{"id":74,"date":"2025-12-30T18:57:38","date_gmt":"2025-12-30T18:57:38","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/childguidance\/?post_type=chapter&p=74"},"modified":"2026-04-26T02:49:02","modified_gmt":"2026-04-26T02:49:02","slug":"three-broad-philosophical-positions","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/childguidance\/chapter\/three-broad-philosophical-positions\/","title":{"raw":"Three Broad Philosophical Positions","rendered":"Three Broad Philosophical Positions"},"content":{"raw":"
\r\n

Exercise<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nBefore we explore how major theorists stand on this issue of nature vs nurture, what are your own opinions? Although both are involved and are important, which do you think is more influential, if only slightly, in determining our behavior?\r\n\r\nThink of a way in which you are similar to one of your parents. Why does that similarity exist? Did you inherit the genetic predisposition for that trait? Or do you have it only because you learned to act in that way?\r\n\r\nWhere do you stand on the continuum below? Imagine putting an X on the line that would correspond to your opinion.\r\n
    \r\n \t
  • Pure Nature\r\n
      \r\n \t
    • \u201cI was just born this way.\u201d<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
    • Equal Half & Half<\/li>\r\n \t
    • Pure Nurture\r\n
        \r\n \t
      • \u00a0\u201cI am only what I was taught to be.\u201d<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n

        Maturationists<\/h2>\r\nMaturationists believe that behavior and learning occur through internal processes of maturation. This is much like how a rose or other flower unfolds as it was meant to, as long as there are adequate environmental conditions. The soil, water, and nutrients do not create it. They only allow it to become what it is internally meant to be. There is nothing we can do to nurture a rose into becoming a tulip.\r\n\r\nPlato can be seen as a maturationist. In the early 20th century, Arnold Gesel used naturalistic observation in longitudinal studies at the Yale Clinic of Child Development. Gesell and his colleagues created detailed developmental schedules to describe what most children typically achieve at specific ages (motor, language, adaptive, and personal-social domains). This work introduced the concept of \u201cdevelopmental milestones\u201d, which we continue to use in understanding children\u2019s development. The first five years of life: A guide to the study of the preschool child (Gesell, 1940) became a trusted guide for parents and professionals for many decades.\r\n\r\nGesell emphasized that understanding developmental readiness is key to guiding children. Adults should provide nurturing environments but avoid pushing children beyond their natural maturational stage. He argued that problems often arise when expectations do not match the child\u2019s developmental level. (Gesell, 1940)\r\n\r\nMaturationists believe that child development unfolds in predictable sequences largely determined by biological maturation. Children\u2019s own genetically determined traits and personality, along with their own will, are responsible for their behavior. While the environment can support or hinder development, it does not fundamentally alter the inborn timetable.\r\n

        Behaviorists<\/h2>\r\nThis group of theorists is way over on the nurture side of the continuum above. Also known as empiricists, behaviorists believe that everything that controls or determines behavior and development comes from external factors. People are just products of their environment. Becoming a criminal or a saint has nothing to do with genetic makeup or choice but is solely the result of the environment that has conditioned them to become who they are. These theorists maintain that human beings are molded, shaped, and controlled by environmental experiences.\r\n\r\nThis puts all of the responsibility for guiding children on the adults and the system. Rather than seeing intrinsic motivation as important, it relies on extrinsic motivators to teach and guide children. External reinforcement is responsible for creating and sustaining all learning and behavior, regardless of who the child is or what they are bringing to any situation. Most of the experimental research by these theorists focused on animals. Some useful principles of human learning have come out of these studies, however. Future chapters will explore the limited times that this approach to children might be appropriate or useful.\r\n

        Constructivists<\/h2>\r\nThe vast majority of theorists in child development and learning could be called constructivists. These theorists believe that learning and behavior are the result of the active interaction between internal development and the external environment. They believe that innate aptitudes and preferences come from each individual and impact the world at the same time the world impacts the innate dispositions and behaviors that the individual brings. Internal and external factors dance with each other to produce what is learned and developed.\r\n\r\nConstructivists emphasize active meaning-making, relationships, and context. The process of guiding children is not always controlled by the child or the adult. It is an interaction where both actively participate. The child and the adult both have agency or influence. The guidance process mirrors a dance with a partner. There are times to lead and to follow. The connection is all-important.\r\n\r\nThis approach creates adults who respect the individual child, nurturing their interests and desires, but are also able to assert appropriate boundaries and limits. Children can develop into the individuals they want to become and are innately destined to be, while being able to respect the adults and the clearly defined limits of their environments.\r\n\r\n
        \r\n\r\n

        References<\/h2>\r\n
          \r\n \t
        1. Gesell, A., Ilg, F. L., & Ames, L. B. (1940). The first five years of life: A guide to the study of the preschool child. New York: Harper & Brothers.<\/li>\r\n<\/ol>","rendered":"
          \n
          \n

