Quotes About Development

When avoidance becomes pervasive, it is known as phobia. Phobias develop in different ways. A phobic reaction is one in which a person feels his environment has let him down. As essential component is a perceived loss of control.

Once a child enters adolescence, it may become increasingly difficult to raise these issues. Because adolescence is a time of rebellion—of self-definition, of distinguishing oneself from parents and peers—there may be less communication than ever. It is also a time of great emotional and physical change—and therefore a time of intense confusion within. If the adolescent child's self-image gets lost in the shuffle, there may be years of hell to pay.

if philosophy develops in the right ways, it might help ease the conflicts between rival dogmatic certainties. But, even if this hope is right, philosophy will never be a quick fix. Its influence is slow, the result of patient questioning and discussion.

I don't want you to be safe ideologically. I don't want you to be safe emotionally. I want you to be strong. That's different. I'm not going to pave the jungle for you. Put on some boots, and learn how to deal with adversity. I'm not going to take all the weights out of the gym; that's the whole point of the gym. This is the gym.

Human beings need physical and mental challenges and stressors or we deteriorate.

Evolution is a design process; it's just not an intelligent design process.

To replace wiring diagrams, Marcus suggests a better analogy: The brain is like a book, the first draft of which is written by the genes during fetal development. No chapters are complete at birth, and some are just rough outlines waiting to be filled in during childhood. But not a single chapter—be it on sexuality, language, food preferences, or morality—consists of blank pages on which a society can inscribe any conceivable set of words.

Religiosity developed because successful religions made groups more efficient at turning resources into offspring." (including art, cathedrals, cities, earthworks, etc?)

Asking children to grow virtues hydroponically, looking only within themselves for guidance, is like asking each one to invent a personal language?a pointless and isolating task if there is no community with whom to speak.

Children construct their moral understanding on the bedrock of the absolute moral truth that harm is wrong. Specific rules may vary across cultures, but in all of the cultures Turiel examined, children still made a distinction between moral rules and conventional rules.14

This is the essence of psychological rationalism: We grow into our rationality as caterpillars grow into butterflies. If the caterpillar eats enough leaves, it will (eventually) grow wings. And if the child gets enough experiences of turn taking, sharing, and playground justice, it will (eventually) become a moral creature, able to use its rational capacities to solve ever harder problems. Rationality is our nature, and good moral reasoning is the end point of development.

Education must be seen as at least partially an effort to produce the good human being, to foster the good life and the good society."46

Students are treated like candles, which can be extinguished by a puff of wind. The goal of a Socratic education should be to turn them into fires, which thrive on the wind.

Rationality is our nature, and good moral reasoning is the end point of development.

When heaven is about to confer a great responsibility on any man, it will exercise his mind with suffering, subject his sinews and bones to hard work, expose his body to hunger, put him to poverty, place obstacles in the paths of his deeds, so as to stimulate his mind, harden his nature, and improve wherever he is incompetent. MENG TZU (MENCIUS), fourth century BCE

morality is the extraordinary human capacity that made civilization possible.

findings suggest that by six months of age, infants are watching how people behave toward other people, and they are developing a preference for those who are nice rather than those who are mean.

You can learn more about cultivating the intellectual virtues and about how to incorporate them in schools at intellectualvirtues.org and in the writings of Jason Baehr, a professor of philosophy at Loyola Marymount University and one of the founders of the Intellectual Virtues Academy.32

don't want you to be safe ideologically. I don't want you to be safe emotionally. I want you to be strong. That's different. I'm not going to pave the jungle for you. Put on some boots, and learn how to deal with adversity. I'm not going to take all the weights out of the gym; that's the whole point of the gym. This is the gym.

Only groups that can elicit commitment and suppress free riding can grow.

And human babies, whose brains are so enormous that a child must be pushed out through the birth canal a year before he or she can walk are bets so huge that a woman can't even put her chips on the table by herself.

who is nice to them. Puppies can do that too. But these findings suggest that by six months of age, infants are watching how people behave toward other people, and they are developing a preference for those who are nice rather than those who are mean.

foundation of all moral development. Children construct their moral understanding on the bedrock of the absolute moral truth that harm is wrong.

Our minds have the potential to become righteous about many different concerns, and only a few of these concerns are activated during childhood. Other