Review of the Trikirion of Communication: Symboleracy, Numeracy and Techneracy The starting point is the phylogeny of communication because the educational topic I am going to address cannot even exist if there is no communication. We have to understand that all Hominins were communicating. Probably all Hominins after Homo Erectus included had some command of some articulated language, but only Homo Sapiens reached the comprehensive and sustainable command of the fully-articulated language, probably around 200,000 BCE. The next great stage Is the development of representational and symbolic Inscriptions and paintings or engravings on all durable media available, rockface in caves, stone, bone, ivory, and tusks. This symbolic transcription of stories and experience, maybe some spiritual language accompanying some rituals, is the first form of writing seen as symbolic transcription and going back to 300,000 BCE with Homo Naledi, 100,000 BCE with Homo Neanderthalensis, and 50,000 with Homo Sapiens. Syllabic and alphabetical writing only came around 3,500 BCE for Homo Sapiens. There might have been older cases, but archaeology has not yet covered the whole world for all types of symbolic inscriptions that could have led to symbolic phonetic writing. The next stage was the printing press which enabled mass education and mass communication.

1. ________________________________________________________________________

2. 2
Review of the Trikirion of Communication:
Symboleracy, Numeracy and Techneracy
Jacques Coulardeau a1*
DOI: cf. above
1 a Honorary Visiting Lecturer, Université Paris 1 Panthéon-Sorbonne, Paris, France.
*Corresponding author: E-mail: dondaine@orange.fr.

3. 3
Peer-Review History:
This chapter was reviewed by following the Advanced Open Peer Review policy. This chapter was
thoroughly checked to prevent plagiarism. As per editorial policy, a minimum of two peer-reviewers
reviewed the manuscript. After review and revision of the manuscript, the Book Editor approved the
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here:
ABSTRACT
The starting point is the phylogeny of communication because the educational topic I am going to address
cannot even exist if there is no communication. We have to understand that all Hominins were
communicating. Probably all Hominins after Homo Erectus included had some command of some
articulated language, but only Homo Sapiens reached the comprehensive and sustainable command of
the fully-articulated language, probably around 200,000 BCE. The next great stage is the development
of representational and symbolic inscriptions and paintings or engravings on all durable media available,
rockface in caves, stone, bone, ivory, and tusks. This symbolic transcription of stories and experience,
maybe some spiritual language accompanying some rituals, is the first form of writing seen as symbolic
transcription and going back to 300,000 BCE with Homo Naledi, 100,000 BCE with Homo
Neanderthalensis, and 50,000 with Homo Sapiens. Syllabic and alphabetical writing only came around
3,500 BCE for Homo Sapiens. There might have been older cases, but archaeology has not yet covered
the whole world for all types of symbolic inscriptions that could have led to symbolic phonetic writing. The
next stage was the printing press which enabled mass education and mass communication. The next
stage is the digital age as the most advanced form of the mechanical development of oral and written
communication, the latest development being Generative Artificial Intelligence. In this modern age,
education has to shift completely from teacher-centered education to guided self-learning which is based
on 1- The self-learner’s desires; 2- The self-learner’s choices; 3- Teamwork; 4- The freedom of
expression, tolerance, and discussion, and the freedom of emotional intelligence; 5- Motivation; 6- No
disruptive self-learners, only disruptive treatment of self-learners; 7- All tools available to all self-learners
with NO restrictions; 8- Flexibility: top self-learners, average midway self-learners, students with special
needs and differently-abled students, Vygotsky’s Zone of Proximal Development, Guide-Coach-
Teacher’s flexible self-learning; 9- Systematic recap and discussion of achieved self-learning at the end
of each phase; 10- Multi-ism and Pluri-ism. This article presents a globalizing vision of about 65 years of
experience in education in many countries and many circumstances. The main methodological procedure
is to capture the phylogeny of what I am studying, meaning the inner logic and processing that makes all
these phenomena sustainable: at every step in the development, the phenomena themselves produce
the means and energy that enable the next step to emerge. Language is a self-developing
communicational tool, and communication itself is a self-developing behavioral competence.
Keywords: Phylogeny; Communication; Writing; Printing Press; Digital Age; Artificial Intelligence;
Flexibility; Self-learning.
1. INTRODUCTION
The Homo genus is, from the very start, a communicational biological species. Communicating was from
the very start the originality of Hominins. Homo Sapiens reached, after the long phylogeny of the genus
that produced them as the most advanced subspecies when they left the forest and moved to the savanna
in Southern and Eastern Africa. [1] [2] [3]. They went through a rich number of mutations that enabled
them to become long-distance fast bipedal running hunters. These mutations had a collateral effect
because they provided Homo Sapiens with the possibility to diversify their vowels to at least five, probably
more, and a good number of consonants, probably between fifteen and twenty, at least again. That’s the
plain and literally mechanical result of the mutations to which I have alluded. [4] [5] [6]. The real phylogenic
development for Homo Sapiens is that these vowels that can stand alone, and the consonants that cannot
be uttered alone, i.e., without a vowel to carry them, started rotating. This rotation of consonants and
vowels produced hundreds and even thousands of clusters on the following simple patterns, VC, CV,
VCV, CVC, VCVC, CVCV, etc. Then we shifted from simple calls, quite common among Hominids and
Chimpanzees, to a great number of clusters that had to be attached to referents to have a “meaning,” to
“mean” anything. This “meaningful” attachment was only the continuation of the calls of previous Hominin
subspecies or animal Hominid species. [7] [8] [9].

