So-called 'Schizophrenia' as Intense Transpersonal or 'Spiritual' Experience, Transformation Process, Spiritual Awakening or 'Spiritual Emergence’.

Spiritual emergency and human nature…

The combination of Western scientific research with Eastern psychologies such as Buddhism has resulted in new concepts which shed light on the nature of the human personality or 'psyche' i.e. ‘human nature’. Human nature can be defined in terms of the biological needs for growth of the human organism as a social organism. Human growth is described in terms of socialisation which is a function of the development of moral consciousness or 'conscience'. Complete development of human conscience depends on fulfillment of motives for natural human behaviour i.e. 'human needs'. As well as the obvious physiological needs, human needs include so-called 'lower' psychological needs for self-esteem - the 'ego needs' - and the so-called 'higher' psychological needs for spiritual development - the spiritual needs of the transpersonal dimension of human nature i.e. 'metaneeds'. Fulfillment of metaneeds results in heightened intuition and increased awareness necessary for effective adaptation to changing social conditions i.e. ‘social intelligence’. Human adaptability depends on spiritual growth involving the person's evolution from the egocentric perspective of emotional immaturity to the transpersonal perspective of emotional maturity. Spiritual growth of normal development is gradual and fluidand results in spiritual awakening or 'spiritual emergence'. If the process of 'spiritual emergence' is very rapid and dramatic, the sensory and psychic experiences become so intense, chaotic and overwhelming that it is too distressing for the person to bear and so they experience psychic overload and spiritual emergence becomes ‘spiritual crisis' o 'spiritual emergency - also known as transpersonal experience, psycho-spiritual transformation, transpersonal crisis, psycho-spiritual crisis, the spiritual journey, hero's journey, dark night of the soul, spiritual opening, psychic opening, psychic awakening, spiritual awakening, enlightenment, kundalini awakening,kundalini process, kundalini crisis, shamanism, mysticism, gnosis, the psychotic-visionary episode, dark night of the soul, the alchemical process, positive disintegration and so on. Spiritual emergency is a sign of health and a part of the human condition characterised by spontaneous alternative consciousness states or ‘realities'. The person learns to grow beyond cultural conditioning and the expectations of others… beyond fear based ego-consciousness to a new level of awareness or 'higher consciousness state' of spiritual renewal or spiritual rebirth.With spiritual rebirth the person experiences an inner sense of emotional liberation and discovers ideas and behaviours which promote growth and the affirmation of life which is characteristic of total well-being or 'high level wellness'. As a healing or renewal process involving the positive transformation of the self, spiritual emergency is a concern of'transpersonal psychology'.

So-called 'schizophrenia' is not a 'mental illness' but an intense transpersonal or spiritual process or experience which represents spiritual awakening and has been designated as 'spiritual emergency' (See the writings of Christina and Stanislav Grof).

Much needless suffering results from ignorance of the nature of the human personality or 'human nature'. Insights into the workings of human nature are provided by the healthy process of healing in which the individual experiences the psychic overload of uncontrollable spiritual growth and crisis i.e. spiritual emergency or so-called 'schizophrenia'.


Schizophrenia has been described as a nonspecific disease by the psychiatric profession. This supposedly devastating condition was originally named by German psychiatrist Emil Kraepelin (1856-1926). Kraepelin believed that the condition involved irreversible mental deterioration' and coined the term 'dementia praecox' - Latin for 'prematurely out of one's mind'. It later became clear that the term was a misnomer and a new term was coined in 1910 by Swiss psychiatrist noted for his kindness and humanity Eugen Bleuler (1857-1939). Bleuler, teacher of Carl Jung, was professor of psychiatry at the University of Zürich where he headed the famous Burghölzli Clinic. He coined the term 'schizophrenia' to mean 'splitting of the mind' since the condition seemed to involve a mental split between thought and emotion. The term is derived from German 'schizophrenie' from Greek 'skhizein' meaning 'to split' and 'phren' of unknown origin meaning 'heart or mind'. According to Greek etymology, ‘schizophrenia’ actually means 'broken soul' or 'broken heart’. There is still no universally accepted definition. The term has been applied to many so-called 'mental illnesses' which represent a set of socially and culturally unacceptable thinking and behaviour patterns and which other people greatly dislike thus making it a model of 'unwanted conduct'. The condition is largely misunderstood as a result of people’s fear of the unknown.

It turns out that schizophrenia is not a disease or a 'mental illness'. In fact the condition is not a hopeless one but a brilliant one. Schizophrenia is a personal 'story' which involves a natural and temporary self-organising transformative process or crisis of transformation, a ‘psychospiritual crisis’now known by its new name - 'spiritual emergency' - the term coined by psychiatrist Stanislav Grof. Spiritual emergency is a self-healing process involving the dissolution and removal of illusions and false beliefs which originate in the programming of social conditioning and which give rise to pathological thought complexes. These prevent the person from making the accurate evaluations of their social environment which they need in order to make effective decisions for social adaptation.

Effective decision-making for appropriate sociability depends on transcendance of the limited sense of self or 'ego'. In a period of crisis, the person instinctively surrenders to an organismic process involving the temporary separation of thought and emotion (‘ego-loss’) in order to confront their thoughts without having to deal with the emotional implications. Ego-transcendance purifies and sharpens consciousness and therefore results in clarity and a true perception of reality. Accurate perception is a function of moral consiousness or 'intuition' of ratonal conscience and depends on complete moral or 'spiritual development’characteristic of the human psyche or human personality i.e. ‘human nature’. Consequently the apparent 'craziness' of spiritual emergency is an indication of the passage into a higher consciousness state required for effective adaptability. As a part of the human condition spiritual emergency is a concern of so-called 'depth psychology', also known as 'spiritual psychology' or 'transpersonal psychology'. Transpersonal psychology is concerned with the 'beyond ego' or 'transpersonal' dimension of the human psyche or ‘human nature’- the source of motivation for human productiveness and creativity or ‘work’

