Overview        NRK's Discovery                                            For a more complete understanding of NRK, follow the numbers above.                                                    







Transforming  schools to enhance  THE LIVES OF CHILDREN, families,  SOCIETY,  and OUR PLANET

This site is under construction. We welcome your visit and invite your input! last revised 2/8/16


I'm a retired educator and school counselor.  Years ago I observed psychosocial interactions amongst mixed-age groups of children, and became fascinated by behaviors that were wildly different from what I had ever come to expect within groups of same-age  children.  

Evolutionary AnthroPsychology (EAP) is a field of study exploring  and comparing premodern and modern enculturation systems for children.
EAP explores the co-evolution of the human psyche and tribalesque societies, to determine how premodern age-integrated psychosocial environments once served to facilitate the enculturation of children, supported inherent 'human nature’, and resulted in social cohesion and sustainability.  EAP is especially interested in the enculturation mechanisms that supported the passage of cultural knowledge from one generation to the next

EAP explores how institutional age-segregrated psychosocial environments, that are implicit in modern grade-based schooling, alters children’s natural enculturation process, impacts the development of inherent ‘human nature’, and results in significant individual, familial, societal and environmental consequences.
EAP's ultimate goals are to rehumanize school psychosocial environments to be in alignment with children’s inherent human nature and innate enculturation needs.

Did it ever occur to ​you:

  • That you are the product of a dehumanizing institutionalized upbringing?  
  • ​That throughout 99.998% of human history kids of all ages played with each other and interacted with many adults on a daily basis?
  • That our ancestors' children learned about all aspects of life through the process of emulating older kids and mentoring their youngers?
  • That dividing children up into same-age groupings in schools is unnatural to the human experience, and might even disrupt children's inherent enculturation process? 
  • That the (same-age) peer groups you identified with throughout your childhood, effectively isolated you from most other-aged humans?
  • That the impact of whole generations of folks raised within a age -segregated  enculturation experience, might contribute to many of today's personal, familial, social, and environmental ills?
  • That  exploring  humanity's past ways of child-raising might offer huge clues for transforming modern schooling and child-raising practices?

Do you have pictures of mixed-age groups of children, one-room schools, tribal groupings, and/or group photos of same-age kids?  We'd love to have them for our slideshow

  Welcome to Naturally Raised Kids

 Naturally Raised Kids  BLOG

We are in the process of 

setting up this site. We welcome your comments on NRC 

concepts, relevant personal  experiences,  constructive criticisms,  and pertinent 

information on the  

far-reaching subject matter 

encompassed by Naturally Raised Kids

Naturally Raised Kids

© Copyright  2014



 Our names are Alan Phillips and Ronda Trujillo. We are  both seasoned educators.  Our mission is to start a conversation amongst folks who can make a difference in  "re-humanizing" schools based on historical enculturation essentials.


The philosophy behind Naturally Raised Kids  originated from  observations of mixed-age groups of children in a  program called Adventure Weekend.  The  children aged 2-12 behaved radically different within an age-integrated social setting.  Learn how this experience gave rise to the notion of Naturally Raised Kids


​Throughout human history, age-inclusive social habitats provided natural enculturation formats which were in alignment with children’s inherent human nature and developmental needs. Modern “grade schools” effectively isolate children from all other ages, creating an institutionalized enculturation experience that is out of synch with children’s inherent nature and developmental needs. 

​The  catastrophic results can be mitigated by re-humanizing schools, using models from the past.