Journal of Moral Education 45 (3):223-238 (2016)

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Abstract
Most of human history and prehistory was lived in economic poverty but with social and ecological wealth, both of which are diminishing as commodification takes over most everything. Human moral wealth has also deteriorated. Because humans are biosocially, dynamically, and epigenetically shaped, early experience is key for developing one’s moral capital. When early experience is species-atypical, meaning that it falls outside the evolved developmental niche, which is often the case in modern societies, biopsychosocial moral development is undermined, shifting one’s nature and worldview to self-protectionism. Individuals develop into self-regarding shadows of their potential selves, exhibiting threat-reactive moral mindsets that promote unjust treatment of other humans and nonhumans. Humanity’s moral wealth can be re-cultivated by taking up what indigenous people all over the world know: that a good life, a virtuous life, is a one that is led by a well-cultivated heart, embodied in action that includes partnership with nonhumans. Moral educators can help students to revamp their capacities with self-calming skills, the development of social pleasure and communal ecological imagination.
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DOI 10.1080/03057240.2016.1167029
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References found in this work BETA

The Descent of Man.Charles Darwin - 1874 - Prometheus Books.
Non-Relative Virtues: An Aristotelian Approach.Martha C. Nussbaum - 1988 - Midwest Studies in Philosophy 13 (1):32-53.
The Descent of Man.Charles Darwin - 1948 - Revista Portuguesa de Filosofia 4 (2):216-216.

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Citations of this work BETA

Moral Education in a Time of Human Ecological Devastation.Darcia Narvaez - 2021 - Journal of Moral Education 50 (1):55-67.
Farewell to Readers.Darcia Narvaez - 2017 - Journal of Moral Education 46 (4):337-338.
Returning to Humanity’s Moral Heritages.Darcia Narvaez - 2016 - Journal of Moral Education 45 (3):256-260.

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