So what is human nature? Human nature is a function of spiritual growth or 'spiritual emergence'. Western scientific research combined with Eastern psychologies such as Buddhism provides new concepts which shed light on the nature of the multidimensional human psyche and the human personality i.e ‘human nature’. Human nature is a social nature and the human organism is a social organism with instincts for sociability. The development of human socialisation can be characterised in terms of biologically based motives or 'human needs' which include both 'lower' psychological needs for self-esteem - the 'ego needs' - and 'higher' psychological needs for spiritual development - the spiritual needs or 'metaneeds'(see Abraham Maslow). Metaneeds are subconscious needs which must be fulfilled in a process of normal spiritual development or 'moral development'. Moral development is a function of personal evolution from the limited sense of self or 'ego' and its egocentric perspective to the expanded sense of self or 'Self' and its transpersonal perspective of ego-transcendance... a function of moral consciousness or 'rational conscience'. Rational conscience is a function of consciousness of social values of sociability... moral justice, 'knowledge' as understanding, ‘peace’as social responsibility, 'lovingkindness' as wisdom of compassion and so on i.e. 'human values'. Human values are the universal moral values required for survival of the species as a social species. Awareness of human values results in heightened intuition of social intelligencewhich is necessary for effective adaptation to the complexities of changing social conditions i.e. 'adaptability'. Human adaptability depends on preservation of the integrated functioning of the personality as a whole... the basis for personal power or 'self-empowerment'. Self-empowerment is a function of the integrity of moral consciousness or 'conscience' (moral values of humanness). of spiritual growth as development of conscience and involves the attainment of knowledge of one's true nature or 'higher self' 'self-knowledge' as the source of personal power required for adaptability... i.e. transformation or 'enlightenment' of 'spiritual emergence'. Spiritual emergence is a gradual, dynamic, fluid naturally ordered and integrated on-going process of personal development into greater maturity and spiritual awareness... which results in the expanded sense of consciousness... understanding of the ultimate unity of all things... human divinity... sense of compassion... increased creativity. It takes place over a period of years and depends on conditions of freedom in education... i.e. 'free education' or 'holistic education'.

Each person is at a different stage of spiritual emergence depending on the level of their moral or spiritual development.

Transformation crisis or 'spiritual emergency'. If in highly sensitive individuals the processs of spiritual emergence is blocked for any reason they might be warned that their growth is in grave danger and that they rapidly need to make essential adjustments in order to adapt effectively. The transformation process of spiritual emergence can be so dramatic that it becomes uncontrollable and reaches a point of crisis... 'psychospiritual crisis' or 'spiritual emergency'... also known as transpersonal experience, transpersonal crisis, psycho-spiritual transformation, spiritual journey, hero's journey, dark night of the soul, spiritual opening, psychic opening, psychic awakening, spiritual awakening, enlightenment, kundalini awakening, kundalini process, kundalini crisis, shamanic initiation, shamanic crisis, psychotic-visionary episode, ego death, ego loss, alchemical process, positive disintegration, post traumatic stress disorder with psychotic features, night sea journey, psychosis, shamanism, mysticism, gnosis, inner apocalypse, and so on. Spiritual emergency is a process of healing and renewal and involves a positive transformation of the self. The process is characterised by spontaneous alternative consciousness states or ‘realities' in which the person experiences unbearably distressing psychic overload involving chaotic and overwhelming sensory experiences. During the process they learn to grow beyond fear based ego-consciousness, beyond cultural conditioning and the expectations of others. They learn to grow to a new level of awareness... to higher consciousness states which are characterised by an inner sense of emotional liberation allowing for the discovery of ideas and behaviours of increased social adaptability. This so-called 'individuation'... 'self-realisation'... 'self-actualisation'... 'spiritual renewal' or 'rebirth'... represents the affirmation of a life of total well-being or 'high level wellness'.

"If the human race survives, future men will, I suspect, look back on our enlightened epoch as a veritable Age of Darkness. They will see that what was considered 'schizophrenic' was one of the forms in which, often through quite ordinary people, the light began to break into our all-too-closed minds." (Ronald D. Laing)

Future Schools and the Practice of Freedom:
Education for Human Development or 'Holistic Education'

HOLISTIC EDUCATION : A NEW PARADIGM FOR TEACHING

A rational approach to our human problems depends on the intelligent implementation of a universal education for human development or 'holistic education'. Holistic education (or 'peace education') aims for the development of the individual as a complete and therefore rational and moral (or 'spiritual') human being.
"There is only one problem, and it is human development in its totality; once this is achieved in any unit - child or nation - everything else follows spontaneously and harmoniously." (Dr. Maria Montessori. To Educate the Human Potential. Adyar, Madras, India: Kalakshetra Publications, 1961. p.13)

