ABSTRACT Stories of civilization and progress tell us that humans cannot help being destructive, selfish, and aggressive, which are side effects of progress requiring sanctions and engineering. It can be argued that this approach has brought about the ecological collapse we face today. The older, more widespread view—that human personality and behavior are shaped by social support—respects the dignity of the individual and of other than humans, disallows coercion and expects high autonomy and communalism. The latter we can call the indigenous worldview and is apparent among sustainable societies. To ensure the development of human beings who live cooperatively with one another and in concert with ecological systems, moral education approaches should restore the non-civilized, ancient practices of raising good children. This paper examines what moral education should look like in light of children’s basic needs and the degraded developmental systems children often experience today.

中文翻译：

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人类生态破坏时代的德育

摘要 文明和进步的故事告诉我们，人类不可避免地具有破坏性、自私和侵略性，这是需要制裁和工程的进步的副作用。可以说，这种方法导致了我们今天面临的生态崩溃。更古老、更普遍的观点——人类的个性和行为是由社会支持塑造的——尊重个人和人类以外的其他人的尊严，不允许强制，并期望高度自治和社区主义。后者我们可以称之为土著世界观，在可持续社会中很明显。为确保人类与生态系统和谐共处的发展，道德教育方法应该恢复养育好孩子的不文明的古老做法。