When behaviors assemble into combinations, then synergies have a central role in the discovery of productive patterns of behavior. In our view—what we call the Synergy Emergence Principle (SEP)—synergies are dynamic attractors, drawing interactions toward greater returns as they happen, in the moment. This Principle offers an alternative to the two conventionally acknowledged routes to discovery: directed problem solving, involving forethought and planning; and the complete randomness of trial and error. Natural selection has a role in the process, in humans (...) favoring the maintenance and improvement of certain key underlying capabilities, such as prosocial helping and episodic foresight, but selection is not required for discovery by synergy (which occurs too rapidly for selection anyway). Here we discuss the consequences of the SEP for the evolution in humans of key synergies such as tool usage and interactions that reward cooperation, show how discovery by synergy and the selection of synergy-supporting abilities formed a positive feedback loop, and show how synergies can combine, forming clusters and packages that are the core of institutions and cultures. Finally, clusters and packages represent an intermediate level of organization above the individual and below whole society, with consequences for our understanding of the major transitions in evolution. (shrink)

Research on young children in environmental education (EE) has focused on unstructured play in, or experiencing, nature. Little attention has been paid to young children’s stewardship efforts, or to the relation of such efforts to young children’s learning and capacity to contribute to their communities and local nature. This perspectives paper draws on the first author’s experience guiding pre-k and kindergarten children (4–6 years old) in outdoor educational projects in Santo Domingo (SD), Dominican Republic, in which the children produced a (...) park guide and a short film. In addition to becoming resources for the local community, these products are an example of children’s civic contributions. In “return on investment” language, guiding young children in outdoor experiences and reflecting on the experience represent the investment and the park guide and other products, and importantly, children’s recognition of their ability to make contributions to their community, represent the return on investment. Based on our observations that young children can make significant contributions to their communities when given the opportunity, this perspectives paper argues for a research agenda and investment in opportunities for young children to contribute to their socio-ecological communities. To support our perspective, we first review and critique the prevailing and emerging paradigms of early childhood EE, following which we briefly describe the Santo Domingo (SD) project, and close by integrating past work with the first author’s experience to argue for the importance of including young children in stewardship efforts. (shrink)