Failed education is ultimately due to the basic mistrust of the 'human personality' or 'human nature'.
Human nature is a peaceful nature which depends on development of human potential Continuous hindrance to human development results in frustration and violence. Therefore it is only logical that education for human development or 'holistic education' is the same as education for peace or 'peace education'. As peace education, holistic education is the necessary prerequisite for a culture of peace and the basis for true democracy. True democracy depends on democratic thinking and democratic education... 'democratic' in the largest sense, that is, based on the affirmation of human dignity.
Today there is urgent need for positive social change and this depends on the right kind of education... instead of the traditional authoritarian education for control of the individual we need a humane education for development of the individual as a complete and rational or 'moral' human being i.e. 'holistic education'. Holistic education aims for the development of moral consciousness or 'conscience' of 'morality' required for effective human socialisation or 'peace'. As peace education, holistic education depends on conditions of freedom in an environment which allows for development of moral intelligence or 'creative intelligence'. This depends on the practice of freedom to discover one's human potential as the source of self-control or 'self-empowerment' i.e. moral freedom, inner freedom or 'true freedom'. True freedom or 'responsible freedom' is a function of the proper development of the moral or 'spiritual' dimension of the human personality or 'human nature'. The human organism is a social organism and human nature is a social nature. Human instincts for socialisation depend for their development on education which allows for spiritual development or 'spiritual emergence'.
"In the most general terms, spiritual emergence can be defined as the movement of an individual to a more expanded way of being that involves enhanced emotional and psychosomatic health, greater freedom of personal choices, and a sense of deeper connection with other people, nature and the cosmos. An important part of this development is an increasing awareness of the spiritual dimension in one's life and in the universal scheme of things. Spiritual development is an innate evolutionary capacity of all human beings. It is a movement towards wholeness or 'holotropic state', the discovery of one's true potential." (Stanislav Grof)
The paradigm of traditional education as 'schooling' is based on a basic mistrust of human nature - a mistrust which perpetuates suffering, oppression and destruction because it leads to the fallacious notion that the interests of the individual and those of society are mutually exclusive. This dichotomous view of the social reality inevitably results in unresolvable pseudo-problems which cannot be dealt with effectively unless they are approached from the more accurate perception of human nature as a social nature with natural instincts for sociability the 'social instincts'. Consequently the needs of the individual and of the society are mutually dependent and interrelated. So what are the implications for education? The development of civilised societies depends on the complete development or 'civilisation' of the individual. Individual human development depends on education which provides the right conditions for the facilitation of learning which engages the person as a whole and their instinctive motivation for growth through learning or 'intrinsic motivation'. Intrinsic motivation engages development of the spiritual dimension of human nature... a function of consciousness of the higher self or 'Self' as the source of personal power or 'self-empowerment' required for the ability to adapt to changing social conditions i.e 'adaptability'. Consciousness of the Self is equivalent to consciousness of moral values for living... moral consciousness or 'conscience'. Development of conscience depends on education which provides the optimal conditions for complete human development... development of the individual and their potentialities... physical, psychological, emotional, intellectual and moral or 'spiritual' development. i.e. 'holistic education'. Holistic education involves the planning of learning environments which respect human dignity as it is naturally manifest in meaningful creativity and productiveness or 'work'.
For children growing up in the complex world of the 'global village' effective educational practice is based on an appropriate philosophical framework or 'paradigm' for educational theory which involves the understanding of learning as a natural process of functioning of the human brain. Insights into the physiological mechanisms underlying the natural learning process i.e. 'biology of learning' provide evidence for the validity of education for personal development or 'holistic education'. Holistic education is based on respect for the instinctive motives for learning or 'human needs' which define the human personality or 'human nature'. "Holistic education is more concerned with drawing forth the latent capacities and sensitivities of the soul than with stuffing passive young minds full of predigested information. It is an education that prepares young people to live purposefully, creatively, and morally in a complex world." (Ron Miller ed. The Renewal of Meaning in Education: Responses to the Cultural and Ecological Crisis of our Times) (What is holistic education?see Introduction to Holistic Education www.infed.org/biblio/holisticeducation.htm)
The key to human development and schools for humanity is recognition of the psychological value of meaningful work which is crucial to development of moral consciousness or 'morality' of 'conscience'... a concern of 'moral science'. The morality of conscience is the source of guiding values or 'human values' required for accurate evaluation of changing environmental conditions, effective decision-making and behaviour which is adaptive because it is creative i.e. ‘creative intelligence’. The cultivation of creative intelligence depends on the freedom to engage in active experiential learning motivated by natural curiosity of inquiry. Such learning is meaningful because it engages the individual’s instinctive responsibility for their own growth and development. Meaningful learning for human development depends on freedom in education as the practice of theory which is informed and effective because it is based on natural law and guided by rational conscience. Freedom in education is responsible freedom because it aims to provide the right conditions required to free the human spirit in order to develop conscience as rational conscience or 'free conscience'... freedom to think, freedom to learn, freedom to engage in personal growth and development of one's human potential for creativity and productiveness or ‘work. Freedom in education is freedom from dogma, freeedom from ignorance, freedom from from conflict... 'inner freedom', 'spiritual freedom', 'moral freedom' or 'true freedom'. True freedom is obedience to rational conscience... a function of human development as 'moral development'. Freedom in education engages children's integrated development in harmony with their instinctive sense of responsibility for their own spiritual growth and development i.e. 'human nature'. Natural principles of human nature are foundational to education of the person as a whole or 'holistic education'. Holistic education is the practice of freedom for creativity and productivity or 'work'. Freedom to work is the basis for self-empowerment and self-determination which is foundational to understanding, to social responsibility for peace, cooperation and real democracy.
Holistic education is natural education based on principles of human development. The human organism is a social organism which depends on the development of human potential for effective adaptation to changing environmental conditions (physical and social). Human 'adaptability' depends on complete development as a function of the integrated functioning of the human brain as a social brain specialised for understanding of the significance of experience i.e. 'experiential learning' or 'natural learning'. Natural learning is active learning of 'creative intelligence' and results in meaningful 'knowing' or 'knowledge' as 'real knowledge' or 'truth'. As a truth finding process natural learning engages the individual as an integrated whole incorporating the spiritual dimension and representing the human personality or 'human nature'. Human nature is a social nature and the human organism is a social being which can be characterised in terms of human motives for learning or 'human needs'. Human needs include the basic psychological needs for security and self-esteem ('ego needs') and the so-called 'higher' needs for psychological growth beyond the 'ego' level of consciousness or 'self-transcendance'. These are the spiritual needs or 'metaneeds'. Motivation by the metaneeds or 'metamotivation' engages growth through learning and development of human potential for 'self-actualisation'. Self-actualisation depends on education which provides conditions for self-empowerment or 'freedom' as 'freedom of thought' or 'inner freedom'... freedom for growth through learning, freedom from fear and conflict, freedom from dogma, freedom for personal development, freedom for a life which is guided by universal human values or 'virtues'... source of virtues is moral consciousness or 'conscience'.
The formulation of logical and reasonable educational theory is based on the fact that children are natural learners who can participate in the planning of learning environments which will foster their natural growth into mature and responsible adults living by universal human values. The function of education is to provide the conditions to free the human spirit in order to cultivate the intuition of natural human intelligence i.e. 'creative intelligence' . Educational theory based on natural law is rational theory which can be implemented as informed and effective practice guided by the 'morality' of developed conscience... moral practice or 'educational praxis'. Rational discourse of educational praxis depends on meaning of freedom as the awakening of true human intelligence or 'inner freedom'. Inner freedom based on natural biological principles is 'responsible freedom'. (The practice of theory which is not based on natural principles results in perception of false dichotomies and unresolvable 'pseudoproblems'). The aim of education, in the fullest and deepest sense of the word, is the integrated development of the person as a whole... variously known as 'free education', 'libertarian education', 'libratory education', 'progressive education', 'new education', 'open education', 'cosmic education', 'child-centered education', 'person-centered education', 'problem-centered education', 'humanistic education', 'integral education', 'integrative education', 'confluent education', 'peace education', 'transformative education', 'democratic education' and 'holistic education'. Holistic education is for development of rational conscience which is required for the mastery of life and respect for the lives of others... 'education for life'. All children have the right to educational experiences through which they can recognise the psychological value of their learning experiences... in building self-confidence, self-respect, creative intelligence and moral courage... a philosophy consistent with the Universal Declaration of Human Rights (article 26 paragraph 2) "Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and human freedoms".
Holistic education is highly motivating because it is based on the stimulation of natural curiosity.
"...It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiostiy of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to rack and ruin without fail." (Einstein)
The 'paradigm' of holistic education has larger scope than the traditional paradigm based on the assumption that the learner is a passive recipient who needs to be motivated by external factors provided by the 'teacher as instructor'. In fact, effective learning is a function of active engagement in a process of adapting to the environment. Human adaptability is a function of the capacity to create meaning from experience or 'learn'. Natural 'experiential learning' is a function of the brain’s capacity for perception of connections between systems of wholes and the parts which make them up i.e. 'holistic perception'. Holistic perception actively engages the person as a whole in their instinctive striving for mature growth or 'self-actualisation'. Self-actualisation depends on natural education which engages the individual's sense of responsibility for their own growth i.e. 'intrinsic motivation'. Intrinsically motivated learning depends on the provision of conditions which integrate learning with life and allow for development of human potential and human empowerment as self-determination or 'freedom'. "Real freedom is a consequence of development; it is the consequence of latent guides, aided by education. It is the construction of the personality, reached by effort and one's own experiences; it is the long road which every child must take to reach maturity". (Dr. Maria Montessori)
Holistic education is 'humanistic' because it is true to the social nature of the human personality or 'human nature'. Human nature can be defined in terms of the evolutionary significance of freedom of thought or 'creative intelligence' and moral consciousness as moral reasoning of 'morality' or 'social intelligence'. Social intelligence is characterised by the 'social values' required for survival of the human species as a social species i.e. moral values or universal spiritual values - moral justice, compassionate wisdom, universal love, knowledge, understanding and social responsibility or 'peace' i.e. 'human values'. Human values are experienced as the moral freedom of 'self-transcendance' i.e. 'true freedom'. True freedom is freedom of self-empowerment or 'responsible freedom'. Responsible freedom is fundamental to the integration of learning with life. "The organization of human communities and the establishment of freedom and peace are not only intellectual achievements but spiritual and moral achievements as well, demanding a cherishing of the wholeness of the human personality." (Ivan Ilich)
In the paradigm of holistic education the role of the teacher is defined in terms of the 'facilitation of learning'. The teacher's function is to understand the psychological value of creativity and productiveness or 'work'... to facilitate the construction of conscience through development of human potential. The teacher is a 'facilitator of learning'. The facilitative teacher designs learning environments which are compatible with respect for the instinctive motives for human learning behaviour i.e. 'human needs'. Human needs include the 'lower' psychological needs for self-esteem- the 'ego needs' - and the 'higher' psychological needs for spiritual growth - the 'spiritual needs' or 'metaneeds'. Motivation by the metaneeds is 'metamotivation'. Metamotivation engages personal development in terms of all the interrelated aspects of the complete human personality - physical, emotional, intellectual, psychological, social, political, creative, artistic, philosophical and spiritual i.e. 'holistic growth'. "The highest function of education is to bring about an integrated individual who is capable of dealing with life as a whole." (Jiddu Krishnamurti; Education and the Significance of Life)
Holistic education is education with conscience... education for responsible freedom or 'self-empowerment' as the pre-condition for creative and effective adaptation to changes in the social environment i. e. 'adaptability'. Human adaptability depends on 'true freedom'... the freedom to interact with the environment... to inquire, to discover, to think... to make personal meaning of experience or 'learn', the freedom to understand the realities of nature and human nature while attaining the highest levels of awareness or 'self-knowledge', the freedom to engage in meaningful creativity and productiveness or 'work'. Meaningful work is a function of curiosity, cognition and the wisdom of 'compassion'... engages development of 'moral consciousness' or 'conscience' - the human 'soul'. Holistic education aims to cultivate intelligence – not only mechanical intelligence of conditioned learning but also 'intuitive intelligence' or intuition... creative intelligence which allows for social cooperation and the creation of humane societies. "The only means to a world of peace and understanding is through the proper education of children into emotionally and intellectually mature and thinking adults, respectful and tolerant of other cultures." (Norman Goble. The Function of Teaching UNESCO Paris 1977)

