in contexts of genuine trust. Gratitude however provides the basis for generalised reciprocity (to give to others without expecting a particular return (Nowak and Roch 2007)) and for long term, large scale collaboration. Here we consider archaeological evidence for the types of complex social minds which could infer complex motivations and nuanced emotions in others, and the capacity for individuals to be supported by large scale alliance networks.

Site examples:Las Covallanos Cave, northern Spain - cave art illustrating complex and nuanced understanding of the

emotions and reactions of the visitor (Bahn and Vertut 1988; Bahn 2012) Andernach-Martinsberg, Germany - c 12,000bp - evidence for travel over 1000km to the coast and

return, facilitated through networks of alliances (Langley and Street 2013)Les-Eyzies, France - 40-10,000bp Upper Palaeolithic sites with evidence of large scale exchanges of raw materials and intergroup collaborations (White 1995; Vanhaeren et al. 2004; Vanhaeren and d’Errico 2006)

Suggested interviews: Paul Bahn (independant scholar), Michelle Langley (University of Oxford), Manuel Gonzales-Morales (University of Santander)

Phase Two: Wider dissemination (6 months)

This phase would provide the opportunity to open up evidence to a wider public than typically engages with academic research (ie to engage with an informed public and with adolescents) and results in the production of two outputs:

a) An accessible open access volume ‘Hidden Depths’. b) A website with an animation and resources for young teenagers (age 11-15)

Published volume: Hidden Depths - the ancestry of our most human emotions

This publication (see supplementary material for detailed outline) is intended for an informed member of the public, with more detailed evidence and interpretations provided in each section for a specialist audience.

The volume builds on existing publications in this field by the PI, such as those on the evolution of compassion and related emotional strengths (Spikins, Rutherford, and Needham 2010; Spikins 2015a; Spikins, n.d.), trust (Spikins 2012; Spikins 2015b), upbringing (Spikins et al. 2014; Spikins, Hitchens and Needham in press) and diversity (Spikins 2009; Spikins, Wright and Hodgson in review).

The volume will introduce key questions about the evolution of human moral emotions, followed by five chapters on the emotional strengths outlined above with detailed archaeological evidence and personal views from researchers, and conclude with an integrated model of the evolution of moral emotions,

Whilst ‘How Compassion Made Us Human’ has successfully drawn media interest and acclaim for its engaging style (featuring in leading UK newspapers such as in the Sunday Times, the Daily Mail as well as other sources) further advice would be useful to further develop public engagement, and Paul Mills, a creative writing expert, will provide guidance in producing a volume engaging to the public (though also relevant to an academic audience). ‘How Compassion Made Us Human’ is attached in pre-publication form to illustrate the PI’s developing style of accessible engagement.

White Rose Press (supported by Ubiquity Press) has been selected to publish the volume (in the final stage of peer review). The volume will be published as an online open access resource which is also available as print on demand. The open access resource allows specialist sections and sections aimed more clearly at the public to be integrated, such as individuals (academics or members of the public) can follow through the resource to the level of detail or theoretical complexity they wish.

Website and resources aimed at teenagers and young adolescents (11-15 years old)

Adolescents, perhaps even more than any other group, struggle with new and difficult emotions, and with making sense of who they are in the world and how to build their own self-respect. It is at this age that complex emotional capacities and capacities for complex moral judgements develop - gratitude for example is dependent on complex theory of mind abilities and doesn’t develop until around 11 years old (McCullough et al. 2001; Grant and Gino 2010) whilst self-control continues to develop into early adulthood (Gross and Thompson 2007). Yet this age group is also under increasing pressures, little attention is paid to their emotional wellbeing and development, and rates of depression and self-harm are worryingly high worldwide (Thapar et al. 2012). In the UK for example the proportion of 15/16 year olds reporting that they frequently feel anxious or depressed has doubled in the last thirty years (Hagell 2012)

An engagement with the deep past of human emotions cannot solve these often complex problems, however it can sometimes have an important impact - allowing this age group to begin to understand that our emotions are complex, and that struggling with our emotional motivations is part and parcel of being human. Understanding where our emotions come from validates the difficulties they face in making sense

of how they feel. More than this examples of how distant ancestors made difficult choices provide a different narrative to that of individualism and can be a source of inspiration.

