Why do we teach?

Abstract The ubiquity of teaching in human societies presents a significant puzzle, particularly considering that much of modern education involves abstract concepts which do not directly enhance survival. This article reviews two main perspectives on the origins of teaching: teaching as a cognitive adaptation for transmitting complex knowledge, and teaching as a cultural product of modern societies. The evidence indicates that teaching is present in all societies, suggesting it may be an evolutionary adaptation. However, skills, including complex ones, can be acquired through other forms of social learning such as imitation. This article proposes a third perspective: teaching as a by-product of our proclivity to cooperate. By examining ethnographic studies, psychology experiments, and surveys on teachers’ motivations, this article argues that teaching requires traits like mind-reading, communication, and altruism, which are foundational for cooperation. Teaching reflects our social nature, and is not just a mechanism for knowledge transmission. This reframing has important implications for educational theory and practice, particularly in how we conceptualize the aims of schooling, design curricula, and balance the goals of autonomy, citizenship, and labour market preparation.