peace education

It is important to include discussion of education in any peace summit. Sustainable peace depends on education based on the recognition of children's emotional needs, the respect for their intelligence, the appreciation for their ideas and opinions and the provision of learning opportunities which engage their instinctive motivation for fulfillment of their human potential.

My experiences as student, teacher and parent have taught me to respect children's natural human right to growth through learning in freedom… ‘freedom’as in the absence of religious or political dogma which nurtures ignorance, fear, hatred and thus conflict. So-called ‘spiritual’ freedom or ‘inner freedom’ is moral freedom because it implies responsibility and thus contrasts with irresponsible freedom or ‘license’. Moral freedom allows for insight into the interconnectedness between all people and respect for one’s own humanity and respect for the humanity of others. In this way moral freedom or ‘true freedom’ translates to outer freedom which is foundational to a culture of peace.World peace depends on each person's respect for their own humanity as well as the humanity of others. Therefore it is necessary to have a universal education which aligns its foundational a culture of peace. philosophy with the understanding of human nature as a social, compassionate and therefore peaceful nature. Inner peace - a function of moral or 'spiritual' development - translates to moral action and social cooperation or 'outer peace'. Consequently education for peace is a function of learning which is meaningful because it engages the person's natural motivation for complete human development. So-called 'peace education' or 'holistic education' provides the conditions for world peace because it provides the conditions which are right for complete human development. We must learn to trust human nature and educate children in such a way that they can develop their human potential. This is the only way we can bring real peace to the world. ''There is only one problem, and it is human development in its totality; once this is achieved in any unit - child or nation - everything else follows spontaneously and harmoniously.'' (Maria Montessori. To Educate the Human Potential )

It seems to me that there might be a basic reason for so many seemingly anomalous situations which cause a great deal of confusion, violence and suffering in a culture which extols the individual right of freedom to pursue so-called ‘happiness’. Can the reason be found in analysis of emotional forces which emanate from the fact that the internal logic of the Constitution is based on a false premise... that human nature is characterized by ego-centric self-interest? It is this fallacious view of human nature which underlies the dualistic philosophy of balanced government as the means to control people's freedom for the pursuit of their so-called 'happiness'. This may be a stumbling block to the creation of a culture of peace and the implications are far-reaching. We would need to modify our understanding of human nature as a peaceful and compassionate nature on one condition… that human development must be complete. The nature or (‘character’) of each individual depends on the level of human psychological and moral (or ‘spiritual’) development which they have reached. Violence is evidence of frustration of complete development. Consequently a culture of peace depends on education which aims for complete individual development... moral as well as intellectual. Complete human development is the aim of the ‘right education’ for the individual as a whole i.e. ‘holistic education’. Holistic education is also known as ‘peace education’. Peace education would have to become a priority concern for the new Department of Peace.