For example

● 1.6 million years ago it would have been so much easier for the group of Homo ergaster to which the woman with hypervitaminosis belonged to have abandoned her. This example prompts us to question why individuals that were barely ‘human’ biologically were prepared to give with little they had, risk being attacked by predators, to look after a member of their group who was dying.

● Learning to make handaxes demands self control as the production of each one takes skill, patience and persistence. Yet these abilities (and not physical strength or aggression) were clearly important from at least one and half million years ago. This example prompts us to wonder why this should be the case, and why paying attention to our own capacities to handle emotional distress might be important in the long term.

This second part of the project builds on the evidence collected in part one to develop web based resources (which could be used by schools or by individuals) which fulfil the aim of introducing the deep past of human moral emotions to this audience.

The website would consist of a key animation, which challenges our perceptions of our past (as competitive, populated only by the strong and invulnerable) towards a more realistic version of prehistory in which genuinely caring for others, and supporting differences and vulnerabilities made humans successful. The animation would show the distant past as imagined by a teenager living today, and then their journey to a real past.

A series of examples based on archaeological evidence, with micro-animations would follow. For example a description of the Neanderthal from Shanidar suffering from severe disabilities and evidence for support which must have been provided to him and the wider archaeological context under the heading ‘Did anyone care if someone was ill or vulnerable’? Evidence for learning and teaching might appear under a heading ‘Did anyone care about teenagers?’. Teenagers would be encouraged to come to their own conclusions rather than being told what to think.

This BBC History animation provides a good example of an accessible ‘journey to the past’ approach (http://www.bbc.co.uk/history/forkids/ ,with the animation available here https://www.youtube.com/watch?v=cE6OeRZB_Wc) whilst the YAC (Young Archaeologists Club) website here provides an example of additional resources( http://www.yac-uk.org/)

The PI has been involved in public engagement with adults and young people for several years, initially through her fieldwork (published as a publicly accessible volume) and more recently for example such as at an Event at Yorkshire Museum engaging school children with the stone age, and a public exhibition at the University of York aimed at individuals with autism. Public engagement is a particular strength of the Department of Archaeology at York. The second RA has both a background in early prehistory and experience with children and young people and would develop the resources, under the guidance of a specialist in public engagement with prehistory, Don Henson. HairyStickMan productions (with experience in innovation archaeological animation, see https://www.youtube.com/watch?v=xBAXaLvGe5I),

Two risks are apparent and are mitigated for:● That in making the resources international in focus they will not be seen as specific to any

national curriculum, and will not be seen as useful for secondary school teachers. To mitigate this risk the relevance to appropriate curricula will be highlighted and described within the resources.

● That the resource may not prompt the inspiration or engagement that we hope to achieve (adolescents being a different audience to engage). To mitigate this risk we will test resources with focus groups (from schools (Fulford School), from Young Archaeologist Club, and from the Scouts (the largest organisation for Young People in the UK), and pay attention to their responses and advice.

How will your proposed activities lead to the changes that you want to facilitate?

Theory of Change:The activities (data collection and research, the creation of academic manuscripts and a draft volume and the creation of online animations and web resources) lead to the outputs (a published volume, published open access papers, and website) which facilitate the changes envisaged.

Academic outputs (the volume and academic papers):

These outputs directly address the aim to further academic research into human moral emotions. They provide a chronological element and material record to academic discussion and debate about the evolution of moral emotions, and provide a context in terms of development emotional motivations for debates about human evolutionary success. As such they influence the academic narrative of human origins. The influence will be measured through article metrics (such as altmetrics), citations and changing tone or extent of explanations of specific archaeological examples in subsequent academic publications.

As well as making behavioral evidence for moral emotions in the distant past available to specialist researchers (through the specialist sections) the volume will also provide an accessible open access resource for the informed public (which are easy to navigate in an online format). This resource is intended to be both informative, and thought provoking, challenging assumptions that the distant past was typically a time of violence, conflict and selfish motivations. Thus the volume also contributes material to the secondary audience.

