Giving Is the Most Natural Thing in the World

Giving Is the Most Natural Thing in the World

We spend a lot of time giving to others. It’s the most natural thing in the world. Most giving is small, in passing, hardly noticed, the breath and wallpaper of life. It’s not hard to overlook. And with all the attention paid in the media to images and words of destruction and horrible mistreatment, it is easy to conclude that the true home of humanity is on the dark side of the force.

Yet, while it is certainly true that we are animals atop the food chain and capable of great aggressiveness, it is even more true that we are genetically programmed to be cooperative and generous. The defining feature of human society is cooperation; notwithstanding the daily weird killing on the 6 o’clock news, harmful aggression is the exception, not the rule: that’s why it’s news.

Consider these facts about human beings – in other words, you and me:
•  We evolved from a rarity in the animal kingdom: species composed of groups of individuals that routinely shared food with each other, even when they weren’t related.

•  Our ancestors were unusual among animals in another way as well, in that they cooperated to gather and hunt.

•  A third distinctive feature of humans is that males often stay involved after children are conceived to protect and share food with them and their mother. While we might wish this were even more common, it’s important to remember that in almost all animal species, fathers take zero interest in their young.

•  Genetically, our nearest relative – the chimpanzee – has DNA that is about 98% similar to our own. That crucial 2% is largely directed at brain development, and the portions of the brain are especially affected have to do with language, expressing emotion and reading it in others, and planning – all at the heart of cooperative activity.

•  Under stress, researchers have found that the fight-or-flight activations of the sympathetic nervous system are commonly channeled down “tend and befriend” channels for women. I haven’t seen a study on this yet, but probably there are comparable “fix and huddle” channels for men (sorry about the lack of rhyming for guys . . . ).

•  Exotic game theory analyses have shown what’s evident in hunter-gatherer cultures, at the UN, and on the playground of the local elementary school: that there is an evolutionary advantage in being a trustworthy cooperative partner, one who gives at least as much as he or she receives. In particular, studies have shown that in an intensely harsh natural environment – such as was present on the plains of Africa – groups that have members who are willing to sacrifice themselves for the good of the group will over time come to dominate other groups that lack such altruistic and generous members.

•  To quote Robert Sapolsky (Foreign Affairs, January/February, 2006): “Across the roughly 150 or so primate species, the larger the average social group, the larger the cortex [the portion responsible for higher order reasoning, communication, and social judgment] relative to the rest of the brain.”

In sum, over three or four million years, the groups of hominid ancestors that developed giving, generosity, and cooperation to a fine art were the ones that survived to pass down the genes that are our endowment today. As a result, we are “born and bred” to want to give, to contribute, to make a difference.

One way to see the centrality of that impulse in the human experience is to observe what happens when it’s thwarted:
•  On the job, even well-paid workers who feel they lack ways to contribute and add value have much less job satisfaction.

•  In mid-life, when the developmental task of what Erik Erikson called “generativity” (versus “stagnation”) is not fulfilled, depression and a sense of aimlessness are the result.

•  In adolescence today, getting shunted off to quasi-reservations of high schools and malls – away from the world of adult work that was the natural province of teenagers throughout most human history – breeds a sense of alienation and irrelevance that in turn fosters poor motivation and a predilection for drugs and other risky behaviors. One reason so many adolescents are angry is that there’s no way for them to be useful.



Dr. Ramani Durvasula is a licensed clinical psychologist, author, and expert on the impact of toxic narcissism. She is a Professor of Psychology at California State University, Los Angeles, and also a Visiting Professor at the University of Johannesburg.

The focus of Dr. Ramani’s clinical, academic, and consultative work is the etiology and impact of narcissism and high-conflict, entitled, antagonistic personality styles on human relationships, mental health, and societal expectations. She has spoken on these issues to clinicians, educators, and researchers around the world.