Education for Peace or ‘Holistic Education’
"From a humanistic standpoint there is a serious dilemma in the philosophy of the Fathers, which derives from their conception of man. They thought man was a creature of rapacious self-interest, and yet they wanted him to be free - free in essence, to contend, to engage in an umpired strife, to use property to get property. They accepted the mercantile image of life as an eternal battleground, and assumed the Hobbesian war of each against all; they did not propose to put an end to this war, but merely to stabilize it and make it less murderous. They had no hope and they offered none for any ultimate organic change in the way men conduct themselves. The result was that while they thought self-interest the most dangerous and unbrookable quality of man, they necessarily underwrote it in trying to control it. They succeeded in both respects: under the competitive capitalism of the nineteenth century America continued to be an arena for various grasping and contending interests, and the federal government continued to provide a stable and acceptable medium within which they could contend; further it usually showed the wholesome bias on behalf of property which the Fathers expected. But no man who is as well abreast of modern science as the Fathers were of eighteenth science, believes any longer in unchanging human nature. Modern humanistic thinkers who seek for a means by which society may transcend eternal conflict and rigid adherence to property rights as its integrating principles can expect no answer in the philosophy of balanced governmment as it was set down by the Constitution-makers of 1787". (Richard Hofstadter 'The Founding Fathers: An Age of Realism' in Horowitz, R.H. (Ed) The Moral Foundations of the American Republic. Charlottesville, VA: University Press of Oceania 1986 p. 73)

To establish a culture of peace it is important to analyse the emotional forces which emanate from the fact that the internal logic of the Constitution is based on a false premise... that ego-centric self-interest is a characteristic of human nature. This fallacious view of human nature underlies the philosophy that government must control people's freedom in their pursuit of so-called 'happiness'. The implications are far-reaching. We need to define our understanding of human nature as a peaceful and compassionate nature but on one condition… that human development must be complete. Violence is the result of frustration of human development. The nature or (‘character’) of each individual depends on the level of human psychological and moral (or ‘spiritual’) development which they have reached. Consequently a culture of peace depends on education which aims for complete individual development... moral as well as intellectual. Complete human development is the aim of the ‘right education’ for the individual as a whole i.e. ‘holistic education’. Holistic education is also known as ‘peace education’. Peace education is responsible education because it aims for cultivation of moral citizens who are able to deal with the responsibilities of personal and political freedom. For this reason one of the priorities for the new Department of Peace would have to be promotion of peace education.

Peace in the world is the outer manifestation of inner peace as a higher state of consciousness.

holistic education as education for peace

It seems to me that there might be a basic reason for so many seemingly anomalous situations which cause a great deal of confusion, violence and suffering in a culture which extols the individual right of freedom to pursue so-called ‘happiness’. Can the reason be found in analysis of emotional forces which emanate from the fact that the internal logic of the Constitution is based on a false premise... that human nature is characterized by ego-centric self-interest?. It is this fallacious view of human nature which underlies the dualistic philosophy of balanced government as the means to control people's freedom for the pursuit of their so-called 'happiness'. This may be a stumbling block to the creation of a culture of peace and the implications are far-reaching. We would need to modify our understanding of human nature as a peaceful and compassionate nature on one condition… that human development must be complete. The nature or (‘character’) of each individual depends on the level of human psychological and moral (or ‘spiritual’) development which they have reached. Violence is evidence of frustration of complete development. Consequently a culture of peace depends on education which aims for complete individual development... moral as well as intellectual. Complete human development is the aim of the ‘right education’ for the individual as a whole i.e. ‘holistic education’. Holistic education is also known as ‘peace education’. Peace education would have to become a priority concern for the new Department of Peace.


"From a humanistic standpoint there is a serious dilemma in the philosophy of the Fathers, which derives from their conception of man. They thought man was a creature of rapacious self-interest, and yet they wanted him to be free - free in essence, to contend, to engage in an umpired strife, to use property to get property. They accepted the mercantile image of life as an eternal battleground, and assumed the Hobbesian war of each against all; they did not propose to put an end to this war, but merely to stabilize it and make it less murderous. They had no hope and they offered none for any ultimate organic change in the way men conduct themselves. The result was that while they thought self-interest the most dangerous and unbrookable quality of man, they necessarily underwrote it in trying to control it. They succeeded in both respects: under the competitive capitalism of the nineteenth century America continued to be an arena for various grasping and contending interests, and the federal government continued to provide a stable and acceptable medium within which they could contend; further it usually showed the wholesome bias on behalf of property which the Fathers expected. But no man who is as well abreast of modern science as the Fathers were of eighteenth science, believes any longer in unchanging human nature. Modern humanistic thinkers who seek for a means by which society may transcend eternal conflict and rigid adherence to property rights as its integrating principles can expect no answer in the philosophy of balanced governmment as it was set down by the Constitution-makers of 1787". (Richard Hofstadter 'The Founding Fathers: An Age of Realism' in Horowitz, R.H. (Ed) The Moral Foundations of the American Republic. Charlottesville, VA: University Press of Oceania 1986 p. 73)

Human Nature and the Constitution

All the heated discussion (mosque debate) can be seen as valuable because it provides further evidence that we as a collective are rising to a higher level of consciousnes. This is exactly what will save us all from the disastrous effects of the excesses of ego the prevention of which the American constitution was created. The world is changing and it is impossible to stem the tide.