Outputs accessible to a secondary audience (the volume, and the website)

The open access volume ‘Hidden Depths’: The availability of material in the volume will create a change in the type of evidence for distant behaviours which is available to a public audience. This audience is wide ranging and includes those with an interest in spiritual learning or guidance (the PI has responded to requests for papers and evidence from spiritual leaders, such as pastors in the US, in the

past) those with an interest in therapy and psychological understanding of our complex emotions (the PI has responded to requests for papers and evidence from this group, including for example therapists working with individuals with autism, and therapists working with post-natal depression) and other realms of public authorities as well as individuals exploring their own place in the world. The influence of the volume will be measured through downloads, metrics (such as bookmetrics), coverage in the media, discussions in social media and through invitations to give public talks.

The website: University students who have been exposed to the type of material explored in this project frequently feel that such material makes a difference to their view of themselves and their place in the world and to their faith in human nature. The change facilitated here is to bring this type of understanding to a younger age group by presenting it in an appropriate manner and thus changing the perceptions of adolescent and young people to their distant past, their innate capabilities and about their own emotions. The web site will be available to schools and to organisations (such as the Scouts in the UK) which deal with adolescents and young people. The web resource and online animation is however also envisaged as a potential first stage to provide the basis for further development (such as through a wider range of resources, online talks etc) and to inform our understanding of what is effective and appreciated by this age group. This output is both envisaged as changing the perspectives of those adolescents themselves who engage with the resources and providing a basis for further projects of a similar nature. Influence can be measured through web views, and mentions in social media and through adoption as a resource by organisations concerned with young people.

How is your team and/or organisation well qualified to carry out the project?

Core Team:

The core team consists of the PI (Penny Spikins), two Research Assistants, RA I (Andy Needham) who is responsible for collection of archaeological evidence in phase one, R II (Taryn Bell) who is responsible for creating material for the website aimed at adolescents and young people, a web animation specialist (HairyStickMan productions) and two consultants - Paul Mills for creative writing and Don Henson for public engagement.

PI (Penny Spikins)Penny is a leading researcher into the relationship between the evolution of human social emotions and material evidence. She has published many academic papers (see CV) and a volume on this subject. She also has experience with public engagement including newspapers and radio (for example a feature in the Sunday Times on her recent volume, appearing on BBC World Service, the Today Programme, the Academic Minute in relation to recent papers). She has completed previous volumes in good time including Mesolithic Europe (edited with Geoff Bailey, Cambridge University Press), Prehistoric People of the Pennines (West Yorkshire Archaeology Service, intended for an informed public audience) and How Compassion Made Us Human ( Pen and Sword, intended for an informed public audience as well as specialists).

RA I (Andy Needham)Andy Needham is a postgraduate student in the final stages of completion of his thesis (submission date July 2016). He specialises in the Upper Palaeolithic, particularly Upper Palaeolithic art, but has been involved in research into previous periods, including research into moral emotions (being part of the team which published a paper on the evolution of compassion (Spikins, Rutherford, and Needham 2010) and on Neanderthal childhoods (Spikins et al. 2014)). He also has several publications to his name, despite being at the early stages of his career .

RA II (Taryn Bell)

Taryn Bell is a postgraduate student studying the MSc in Early Prehistory, and focusing her dissertation research on the evolution of compassion. Taryn has substantial experience of working in a school environment with children and young people, and as a tutor for university students. She has run an archaeology club for children and is enthusiastic about the potential for prehistory to help to transform the lives of children and young people.

Consultancy

Paul Mills (www.paulmillswriting.co.uk/). In 2005, Paul gave up teaching in higher education to focus on writing. Since then he has published The Routledge Creative Writing Coursebook (2006) and his fifth collection of poems, Voting For Spring. (2010). His first poems were published in Lines Review, Edinburgh, in 1969, the year he received a major Gregory Award from the Society of Authors. Paul taught in secondary schools in Edinburgh and Birmingham, and in 1976 he was appointed Arts Council Fellow in Creative Writing at Manchester University, and from 1977-80 held two more Writing Fellowships, one at Christs Hospital School, Sussex, (Southern Arts) and as Gregory Fellow in Poetry at Leeds University. Until recently he was a teacher of Creative Writing and Literature at York St John University.

