Nature Or Nurture Essay

[Rachelle Kun]

Natureand nurture is a hotly contested argument concerning what influences the behavior and personality attributes of individuals. Nature is entirely dependent on the genetic combination of an individual which dictates their character and appearance. On the other hand, nurture is dependent on the environmental factors that an individual gets exposed to which end up shaping his or her personality. Nature and nurture influence individuals to a certain extent because individuals get exposed to both of them in one way or the other dictating their development process.

Besides, specific characteristics do not become evident during birth, and when a person reaches a certain age, for instance, during puberty, that is when the hidden attributes begin showing up. The biological clock guides such characteristics, and when the right time comes, the physical and behavioral attributes mature and become conspicuous. Such traits get programmed in a way that for them to grow visible, they will take a certain period to develop. Moreover, they are also dependent on other biological factors within our bodies for them to manifest. However, the traits still maintain the genetic combination and the similarity of a specific lineage.

On the contrary, through nurture, an individual acquires specific attributes from the environment that surrounds them. When a child is born, for instance, its mind is black and empty. It is through its interaction with the surrounding and the people around it that will make the infant acquire some of their traits through learning, observation and aping their conducts. In other words, nurturing is dependent on the environment, experience, and learning as the individual interacts with the environment with time (Vazsonyi, Roberts, Huang & Vaughn, 2015). The way an individual was nurtured or brought up will influence their aspect of child development. Maturation will only affect biological development. The environment plays a vital role in the development process.

Similarly, the type of relationships also plays a crucial role in the nurturing, especially during child development. For instance, an infant develops an emotional attachment to its parents because of the love and affection it receives. Moreover, children who are given proper care and affection will reciprocate the same while growing up. On the contrary, infants who receive harsh treatment from their parents will develop withdrawal symptoms while growing up. Also, the infants also try and learn how and what to talk by studying the speech of those around them. The cognitive development comes from the exposer that the infant receives and conditions surrounding it.

Correspondingly, certain traits are acquired based on what an individual went through. Children who got abused or molested when growing up develop specific antisocial characteristics, for instance, being high tempered, harsh and develops particular disorders. For example, bipolar disorders manifest because an individual underwent harsh treatment which affects their psychological stability after that. Some of them become abusers and molesters in their future relationships as a way of imitating and justifying what they experienced while growing up. Imitation is a way of implementing what the individual has learned during the nurturing process by putting the lessons into practice.

However, after careful analysis, psychologists have discovered that both nature and nurture are responsible for the development of an individual. Both factors interact with each other and play a crucial role in shaping up the conduct of an individual (Lux, 2014). For example, in psychopathology, it is argued that both hereditary factors and environmental conditions contribute to the development of mental disorders in individuals. The biological combinations of people closely interact with the socio-cultural set up surrounding them. Individuals are now left to make their own choices in dictating what is suitable for them and what should be left out. Nature and nurture complement each other in shaping an individual.

Conclusively, nature and nurture are broiling discussion, and both sides have valid points to justify their stands. Nature is purely based on the fact that genetic makeup influence how an individual behaves and thinks. Similarly, the natives hold that genetic factors dictate factors such as the appearance, particular illness, and intelligence levels. On the contrary, individuals who believe in nurturing hold that environmental factors are majorly involved in the development process of individuals. Children acquire traits through learning from the people surrounding them and will try to imitate the behavior after that. However, psychologists are trying their level best to strike a balance between the two school of thoughts since both sides hold valid arguments, but both nurture and nature interact with each other during the development process. Nature and nurture cannot get treated in isolation.

Gloria Steinem is a journalist and social activist in the feminist, peace and civil rights movements. A fellowship to India in the late 1950s inspired her to fight for the rights of women and the poor. Steinem founded Ms. Magazine in 1972, and is the author of four books.

I didn't go to school until I was 12 or so. My parents thought that traveling in a house trailer was as enlightening as sitting in a classroom, so I escaped being taught some of the typical lessons of my generation: for instance, that this country was "discovered" when the first white man set foot on it, that boys and girls were practically different species, that Europe deserved more textbook space than Africa and Asia combined.

Instead, I grew up seeing with my own eyes, following my curiosity, falling in love with books, and growing up mostly around grown-ups -- which, except for the books, was the way kids were raised for most of human history.

Needless to say, school hit me like a ton of bricks. I wasn't prepared for gender obsessions, race and class complexities, or the new-to-me idea that war and male leadership were part of human nature. Soon, I gave in and became an adolescent hoping for approval and trying to conform. It was a stage that lasted through college.

I owe the beginnings of re-birth to living in India for a couple of years where I fell in with a group of Gandhians, and then I came to the Kennedys, the civil rights movement and protests against the war in Vietnam.

But most women, me included, stayed in our traditional places until we began to gather, listen to each other's stories and learn from shared experience. Soon, a national and international feminist movement was challenging the idea that what happened to men was political, but what happened to women was cultural -- that the first could be changed but the second could not.

I had the feeling of coming home, of awakening from an inauthentic life. It wasn't as if I thought my self-authority was more important than external authority, but it wasn't less important either. We are both communal and uniquely ourselves, not either-or.

Since then, I've spent decades listening to kids before and after social roles hit. Faced with some inequality, the younger ones say, "It's not fair!" It's as if there were some primordial expectation of empathy and cooperation that helps the species survive. But by the time kids are teenagers, social pressures have either nourished or starved this expectation. I suspect that their natural cry for fairness -- or any whisper of it that survives -- is the root from which social justice movements grow.

So I no longer believe the conservative message that children are naturally selfish and destructive creatures who need civilizing by hierarchies or painful controls. On the contrary, I believe that hierarchy and painful controls create destructive people. And I no longer believe the liberal message that children are blank slates on which society can write anything. On the contrary, I believe that a unique core self is born into every human being -- the result of millennia of environment and heredity combined in an unpredictable way that could never happen before or again.

The truth is, we've been seduced into asking the wrong question by those who hope that the social order they want is inborn, or those who hope they can write the one they want on our uniquely long human childhoods.

But the real answer is a balance between nature and nurture. What would happen if we listened to children as much as we talked to them? Or what would happen if even one generation were raised with respect and without violence?

Homosexuality was considered a mental illness when Richard Pillard was in medical school. It was the 1950s and the School of Medicine professor of psychiatry was at the University of Rochester. At the time, the American Psychological Association still listed homosexuality as a disorder and psychologists and psychiatrists were trained on ways to treat it.

BU Today caught up with Pillard to talk about the lecture he will deliver tonight, titled Born This Way: The Biology of Sexual Orientation. The talk is part of the OUTlook Lecture series, sponsored by the LGBTQ ministry at Marsh Chapel.

What made you decide on this research? What was your motivation?

Well, because there are so many gay people in my family, including me. It just seemed like a logical thing to do. At the time that I was searching for a problem, that popped out.

Richard Pillard will discuss Born This Way: The Biology of Sexual Orientation at 7 p.m. Tuesday, November 16, in Stone Science Building, 675 Commonwealth Ave., Room B50. Questions will follow the presentation. At 7 p.m. on November 18, Ellen Perrin, a Tufts University professor of pediatrics, will talk about Where Did We Go Right: Children Raised by Same Sex Couples, at the School of Education, 2 Silber Way, Room 130. Charles Morris, a Boston College professor of communications, will talk about Queer(ing) Public Memory: LGBTQ Pasts and Their Presence at 7 p.m. December 7, in SED 130. The events, sponsored by the LGBTQ Ministry of Marsh Chapel, are free and open to the public. For more information, contact Liz Douglass at l...@bu.edu.

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