236Sanders ACEI
SOCIAL DEVELOPMENT AND THE FORMATION OF COMPASSION WITH INTERACTIVE DEVELOPMENTAL PROCESSES ACEI Global Summit on Childhood: Exploring the experience of childhood worldwide Wendy Hinrichs Sanders, Ph.D.
13 April, 2014
A COUPLE OF KEY THEORIES OF SOCIAL DEVELOPMENT
DEVELOPMENTAL PSYCHOLOGY: DEVELOPMENTAL SYSTEMS THEORY
Development is Bi-directional, Contextual, Situational Processes, Goals and Contexts, Biology, Culture, History, Plasticity RICHARD LERNER
CULTURAL PSYCHOLOGY: THEORY OF MIND • The
child creates a theory of the other's goal and how to meet it
• Tomasello
and Warneken
Felix Warneken and Tomasello
SPIRITUAL FORMATION • Tranformative
nature of direct experience with the nearness
of God • Intrinsic
human capacity for self-transcendence
• Relational
consciousness. -Hay and Nye
• In
which the self is embedded in something greater than the self, including the sacred. It is the developmental engine that propels the search for connectedness, meaning, purpose and contribution Benson 2006:485
SPIRITUAL PSYCHOLOGY • Reciprocating
Relationships
• Awe/Wonder/Transcendence/
Connectedness
• Fidelity • Prosocial
behavior
COGNITIVE NEUROSCIENCE
al i on ot ght Em hou T
Emotion
Thought
Mary Immordino-Yang Antonio Damasio
COGNITIVE NEUROSCIENCE
Emotional Thought
Mary Immordino-Yang Antonio Damasio
CHILD FOCUS GROUP RESEARCH • 36
children, 6-12 years, selected by children's pastors as compassionate, separate gender groups, 1 hour, one church in each of 3 states; some interviews
• Parents
of children, some interviews
• Teachers
of children
UNDERSTANDING COMPASSION • Sourced
in love
• Justice • Righteousness/holiness • Forgiveness • Hope • (Sacrifice) • Collective
power for vulnerable
UNDERSTANDING COMPASSION • Recognize • Physical
and respond to
• Social/Psychological • Spiritual
Pain
Pain
PERSONAL SURPRISES
• Child
Capacity
• Observation • Cognitive • Know
Skills---intentionality and memory
problem-solving
how to learn
INTERACTIVE PROCESSES Observing Recognizing Receiving
Rehearsing
Responding
RECEIVING n = 68 acts
Social Psychological 19%
Spiritual Pain 18%
Peers Parents Other Adults Spiritual Referents Others 0
Physical 62%
12.5
25
70
Home Church Playground School Community SpiritualmRealm
52.5 35 17.5 0
17.5
35
52.5
70
0
HelpingComfortingGiving
37.5
50
OBSERVING n = 29 acts Spiritual Peers Parents Other Adults Ancillary
Physical 31% Spiritual 48%
0
Social/Psychological 21%
7
14
Giving 28%
Home Church Playground School Community World 0
10
20
30
40
Comforting 38%
21
Helping 35%
28
OBSERVING EXEMPLARS • Authentic, Consistent, Persevering • Just • Integrity • Holiness • Hope
RECOGNIZING
Emotion
Sensory Data
Sad Despair Frustration Indignation
Cognitive Processing
RESPONDING n =71
help
give
comfort
pray
ECOLOGICAL REACH Family
Church/School
22%
Community
10%
14% 54%
World
REHEARSING
Emotion
Sensory Data
Sad Despair Frustration Indignation
Joy Integrity Satisfaction Hope SelfPerpetuating
Cognitive Processing
CHILDREN AS THE HOPE FOR A MORE COMPASSIONATE WORLD • Maria
Montessori recognized children's capacity as the hope of the world
• Emmanuel
Levinas recognized the importance of face to face to engender compassion
• Technological
childhood brings us to the precipice of face to face global interactions
THEIR STORIES • Wisconsin
girl sold candy bars to free child slaves
• Kansas
child befriended a recent immigrant who had been shunned
• Ugandan
children eat 5 to a plate to share a meager meal
HOW DO WE ENGENDER GLOBAL PEACEBUILDING AS WE WALK ALONGSIDE CHILDREN? How do children inspire and enable us to teach compassion to a competition-weary world?