She is the author of Should I Stay or Should I Go: Surviving a Relationship With a Narcissist, and Don't You Know Who I Am? How to Stay Sane in an Era of Narcissism, Entitlement, and Incivility. Her work has been featured at SxSW, TEDx, and on a wide range of media platforms including Red Table Talk, the Today Show, Oxygen, Investigation Discovery, and Bravo, and she is a featured expert on the digital media mental health platform MedCircle. Dr. Durvasula’s research on personality disorders has been funded by the National Institutes of Health and she is a Consulting Editor of the scientific journal Behavioral Medicine.

Dr. Stephen Porges is a Distinguished University Scientist at Indiana University, Professor of Psychiatry at the University of North Carolina, and Professor Emeritus at both the University of Illinois at Chicago and the University of Maryland. He is a former president of the Society for Psychophysiological Research and has been president of the Federation of Behavioral, Psychological, and Cognitive Sciences, which represents approximately twenty-thousand biobehavioral scientists. He’s led a number of other organizations and received a wide variety of professional awards.

In 1994 he proposed the Polyvagal Theory, a theory that links the evolution of the mammalian autonomic nervous system to social behavior and emphasizes the importance of physiological states in the expression of behavioral problems and psychiatric disorders. The theory is leading to innovative treatments based on insights into the mechanisms mediating symptoms observed in several behavioral, psychiatric, and physical disorders, and has had a major impact on the field of psychology.

Dr. Porges has published more than 300 peer-reviewed papers across a wide array of disciplines. He’s also the author of several books including The Polyvagal Theory: Neurophysiological foundations of Emotions, Attachment, Communication, and Self-regulation.

Dr. Bruce Perry is the Principal of the Neurosequential Network, Senior Fellow of The ChildTrauma Academy, and a Professor (Adjunct) in the Departments of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago and the School of Allied Health at La Trobe University in Melbourne, Australia. From 1993 to 2001 he was the Thomas S. Trammell Research Professor of Psychiatry at Baylor College of Medicine and chief of psychiatry at Texas Children's Hospital.

He’s one of the world’s leading experts on the impact of trauma in childhood, and his work on the impact of abuse, neglect, and trauma on the developing brain has impacted clinical practice, programs, and policy across the world. His work has been instrumental in describing how traumatic events in childhood change the biology of the brain.

Dr. Perry's most recent book, What Happened to You? Conversations on Trauma, Resilience, and Healing, co-authored with Oprah Winfrey, was released earlier this year. Dr. Perry is also the author, with Maia Szalavitz, of The Boy Who Was Raised As A Dog, a bestselling book based on his work with maltreated children, and Born For Love: Why Empathy is Essential and Endangered. Additionally, he’s authored more than 300 journal articles and book chapters and has been the recipient of a variety of professional awards.

Dr. Allison Briscoe-Smith is a child clinical psychologist who specializes in trauma and issues of race. She earned her undergraduate degree from Harvard and then received her Ph.D. in clinical psychology from the University of California, Berkeley. She performed postdoctoral work at the University of California San Francisco/San Francisco General Hospital. She has combined her love of teaching and advocacy by serving as a professor and by directing mental health programs for children experiencing trauma, homelessness, or foster care.

Dr. Briscoe-Smith is also a senior fellow of Berkeley’s Greater Good Science Center and is both a professor and the Director of Diversity, Equity, and Inclusion at the Wright Institute. She provides consultation and training to nonprofits and schools on how to support trauma-informed practices and cultural accountability.

Sharon Salzberg is a world-renowned teacher and New York Times bestselling author. She is widely considered one of the most influential individuals in bringing mindfulness practices to the West, and co-founded the Insight Meditation Society in Barre, Massachusetts alongside Jack Kornfield and Joseph Goldstein. Sharon has been a student of Dipa Ma, Anagarika Munindra, and Sayadaw U Pandita alongside other masters.

Sharon has authored 10 books, and is the host of the fantastic Metta Hour podcast. She was a contributing editor of Oprah’s O Magazine, had her work featured in Time and on NPR, and contributed to panels alongside the Dalai Lama.

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