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.