ABSTRACT
This chapter presents a provisional theoretical framework for investigating and explaining changes in the processes and products of technologies, drawing inspiration from Braun and R. H. McGuire and M. B. Schiffer. Assumptions about technological knowledge permeate the archaeological and ethnoarchaeological literatures. Some prehistorians assume that potters or woodworkers, for example, had few science-like understandings, whereas others assume that they possessed a rich repertoire of scientific principles. In addition to the knowledge that facilitates verbal and nonverbal instruction; teaching frameworks involve toys and models as well as mnemonic devices, magic, ritual, parables, myths, and legends. Instead of incorporating simplistic, idiosyncratic, or unwarranted assumptions, a satisfactory theoretical framework for studying technological change must build on an understanding of the complex and differentiated nature of technological knowledge. In short, the source of most technological change resides in alterations to the functional field, as caused by changes in lifeway, social organization, and prior changes in the functional field.
