The Stag Hunt and Social Cooperation
Although most authors focus on the prisoner's dilemma as the game that best represents the problem of social cooperation, some authors believe that the stag hunt represents an equally (or more) interesting context in which to study cooperation and its problems (for an overview see Skyrms 2004).
There is a substantial relationship between the stag hunt and the prisoner's dilemma. In biology many circumstances that have been described as prisoner's dilemma might also be interpreted as a stag hunt, depending on how fitness is calculated.
| Cooperate | Defect | |
| Cooperate | 2, 2 | 0, 3 |
| Defect | 3, 0 | 1, 1 |
| Fig. 3: Prisoner's dilemma example | ||
It is also the case that some human interactions that seem like prisoner's dilemmas may in fact be stag hunts. For example, suppose we have a prisoner's dilemma as pictured in Figure 3. The payoff matrix would need adjusting if players who defect against cooperators might be punished for their defection. For instance, if the expected punishment is -2, then the imposition of this punishment turns the above prisoner's dilemma into the stag hunt given at the introduction.
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Famous quotes containing the words stag, hunt, social and/or cooperation:
“What was dancing to you then?
We went from the high gate away
To a black hill the other side of men
Where one wild stag stared
At the going day.”
—Allen Tate (1899–1979)
“In communist society, where nobody has one exclusive sphere of activity but each can become accomplished in any branch he wishes, society regulates the general production and thus makes it possible for me to do one thing today and another tomorrow, to hunt in the morning, fish in the afternoon, rear cattle in the evening, criticize after dinner, just as I have a mind, without ever becoming hunter, fisherman, shepherd or critic.”
—Karl Marx (1818–1883)
“English literature is a kind of training in social ethics.... English trains you to handle a body of information in a way that is conducive to action.”
—Marilyn Butler (b. 1937)
“There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.”
—John Dewey (1859–1952)