It is interesting to reflect on the fact that the internal logic of the Constitution is based on a false premise... that ego-centric self-interest is characteristic of human nature. It is this view which underlies the dualistic philosophy of balanced government as the means to control people's freedom for the pursuit of their so-called 'happiness'. This all has far-reaching implications. See the following: "From a humanistic standpoint there is a serious dilemma in the philosophy of the Fathers, which derives from their conception of man. They thought man was a creature of rapacious self-interest, and yet they wanted him to be free - free in essence, to contend, to engage in an umpired strife, to use property to get property. They accepted the mercantile image of life as an eternal battleground, and assumed the Hobbesian war of each against all; they did not propose to put an end to this war, but merely to stabilize it and make it less murderous. They had no hope and they offered none for any ultimate organic change in the way men conduct themselves. The result was that while they thought self-interest the most dangerous and unbrookable quality of man, they necessarily underwrote it in trying to control it. They succeeded in both respects: under the competitive capitalism of the nineteenth century America continued to be an arena for various grasping and contending interests, and the federal government continued to provide a stable and acceptable medium within which they could contend; further it usually showed the wholesome bias on behalf of property which the Fathers expected. But no man who is as well abreast of modern science as the Fathers were of eighteenth science, believes any longer in unchanging human nature. Modern humanistic thinkers who seek for a means by which society may transcend eternal conflict and rigid adherence to property rights as its integrating principles can expect no answer in the philosophy of balanced governmment as it was set down by the Constitution-makers of 1787". (Richard Hofstadter 'The Founding Fathers: An Age of Realism' in Horowitz, R.H. (Ed) The Moral Foundations of the American Republic. Charlottesville, VA: University Press of Oceania 1986 p. 73)

education and democracy

The education system is designed to cultivate ignorance and stupidity as preparation for complying with the injustices of the political system as it has evolved (voting is part of coercive and dictatorial government) Each person who is aware of what is really going on can press for empowering education (democratic education) for children everywhere ... education which cultivates real intelligence.

It is important to understand the meaning of morality as 'moral intelligence' or ‘moral consciousness’ as opposed to the authoritarian interpretation of the word in the sense of ‘moralism’.

American moralism is the basis for American foreign policy and the American definition of the role of commander-in-chief. In keeping with Obama's stand for change in Washington, we need a new definition for the role of commander-in-chief as a moral leader or 'statesman' who stands for peaceful and therefore moral solutions to human political problems. The function of America's president as commander-in-chief would be to promote freedom in the true sense of the word i.e. freedom of rational conscience or 'moral freedom'. Moral freedom is true freedom of rational conscience - a universal human aspiration and the basis for true democracy.Development of rational conscience depends on complete personal development or 'moral development'. Consequently the most important issue is that of educational policy… not only in terms of allocation of funds but more importantly in terms of philosophy. The ‘right’ educational philosophy which is foundational to the freedom of democratic society is based on the meaning of education in the real sense of the word as derived from the Latin word ‘ducare’ meaning to lead out or bring out. As democracy depends on the human potential for rational intelligence, then the right education focuses on the person as a whole i.e. so-called 'holistic education'.

Holistic education involves educational philosophy and practice which is consistent with the Universal Declaration of Human Rights (Article 26 paragraph 2). “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.”

BIOLOGY OF ETHICS: FUNCTION OF BIOLOGICALLY BASED ETHICAL VALUES OR 'VIRTUES'

The human species is a biological species known as ‘homo sapiens’. Furthermore it is a social species which depends for survival on complete development of moral consciousness or conscience required for positive socialization or ‘peace’. The human organism is a biological organism which like other biological organisms behaves naturally… is intrinsically motivated… in accordance with an intrinsic organismic valuing process making value choices and decisions which allow for its effective adaptation to changes in the social environment. Value-choices are made on the basis of the organism’s inherent tendency towards self-preservation and self-actualization are biologically-based instinctive needs known as ‘operative values’. The operative values are intinsic biological needs which make up the inner core of human nature – (yearnings, aspirations, capacities, talents)… instinctive preferences of behaviour implicated in the unfolding of human powers which lead to the achievement of human potential or ‘fulfillment’ and the integration of the comlpete personality or ‘wholeness’. Operative values are include basic psychological needs for security, self-esteem and belongingness or ‘ego needs’ and ‘higher’ psychological needs for self-transcendance or ‘spiritual needs’ (also known as ‘metaneeds’). Denial or frustration of any of these needs leads to psychopathological behaviour and the wickedness of human behaviour otherwise known as ‘evil’.

theme: The natural interest of the human organism as a social organism is happiness which comes from productive living which is ethical or virtuous i.e. with compassion or 'loving-kindness'. Virtues are social values which give rise to those attributes... rational thought, confidence and courage... which are required for human socialisation and happiness. As virtues are of survival value they are 'operative values'. Consequently the philosophical analysis of the concept of 'virtue' can be replaced by a biological analysis of virtues as ethical values which have a biological function.

"Those human attributes which are of value to the child in a social setting are the same attributes which we call 'virtues'. As a social organism, the child is happy in his work in a social environment in which the attributes for adaptation to the social environment are the same as the so-called 'virtues'. (Maria Montessori Absorbent Mind 231)

The philosophical analysis of virtues is equivalent to the biological analysis of human social values.
"Ethics has been wrongly characterized as being a function of philosophy" http://www.evolutionaryethics.com/




The traditional paradigm and the mistrust of human nature In Western culture the tendency has been to mistrust the nature of the human personality or 'human nature'. Human nature has been regarded in terms of intrinsically base and bestial instincts. People have been taught to distrust the bad and dangerous instincts of their so-called 'animal nature'. Cultural institutions have been set up for the express purpose of controlling, inhibiting, suppressing and repressing human instinctive behaviour. Even the American Constitution is based on the perception of human nature in terms of the supposedly inherent antagonism between human goodness and human wickedness or 'evil'. This dichotomous perception of human nature has led to the mistaken belief that the the interests of the individual and the society are mutually exclusive. This false belief gives rise to the fallacious notion that the primary function of civilisation is to control the free expression of human nature making it imposssible to resolve social problems. As a matter of fact the inner core of the human personality... the natural personality of 'human nature'... has a constitution which is subtle and fragile and can be overcome easily by cultural pressures, social conditioning and wrong attitudes towards it.