We Ask Them
13 April, 2014
A COUPLE OF KEY THEORIES OF SOCIAL DEVELOPMENT
DEVELOPMENTAL PSYCHOLOGY: DEVELOPMENTAL SYSTEMS THEORY
Development is Bi-directional, Contextual, Situational Processes, Goals and Contexts, Biology, Culture, History, Plasticity RICHARD LERNER
CULTURAL PSYCHOLOGY: THEORY OF MIND • The
child creates a theory of the other's goal and how to meet it
• Tomasello
and Warneken
Felix Warneken and Tomasello
SPIRITUAL FORMATION • Tranformative
nature of direct experience with the nearness
of God • Intrinsic
human capacity for self-transcendence
• Relational
consciousness. -Hay and Nye
• In
which the self is embedded in something greater than the self, including the sacred. It is the developmental engine that propels the search for connectedness, meaning, purpose and contribution Benson 2006:485
SPIRITUAL PSYCHOLOGY • Reciprocating
Relationships
• Awe/Wonder/Transcendence/
Connectedness
• Fidelity • Prosocial
behavior
COGNITIVE NEUROSCIENCE
al i on ot ght Em hou T
Emotion
Thought
Mary Immordino-Yang Antonio Damasio
COGNITIVE NEUROSCIENCE
Emotional Thought
Mary Immordino-Yang Antonio Damasio
CHILD FOCUS GROUP RESEARCH • 36
children, 6-12 years, selected by children's pastors as compassionate, separate gender groups, 1 hour, one church in each of 3 states; some interviews
• Parents
of children, some interviews
• Teachers
of children
UNDERSTANDING COMPASSION • Sourced
in love
• Justice • Righteousness/holiness • Forgiveness • Hope • (Sacrifice) • Collective
power for vulnerable
UNDERSTANDING COMPASSION • Recognize • Physical
and respond to
• Social/Psychological • Spiritual
Pain
Pain
PERSONAL SURPRISES
• Child
Capacity
• Observation • Cognitive • Know
Skills---intentionality and memory
problem-solving
how to learn
INTERACTIVE PROCESSES Observing Recognizing Receiving
Rehearsing
Responding
RECEIVING n = 68 acts
Social Psychological 19%
Spiritual Pain 18%
Peers Parents Other Adults Spiritual Referents Others 0
Physical 62%
12.5
25
70
Home Church Playground School Community SpiritualmRealm
52.5 35 17.5 0
17.5
35
52.5
70
0
HelpingComfortingGiving
37.5
50
OBSERVING n = 29 acts Spiritual Peers Parents Other Adults Ancillary
Physical 31% Spiritual 48%
0
Social/Psychological 21%
7
14
Giving 28%
Home Church Playground School Community World 0
10
20
30
40
Comforting 38%
21
Helping 35%
28
OBSERVING EXEMPLARS • Authentic, Consistent, Persevering • Just • Integrity • Holiness • Hope
RECOGNIZING
Emotion
Sensory Data
Sad Despair Frustration Indignation
Cognitive Processing
RESPONDING n =71
help
give
comfort
pray
ECOLOGICAL REACH Family
Church/School
22%
Community
10%
14% 54%
World
REHEARSING
Emotion
Sensory Data
Sad Despair Frustration Indignation
Joy Integrity Satisfaction Hope SelfPerpetuating
Cognitive Processing
CHILDREN AS THE HOPE FOR A MORE COMPASSIONATE WORLD • Maria
Montessori recognized children's capacity as the hope of the world
• Emmanuel
Levinas recognized the importance of face to face to engender compassion
• Technological
childhood brings us to the precipice of face to face global interactions
THEIR STORIES • Wisconsin
girl sold candy bars to free child slaves
• Kansas
child befriended a recent immigrant who had been shunned
• Ugandan
children eat 5 to a plate to share a meager meal
HOW DO WE ENGENDER GLOBAL PEACEBUILDING AS WE WALK ALONGSIDE CHILDREN? How do children inspire and enable us to teach compassion to a competition-weary world?
We Ask Them