4. 4
Fig. 1. Hominin classification (prognathism) 2
Since the brain has the intrinsic power to discriminate items in the continuous flow of sensations sent to
the brain by the nerves and the senses (eyesight, hearing, taste, touch, and smell, plus more situational
and circumstantial comfort/discomfort impressions), items recorded by the brain in brain machine code,
which is true of any animal, by the way. It is quasi-natural to bring the sound clusters and these brain
machine code IDs together and that brings up the concept of a lexicon, and this lexicon building ability
started with Hominins long before Homo Sapiens, though on a limited basis due to the more or less
restricted number of vowels and consonants that they could utter. That was the first step of oral
communication among Hominins, and we can consider it was already at play with Homo Erectus, even if
on a more limited basis. Bipedal walking, later on running, and finally long-distance running were the
engines of this emergence of articulated language as a collateral effect of the purely physical and
biological Walking-Running-Long-Distance-Running evolution. Without entering details on this question,
we can move to the literate trikirion3 of communication. Communication in a human community requires
three different literacies. [10] [11].
2. THE THREE LITERACIES
They are Symboleracy, Numeracy, and Techneracy.
[Review of the Trikirion of Communication:
Symboleracy, Numeracy and Techneracy
The starting point is the phylogeny of communication because the educational topic I am going to address
cannot even exist if there is no communication. We have to understand that all Hominins were
communicating. Probably all Hominins after Homo Erectus included had some command of some articulated
language, but only Homo Sapiens reached the comprehensive and sustainable command of the fully-
articulated language, probably around 200,000 BCE.
The next great stage is the development of representational and symbolic inscriptions and paintings or
engravings on all durable media available, rockface in caves, stone, bone, ivory, and tusks. This symbolic
transcription of stories and experience, maybe some spiritual language accompanying some rituals, is the
first form of writing seen as symbolic transcription and going back to 300,000 BCE with Homo Naledi,
100,000 BCE with Homo Neanderthalensis, and 50,000 with Homo Sapiens.
Syllabic and alphabetical writing only came around 3,500 BCE for Homo Sapiens. There might have been
older cases, but archaeology has not yet covered the whole world for all types of symbolic inscriptions that
could have led to symbolic phonetic writing. The next stage was the printing press which enabled mass
education and mass communication.
The next stage is the digital age as the most advanced form of the mechanical development of oral and
written communication, the latest development being Generative Artificial Intelligence. In this modern age,
education has to shift completely from teacher-centered education to guided self-learning which is based on
2
https://quizlet.com/517247905/unit-4-hby-hominin-classification-prognathism-wk-32-flash-cards/
3
Trikerion, noun, plural trikeria: a three-branched candlestick symbolizing the Trinity and used in the Eastern Orthodox Church by bishops
(as in pronouncing a benediction). Any such three-branched candlestick. Etymology Middle Greek trikērion, from Greek tri- three +
Middle Greek kērion wax candle, from Greek kēros wax.

