Developmental Optimization

Abstract

Informed by Darwin's description of the “moral sense,” this chapter addresses the characteristics of early life experience for young children as identified by the anthropologists for the environment of evolutionary adaptedness as part of social mammalian evolution (extensive breastfeeding, nearly constant touch, prompt response to needs, multiple adult caregivers and maternal social support, free play in nature, natural childbirth). The chapter examines how these characteristics may or may not be fundamental for optimal moral functioning.

The Development of Moral Imagination

“…Moral imagination capacities emerge from social creativity, based on these intensive social experiences in early life (although there are other sensitive periods in life when the brain can be reshaped to some degree). Those who have responsive caregivers, whose needs are met without distress, are more likely to develop secure attachment and the neurobiological underpinnings of a socially adaptive personality and moral intelligence (Eisenberg, 2000;Narvaez & Gleason, 2013). This is represented by capacities for an engagement ethic, relational attunement with compassionate capabilities (Narvaez, 2008(Narvaez, , 2012.…”

Nurturing Children’s Humanity: Partnership Education

“…Does the curriculum teach students not only academic and vocational skills but also the life skills they need to be competent and caring citizens, workers, parents, and or appropriate (Narvaez & Gleason, 2013;Eisler, 2014 We clearly do not want to deny that life on our planet evolved in the course of evolution, or that natural selection has been scientifically established. But we must take a closer look at claims that Darwin's scientific theories show that natural selection in our species is driven by pure selfishness through selfish genes.…”

“…This has now been confirmed by neuroscience. When a baby is born, the brain continues to develop and grow in interaction with its environment (Perry, Pollard, Blakley, Baker, & Vigilante, 1996;Niehoff, 1999;Narvaez & Gleason, 2013). So the kinds of environments children grow up in, and whether or not they orient to the partnership or domination side of the continuum, are critical for how children develop.…”

“…5 http://pubs.lib.umn.edu/ijps/vol2/iss2/5 poverty. But it is also highly dependent on the kind of care a child receives (Perry, Pollard, Blakley, Baker, & Vigilante, 1996;Narvaez & Gleason, 2013), as well as the social support that a country provides for parents and other caregivers (Eisler, 2007 Schools and universities can make a big difference by raising awareness of the value of this essential work --not only in the United States but in all nations (unfortunately still the majority) in which the so-called women's work of caring for children, the sick, and elderly, as well as early education is devalued. Students can use SWEIs to make both the social justice and the economic profitability case for changing this dismal state of affairs.…”

“…By contrast, if children are subjected to negative, uncaring, fear, shame, and threat-based treatment or other aversive experiences such as violence or sexual violation, they develop neurochemical responses appropriate for this kind of domination environment, often becoming tyrannical to themselves or others, abusive and aggressive or withdrawn and chronically depressed, defensive, hypervigilant, and numb to their own pain as well as to that of others (Niehoff, 1999;Narvaez & Gleason 2013).…”