          Exercise<\/p>\n<\/header>\n

          \n

          Before we explore how major theorists stand on this issue of nature vs nurture, what are your own opinions? Although both are involved and are important, which do you think is more influential, if only slightly, in determining our behavior?<\/p>\n

          Think of a way in which you are similar to one of your parents. Why does that similarity exist? Did you inherit the genetic predisposition for that trait? Or do you have it only because you learned to act in that way?<\/p>\n

          Where do you stand on the continuum below? Imagine putting an X on the line that would correspond to your opinion.<\/p>\n

            \n
          • Pure Nature\n
              \n
            • \u201cI was just born this way.\u201d<\/li>\n<\/ul>\n<\/li>\n
            • Equal Half & Half<\/li>\n
            • Pure Nurture\n
                \n
              • \u00a0\u201cI am only what I was taught to be.\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

                Maturationists<\/h2>\n

                Maturationists believe that behavior and learning occur through internal processes of maturation. This is much like how a rose or other flower unfolds as it was meant to, as long as there are adequate environmental conditions. The soil, water, and nutrients do not create it. They only allow it to become what it is internally meant to be. There is nothing we can do to nurture a rose into becoming a tulip.<\/p>\n

                Plato can be seen as a maturationist. In the early 20th century, Arnold Gesel used naturalistic observation in longitudinal studies at the Yale Clinic of Child Development. Gesell and his colleagues created detailed developmental schedules to describe what most children typically achieve at specific ages (motor, language, adaptive, and personal-social domains). This work introduced the concept of \u201cdevelopmental milestones\u201d, which we continue to use in understanding children\u2019s development. The first five years of life: A guide to the study of the preschool child (Gesell, 1940) became a trusted guide for parents and professionals for many decades.<\/p>\n

                Gesell emphasized that understanding developmental readiness is key to guiding children. Adults should provide nurturing environments but avoid pushing children beyond their natural maturational stage. He argued that problems often arise when expectations do not match the child\u2019s developmental level. (Gesell, 1940)<\/p>\n

                Maturationists believe that child development unfolds in predictable sequences largely determined by biological maturation. Children\u2019s own genetically determined traits and personality, along with their own will, are responsible for their behavior. While the environment can support or hinder development, it does not fundamentally alter the inborn timetable.<\/p>\n

                Behaviorists<\/h2>\n

                This group of theorists is way over on the nurture side of the continuum above. Also known as empiricists, behaviorists believe that everything that controls or determines behavior and development comes from external factors. People are just products of their environment. Becoming a criminal or a saint has nothing to do with genetic makeup or choice but is solely the result of the environment that has conditioned them to become who they are. These theorists maintain that human beings are molded, shaped, and controlled by environmental experiences.<\/p>\n

                This puts all of the responsibility for guiding children on the adults and the system. Rather than seeing intrinsic motivation as important, it relies on extrinsic motivators to teach and guide children. External reinforcement is responsible for creating and sustaining all learning and behavior, regardless of who the child is or what they are bringing to any situation. Most of the experimental research by these theorists focused on animals. Some useful principles of human learning have come out of these studies, however. Future chapters will explore the limited times that this approach to children might be appropriate or useful.<\/p>\n

                Constructivists<\/h2>\n

                The vast majority of theorists in child development and learning could be called constructivists. These theorists believe that learning and behavior are the result of the active interaction between internal development and the external environment. They believe that innate aptitudes and preferences come from each individual and impact the world at the same time the world impacts the innate dispositions and behaviors that the individual brings. Internal and external factors dance with each other to produce what is learned and developed.<\/p>\n

                Constructivists emphasize active meaning-making, relationships, and context. The process of guiding children is not always controlled by the child or the adult. It is an interaction where both actively participate. The child and the adult both have agency or influence. The guidance process mirrors a dance with a partner. There are times to lead and to follow. The connection is all-important.<\/p>\n

                This approach creates adults who respect the individual child, nurturing their interests and desires, but are also able to assert appropriate boundaries and limits. Children can develop into the individuals they want to become and are innately destined to be, while being able to respect the adults and the clearly defined limits of their environments.<\/p>\n

                \n

                References<\/h2>\n
                  \n
                1. Gesell, A., Ilg, F. L., & Ames, L. B. (1940). The first five years of life: A guide to the study of the preschool child. New York: Harper & Brothers.<\/li>\n<\/ol>\n","protected":false},"author":17,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Philosophy","pb_subtitle":"","pb_authors":["ken-breeding"],"pb_section_license":"cc-by-nc"},"chapter-type":[49],"contributor":[61],"license":[56],"class_list":["post-74","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","contributor-ken-breeding","license-cc-by-nc"],"part":69,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/74","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/74\/revisions"}],"predecessor-version":[{"id":503,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/74\/revisions\/503"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/parts\/69"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapters\/74\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/media?parent=74"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/pressbooks\/v2\/chapter-type?post=74"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/contributor?post=74"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/childguidance\/wp-json\/wp\/v2\/license?post=74"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}