5. 5
1- The self-learner’s desires.
2- The self-learner’s choices.
3- Teamwork.
4- The freedom of expression, tolerance, and discussion, and the freedom of emotional intelligence.
5- Motivation.
6- No disruptive self-learners, only disruptive treatment of self-learners.
7- All tools available to all self-learners with NO restrictions.
8- Flexibility: top self-learners, average midway self-learners, students with special needs and
differently-abled students, Vygotsky’s Zone of Proximal Development, Guide-Coach-Teacher’s
flexible self-learning.
9- Systematic recap and discussion of achieved self-learning at the end of each phase.
10- Multi-ism and Pluri-ism.
11- This article presents a globalizing vision of about 65 years of experience in education in many
countries and many circumstances.
The main methodological procedure is to capture the phylogeny of what I am studying, meaning the inner
logic and processing that makes all these phenomena sustainable: at every step in the development, the
phenomena themselves produce the means and energy that enable the next step to emerge.
Language is a self-developing communicational tool, and communication itself is a self-developing
behavioral competence.
Keywords: Phylogeny; Communication; Writing; Printing Press; Digital Age; Artificial Intelligence; Flexibility;
Self-learning.
Chapter in Progress in Language, Literature and Education Research Vol. 7
Dr. Atila Yildirim, Necmettin Erbakan University, Turkey.
BP International, India & UK
ISBN 978-81-971665-4-9 (Print)
978-81-971665-9-4 (eBook)
Published on March 29, 2024]
f- Guiding Ethics
i- Flexibility; ii- Guide-coach-teacher, no guru, no fathomless encyclopedia, no omniscient beacon, no
final or even dominant truth; iii- Truth is not a given but it is a never-completed and ever-completing
construct.
But to come to a more conclusive remark, I will borrow it from Bernard Marr [45] in his blog on LinkedIn
on February 22, 2024. Marr, Bernard. “How Generative AI Will Change The Jobs Of Teachers,” on
LinkedIn,
https://www.linkedin.com/pulse/how%2Dgenerative%2Dai%2Dchange%2Djobs%2Dteachers%2Dberna
rd%2Dmarr%2Ddhxne/
“[…] No job is more important than educating young minds, and no AI will ever replace a great teacher.
However, educators are already using generative AI to help with creative tasks or automate routine
aspects of their work. This frees up more time for the really important jobs, like spending time with
students.
[…] Generative AI isn’t without risks, though. Inaccurate responses, inappropriate content, and bias
can all clearly cause big problems when they occur in an educational setting. […] These are risks that
have to be kept in mind.
[…] The Changing Role Of Teachers
As generative AI reshapes the world of education, teachers will find their role evolving further away
from being providers of knowledge and towards becoming learning facilitators. […] Perhaps the most
significant shift in the role of educators will be an increased focus on nurturing skills such as critical
thinking, creativity, and emotional intelligence.
[…] This shift will require educators to become proficient not just in their subject matter or field of
education but also in navigating the tools and technologies that are already rewriting the rules of
teaching and learning.4
4
Marr, Bernard. “How Generative AI Will Change The Jobs Of Teachers,” on LinkedIn, February 22, 2024
https://www.linkedin.com/pulse/how%2Dgenerative%2Dai%2Dchange%2Djobs%2Dteachers%2Dbernard%2Dmarr%2Ddhxne/