Don HensonDon was Head of Education at the Council for British Archaeology (1994-2011). His role was to be the advocate for archaeology within the formal education system, from primary schooling up to higher education. He is also an advocate for the importance of education work within archaeology. Don has twice been in charge of the Young Archaeologists' Club. He has established the biennial Archaeology and Education conference, lectures on various MA courses in the UK, sits on AQA committees for AS/A level history and archaeology, the Archaeology Advisory Panel for the Higher Education Academy, the National Trust's Learning Panel and the IfA Professional Training Committee. He has led campaigns for the teaching of medieval history at 14-18, and for archaeology graduates to be admitted to teacher training degrees. Don is currently researching a PhD in public engagement with Prehistory (the Mesolithic) with an emphasis on educational resources and is chair of the Committee for Audio-Visual Education, the Heritage Link Inclusion Working Group and the World Archaeological Congress Public Education Committee. His work involves supporting and influencing government initiatives on education. These include Engaging Places, a DCMS project to support built environment education, and the Learning Outside the Classroom initiative of DCSF.

Web site animation (http://hairystickman.co.uk/)HairyStickMan Productions have experience in innovative archaeological projects, (see https://www.youtube.com/watch?v=xBAXaLvGe5I), experience with web site production and an innovative approach to animation which will appeal to young adolescents.

The organisational context:

Intellectual Climate: Through the department (specialists such as Professor Geoff Bailey, Professor Nicky Milner and Professor Paul O’Higgins) the project will have access to period specialist and a thriving academic community of researchers and postgraduate students as well as being part of the wider intellectual collaborations (such as with the department of Philosophy and the Hull York Medical School) provided through PALAEO (the Centre of Human Palaeocology and Evolution). There are a regular series of research seminars both in the department and through PALAEO.

Research Management: The University and Department have an excellent track record in managing grant awards. The Department’s current grant income is in excess of £2million per year. The project will have the support of Jo Tozer as research manager within the Department and also of Phil Wiles in the Research Grants and Contracts office to help manage the finances.

Media Engagement and Impact: In terms of publicity there is a Departmental Publicity Officer (Colleen Morgan) as well as support with media engagement from the University’s Communications Office. York has an excellent track record with public events (such as the Festival of Ideas) and on 21 June, the Arts

and Humanities Research Council are hosting their flagship ‘AHRC Commons’ at York (see http://www.ahrccommons.org/). The PI has been involved with Festival of Ideas events and exhibitions in the past and has organised two Festival of Ideas events in 2016 (Experiencing the Past and the Prehistory of Shared Feeling, both of which engage the public with evidence for emotional motivations in the past). In terms of impact there is a Departmental Impact Officer (Jo Tozer) an academic Impact Champion (Matthew Collins) as well as Natalie Fullwood (Arts & Humanities Impact Manager). These individuals will also help to maximise the impact of this research.

Digital innovations: York is committed to developing high quality digital resources through the Digital Creativity Labs the aims of which include that “Scientists, social scientists, government and the third sector work together to harness the enormous potential of games and interactive media to achieve social good.”

White Rose Press (supported by Ubiquity Press) will actively market this volume. White Rose Press is backed and jointly run by three Russell Group Universities - the Universities of York, Sheffield and Leeds, who have already helped to spread the message about the Press, would be looking to support early marketing and publicity for our early tranches of publications. This could include endorsements from VCs, PVCs, as well as messages through the university's central, faculty, and departmental social media channels. White Rose Press will be leverage current interest when they launch our first set of publications through coverage in the national press (Times Higher, Guardian Education, the Bookseller, etc). They support publications through production of leaflets/postcards for appropriate conferences, in order to

target academics working within the right disciplines.

An old Cherokee chief was teaching his grandson about life...A fight is going on inside me," he said to the boy.

"It is a terrible fight and it is between two wolves. "One is evil - he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false

pride, superiority, self-doubt, and ego.

"The other is good - he is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith.

"This same fight is going on inside you - and inside every other person, too."

The grandson thought about it for a minute and then asked his grandfather,"Which wolf will win?"

The old chief simply replied,"The one you feed."

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