"There has been a special tendency in Western culture, historically determined, to assure that (the) instinctoid needs of the human being, his so-called 'animal nature', are base and evil. As a consequence, many cultural institutions are set up for the express purpose of controlling, inhibiting, suppressing and repressing this original nature of man... The term 'instinctoid human nature' implies the notion of inborn biological necessity and basic human needs. " (Maslow Psychology of Being. p.164)

Human nature can be described in terms of motives for human behaviour or 'human needs'. Human nature can be described in terms of the motives for learning behaviour or'human needs'. Human needs include not only the obvious physiological needs for survival, but the so-called 'lower' psychological needs for affection which communicates security, for a sense of belongingness, for self-respect and self-esteem... the 'ego needs' - and the 'and the so-called 'higher' psychological needs for development of the transpersonal or ‘spiritual’ dimension of the human psyche i.e. the spiritual growth needs or 'metaneeds' for self-actualisation and transcendance beyond the ego level of consciousness or 'self-transcendance'. The metaneeds are the subconscious needs for awareness of human values for living i.e. 'social values' or 'human values'. Human values are the moral values or universal spiritual values required for survival of the species as a social species… the core of human values common to all members of the human species... namely moral justice, compassionate wisdom, universal love, knowledge as understanding, social responsibility or ‘peace’... Awareness of human values results in heightened intuition and increased awareness of creative intelligence which is necessary for effective adaptation to changing social conditions i.e. 'adaptability'. Human adaptability depends on evolution from the egocentric perspective to the transpersonal perspective of emotional maturity. Spiritual growth is usually gradual and fluid and results in 'spiritual awakening' or 'spiritual emergence'. The metaneeds are the source of motivation for spiritual growth or 'metamotivation'. Metaneeds needs must be satisfied in a process of psychological and spiritual growth and development for the fulfillment of human potential. Each individual is instinctively responsible to itself for its own potential development for a self-actualisation and self-transcendance. In a process of normal psychological and spiritual growth human potentialities naturally unfold and become actualised, producing feelings of natural self-esteem which lead to beneficial and creative behaviour. In the process a natural valuing process also unfolds revealing intrinsic social or 'ethical values' - the 'virtues'.

Virtues are specialised attributes for social adaptation...'operative values' Virtues are human attributes which are of value to the individual as a social organism in a social environment. The human organism behaves in accordance with an organismic valuing process which allows for self-preservation and adaptation to changing conditions in the social environment. The human organism as a social organism lives by intrinsic values which facilitate self-enhancement... is instinctively responsible to itself for its own potential development and self-actualisation. The human organism as a social organism depends for social adaptation on preserving the integration of the personality while at the same time comprehending the realities of a changing social environment in order to make accurate evaluation on which to base decisions for adaptive behaviour... 'adaptability'. The specialised attributes for social adaptation are the biologically based intrinsic social values or 'virtues'. Virtues are biologically based attributes arising from based social values or 'operative values' and their function is a biological one. Virtue from Latin 'virtus' is the affirmation of life and the responsibility to the unfolding of human potential and the excellence of human achievement. Irresponsibility toward one's self and one's potential is 'vice'. Vice is self-mutilation. Virtues are the biologically based social values which produce those attributes which are foundational to human socialisation and happiness - rational thought, confidence and courage. As social values they are 'ethical' values which give rise to human solidarity required for survival of human species as a social species which depends on mutual assistance and cooperation .Ethical values increase the individual's capacity to adapt to changes in the social environment. The function of virtues as social values is to preserve the integrity of the personality as a whole i.e. to preserve psychological health or 'sanity'. Sanity is the basis for accurate evaluation of changing social conditions and rational choice of action which leads to adaptive behaviour. As ethical values virtues are 'operative values'. As operative values virtues are of survival value to the human organism as a social organism. As biologically based genetically based... originate in the genetic makeup of the human species. They are a product of evolutionary processes. Virtues are intrinsic values which unfold naturally in a process of development of the organismic valuing process... of awareness or consciousness of human moral values...moral consciousness or 'conscience'.

"The aim of man's life is the unfolding of his powers according to the laws of his nature" In humanistic ethics 'good' is the affirmation of life, the unfolding of man's powers.
The actualising individual values the potentiality and the disposition of the 'human self' or 'Self' making decisions according to the organismic valuing process which is intrinsic to human nature. The biological function of organismic values is related to the preservation of the integrity of the organism.
Awareness of human moral values... moral consciousness or 'conscience'...

The human organism as a social organism depends for social adaptation on preserving the integration of the personality while at the same time comprehending the realities of a changing social environment in order to make accurate evaluation on which to base decisions for adaptive behaviour. The human organism is instinctively responsible to itself for its own potential development and self-actualisation. The actualising individual values the potentiality and the disposition of the 'human self' making decisions according to the organismic valuing process which is intrinsic to their human nature. The biological function of organismic values is related to the preservation of the integrity of the organism. They unfold naturally in a process of development of the organismic valuing process... moral consciousness or ''conscience'.
Conscience is the guardian of integrity... Conscience is a biological mechanism for the preservation of the individual's true self-interest and self-preservation. Conscience is the expression of the properly integrated functioning of the personality as a whole. Conscience makes it possible for the individual to adapt to changing social conditions while at the same time preserving personal integrity.The conscience evolved as a mechanism for the integration of personality and character in a changing social environment. Its function is related to the individual's need to maintain personal integrity while adapting successfully to a changing social environment. If in the process of adapting to change the individual's decisions enhance personal integrity then the conscience produces a feeling of inner approval. The resulting behaviour is productive and adaptive or 'right'. If in the process of adapting to change the individual's decisions diminish personal integrity, then the conscience produces a feeling of inner disapproval. The resulting behaviour is destrucive and non-adaptive or 'wrong'. As awareness or consciousness of human values or 'virtues'... moral consciousness' or 'morality', developed conscience defines the human personality or 'human nature'.
The conscience evolved as a mechanism for the integration of personality and character in a changing social environment. ...the product of evolutionary processes based on the natural laws of human preservation, the conscience is an 'emergent property' of the human brain. The human brain is a 'social brain' which evolved with the species as a social species. Human evolution is based on the survival value of the social brain and its capacity for ''social intelligence'. Social intelligence allows for accurate evaluation of the complexities of changing social conditions. Social intelligence is a function of development of moral consciousness or 'moral development'. Moral development is a function of constructon of the conscience through productiveness or 'work'.. Productiveness is a function of the development of character and personality, of psychological and spiritual development, of development of wholeness or health of 'humaness'.... 'wellness'. Development of humaness depends on the need for parental love which is 'unconditional' i.e. mature love with care, respect, knowledge and responsibility (not overprotection and possessiveness). Unconditional love is the basis for development of conscience, the source of human virtues. Virtues are the biologically based social values which produce those attributes which are the foundation of human socialisation and happiness.
Proper development of conscience depends on unconditional love Development of conscience depends on the need for parental love which is 'unconditional' i.e. mature love with care, respect, knowledge and responsibility (not overprotection and possessiveness). Unconditional love is the basis for development of conscience, the source of human virtues.