6. 6
This is a basic debate in the USA and internationally, particularly in some educational circles like
Education Week.5 For example, the report from this organization on LinkedIn by Alyson Klein, “Schools
Are Taking Too Long to Craft AI Policy. Why That’s a Problem,” on February 22, 2024. These approaches
are compatible with what I have explained, even if the words are not the same. Bernard Marr, besides
his blog on various social networks, publishes many books. The next one is just right in the topic I have
been discussing Marr, Bernard, Generative AI in Practice: 100+ Amazing Ways Generative Artificial
Intelligence is Changing Business and Society.6
Name: Jacques Coulardeau
Affiliation: Université Paris I Panthéon Sorbonne, Department of Foreign
Languages from beginners in great difficulty to Masters in various
majors: communication, cinema and video, crafts and weaponry,
history and political science.
Research and Academic
Experience:
1- Teaching mainly English and some French (Kinshasa, North
Carolina) from 1966 to 2016. One year of teaching at the University
of California at Davis (English literature, Shakespeare, Whitman, and
the first black author in UCD in 1973, Ralph Ellison, Invisible Man.)
2- First scientific publication in Linguistics in 1976 in Paris and
constant publication, peer-reviewed or not, in journals and the press
plus a lot of radio columns (from 1979 to 2000). I have taught
altogether in at least a dozen universities in Paris, the USA, the
Democratic Republic of Congo, and Sri Lanka. I have taken part in
several dozen conferences in many countries.
3- I have altogether spent more than six years in foreign countries.
Research Area: Linguistics (Germanic languages, Anglo-Saxon, Pali, African
languages, etc.). Linguistic phylogeny from the emergence of
articulated language among Hominins, particularly Homo Sapiens to
modern linguistic evolution. All fields of communication in all genres
from technical to creative (English for Specific Purposes, cinema,
literature, poetry, opera, music, etc.)
Number of Published papers: Several hundred. Just in theatrical studies fifty-one peer-reviewed
articles plus two pending in Avignon, France, on Lorraine Hansberry
and the series “Hunters.” More than thirty e-books are published on
Kindle.
Special Award (If any): None
Any other remarkable point(s) I was the first phylogenist linguist to state that Homo Sapiens grew in
Black Africa and that the first migration out of BLACK Africa was
within the African continent from Southern and Southeast Africa to
North and Saharan Africa some at least 250,000 years ago. That
was first published in Romania some ten years ago after having
been presented in Laval, Québec. In the mid- 2010s. I also authored
with my Sorbonne assistant a book on the restructuring of container
maritime commerce in the Indian Ocean.
5
Education Week, Our organization. “Education. It has the ability to open doors, unlock opportunities, and inspire positive change. But
only when it achieves this for everyone will it reach its full potential. At Education Week, we believe that an equitable—and excellent –
education for all students is possible…and we empower you to make it a reality. As a leading authority in education, we are the
comprehensive cornerstone for educators, policymakers, and business leaders alike.” Editorial Projects in Education, Inc., 6935 Arlington
Road Suite 100, Bethesda, MD 20814-5233.
6
to be published by John Wiley & Sons Inc., Hoboken, New Jersey, USA, on 28 Mar. 2024, ISBN-13: 978-1394245567.

7. 7
© Copyright (2024): Author(s). The licensee is the publisher (B P International).
Peer-Review History:
This chapter was reviewed by following the Advanced Open Peer Review policy. This chapter was thoroughly
checked to prevent plagiarism. As per editorial policy, a minimum of two peer-reviewers reviewed the
manuscript. After review and revision of the manuscript, the Book Editor approved the manuscript for final
publication. Peer review comments; comments of the editor(s); etc. are available here:
or FOR YOUR CHOICE THIS BIOGRAPHICAL NOTE
Dr. Jacques COULARDEAU has had experience in several directions. He began a performing actor
career around 1972 and continued it mainly on the radio up to 2005.
He published numerous books which can be found at the François Mitterrand French National
Library. He published many research articles and reviews of books and live shows, plays, operas,
and concerts. On the theater alone he published more than 50 articles, the majority in Avignon. Since
2012 he has almost only published virtual books and various blogs. He has more than 32 titles
published as eBooks on Kindle. He is also a professional content writer at Medium.com. The English
language seems to be more important than the French language. I recommend this book, Jacques
COULARDEAU, Shakespearean Addiction, English Edition, February 16, 2020, at Kindle, ASIN:
B084V3XMN6 at Amazon.
His most important scientific research remains linguistics and in particular historical linguistics, what
we today call the phylogeny of language. He published two fundamental works in this perspective
which he first discovered and then deepened with Jacques Teyssier who left more quickly than
expected in August 1973. Jacques COULARDEAU and Ivan EVE, Cro-Magnon's Language:
Emergence of Homo Sapiens, Invention of Articulated Language, Migrations out of Africa, English
Edition, ASIN: B074DXJM5C, July 31, 2017, and Jacques COULARDEAU, Paleolithic Women, For
Gendered Linguistic Analysis: Alexander Marshack – The Roots Of Civilization – Revised And
Augmented Edition – 1991 – A Review, English Edition, ASIN: B083P5XT6R, January 9, 2020.
He publishes regularly in the USA, China, India, Romania, and also in France, sometimes in Great
Britain. He is regularly called upon in the sociology and psychology of training and language
acquisition, recently in Japan. Between two articles he tries to work on an opera, a video, and a film,
and from time to time he develops a personal critical relationship with an artist or an author, and he
only quotes Shakespeare to remain non-controversial, intimacy thus remaining virtual. He is trying
to catch up in Chinese literature and theater. His Asian and Buddhist orientation goes back to his
long stay in Sri Lanka in 2005 and his friendship with his Sorbonne assistant, Ivan Eve, who returned
from Laos and Vietnam at age 18 in 2009.
Olliergues, January 23, 2024