"The individual is instinctively responsible to himself for his own potential development or 'self-actualisation'. This natural responsibility to his own biological and psychological existence and self-actualisation constitutes the ethical value called 'virtue'... Virtue is proportional to the degree of productiveness achieved." (Fromm, Erich. Man for Himself: an Inquiry into the Psychology of Ethics. Holt, Rhinehart and Winston, New York, l947 p. 229)
Development of conscience is a function of brain development for 'creative intelligence'
man's natural self-interest - his natural and real self-interest in happiness, not in terms of material success but in terms of an ethical and productive life.
Virtues unfold in the normal process of growth... Each individual has a unique way of solving their human problems. The uniqueness of problem-solving depends on their unchangeable constitutional temperament and their changeable acquired character. Acquired character depends on conscious and unconscious motivating forces and varies with the individual's mode of relatedness to the world. In normal growth and development, both conscious and unconscious behaviour are based on the flexibility of the instinctive tendency to grow in the direction of self-actualisation and self-transcendance. In the process of normal development and growth to actualisation and unfolding of human powers, ethical norms for excellent living are revealed according to the laws of nature and human existence....the human values are revealed in the 'productive' character which naturally unfolds as the ideal human potentialities unfold and become actualised.

What happens when there are obstacles to growth? Inhibition of spiritual growth results in insecurity and low self-esteem which has a crippling effect on development. Failure to gratify the ego-needs results in lack of spiritual growth. As a result the individual's sense of identity is threatened and this leads to their continual dependence on others for approval i.e. 'psychological dependence'. The psychologically dependent individual will persist in their efforts to retain the approval of others even if it means the repression of their growth needs. In the absence of motivation for growth, the individual's thought and behaviour patterns are dominated by...the basic psychological needs... dominate the individual's motivation for behaviour. Hence they are designated as 'deficiency needs' or 'deficit needs'. Motivation by deficit needs is 'deficit motivation'. Deficiency motivated growth results in the 'metapathology' of 'diminished humanness' or 'dehumanisation' i.e. Development becomes neurotic....'neurotic development' or 'neurosis'.
Neurosis involves the irrational projection of of images of perfection ideals onto an external authority and its subsequent internalisation as 'authoritarian conscience'. Construction of authoritarian conscience involves the interaction of two processes which are based on the instinctive needs to admire, to have an ideal, to strive for perfection: first the perfection of character is projected onto an external authority - parental, religious or state authority; second the projected image of perfection is internalised or 'introjected' in the individual's consciousness. Internalisation of the projected image leads to the individual's unshakable conviction in the external authority as the personification of the perfect character. The conviction is so strong that it is immune to all empirical evidence which might prove to contradict it. The power of fear for the authority replaces the power of ethical reasoning... the individual loses the capacity for rationality and reason. As a result the conscience which is constructed becomes increasingly authoritarian and irrational and this leads to the rigidity of authoritarian conscience. The irrationality of authoritarian conscience interferes with comprehensive understanding of the self and of others preventing the formation of meaningful interpersonal relations. The individual overcompensates with domineering attitudes of sham dominance. Their violent reactions of frustration manifest themselves in 'antisocial behaviour'... acts of destructiveness, sadism, cruelty, malice and greed - the same attributes which describe the wickedness of human behaviour... human wickedness or 'evil'. So-called 'evil' is a product of neurosis, psychosis as 'psychopathy and other social pathologies.
In pathological growth, conscious behaviour is based on the introjection of rigid and static cultural beliefs and values resulting in the construction of an authoritarian conscience which is not functional in process of adaptation to changing social conditions i.e. 'adaptability'. In a process of social conditioning, conditioned behaviours are rewarded even though they are perversions of the natural tendency to grow in the direction of self-actualization. Socially conditioned individuals are dissociated and estranged from their own directional growth process.
Authoritarian conscience is inadequate for effective evaluation of social conditions because it fails to produce behaviour which is adaptive to changes in the social environment and can lead to socially inadaptive or 'antisocial behaviour' and 'human wickedness' or 'evil'. Evil as antisocial behaviour is a direct result of the abnormal conditions for growth which are prevalent in a cultural environment which focuses on the control of human needs. The forces of external control deprive the individual of the means for gratification of instinctive spiritual needs. As a result their feelings towards them become ambivalent and they perceive them as not only appealing but frightening as well. Fear for the spiritual needs stimulates psychological reaction responses of repression and denial further inhibiting metamotivation and stimulating deficit motivation. The resulting inhibition of spiritual growth prevents the inner development to maturity through the development of inherent human potentialities i.e. 'self-atualisation'.
(....or else spiritual emergency). Individual self-actualisation is the basis for social cooperation or 'normal socialisation'... normal socialisation depends on development of critical consciousness... the aim of education as 'critical practice'

Implications for education... virtue as the source of happiness... education for virtue is education for happiness
"Happiness is not the reward of virtue but is virtue itself." (Spinoza, Ethics)
"The actualisation of a potentiality depends on the presence of certain conditions... The concept of potentiality has no meaning except in connection with the specific conditions required for actualisation. If the proper conditions normal conditions are present, the potentiality for goodness is actualied. If they are absent... abnormal, pathogenic conditions... then the potentiality for wickedness or 'evil' is realised. "...man is not necessarily evil but becomes evil only if the proper conditions for his growth and development are lacking. The evil has no independent existence of its own. It is the absence of good, the result of the failure to realise life." (Erich Fromm Man For Himself p. 218)