Problem of Evil

  

             Problem of 'Evil' as an Issue of Education                     
  The problem of evil: what is evil? where does it come from? Why does it persist? So-called 'evil' is human wickedness which is a function of human psychopathology and not a function of the the nature of the human personality or 'human nature'. The human species is a social species which depends on complete development of its moral faculty for effective socialization necessary for species survival. Those people considered to be 'evil' are really just retarded in the sense that they are not fully human. They are not healthy specimens of the species because they lack the intuitive intelligence and sense of empowerment which results from complete moral or 'spiritual' development. They are disempowered as a result of arrested development and will compensate for their sense of disempowerment by their drive to hold onto the power of control over other human beings. When this drive is combined with authoritarianism and dominance their influence can be deadly.       

Man's 'animal nature' as the human personality or 'human nature' is not 'evil'. The human organism has an instinctive responsibility to itself to develop its humanness as a function of moral consciousness or rational 'conscience' the source of guiding values for living... the source of self-empowerment which is required for adaptation to changing social conditions or 'adaptability'. Normal human psychological development involves the construction of conscience. So what is evil, where does it come from and why does it persist? The so-called 'problem of evil' can only be understood in terms of the psychology of human development. Evil is the socially unnadaptive and destructive behaviour of human wickedness. When development of rational conscience is arrested at the level of ego-needs for security and self-esteem, the result is a process of neurotic development or 'neurosis' which is characterised by a pervasive sense of powerlessness which becomes the source of negative emotions and internal conflicts leading to the construction of immature irrational conscience. It is the failure to develop mature rational conscience which is the source of evil and evil persists as a result of the failure to recognize the importance of providing the conditions required for complete psychological development.... conditions of love as human solidarity without conditions i.e. 'unconditional love'. The problem of evil is an issue of education. Social adaptability is compromised with education which disempowers... authoritarian education. Hence the importance of education for empowerment... for responsible freedom... freedom from fear, freedom from dogma, true freedom or 'inner freedom'... 'freedom to learn' and 'freedom to work'. We can fight evil with education for human empowerment ... education based on respect for biological principles underlying the nature of human nature... education of the whole person as a whole or 'holistic education'. 

What is Human Nature?

    

        The human species is a social species, the human organism is a social organism, the human brain is a social brain and human nature is a social nature. The human personality or 'human nature' is an open natural system which is multidimensional and subjected to the forces of a changing social environment. Human nature can be defined in terms of the integrated functioning of intrinsic motives for behaviour or 'instincts,' instinct-like desires, drives or 'needs', wishes, impulses, feelings, emotions, thoughts, volitions, aspirations, reasoning capacities, beliefs and so on ... all involved in the organismic striving for steady state equilibrium as unity of personality or 'personality integration' which is required for holistic perception,  accurate evaluation and effective adaptability to ever-changing social conditions... required for self-preservation. A system which interacts with its environment acquires qualitatively new irreducible properties... 'emergent properties'...  which emerge as a result of the interaction of the various parts of the whole system. The nature of human nature can only be understood from the perspective of the 'systems approach' or 'systems thinking' of systems theory. The characteristic emergent property of human nature is development of the intrinsic potential for consciousness of moral or 'spiritual' values... moral consciousness or 'conscience'. Rational conscience is the source of  moral intelligence or 'social intelligence' required for social cooperation necessary for continued survival of the human species.                              

What is 'Schizophrenia'?

     So-called ‘Schizophrenia’ as a Process of Uncontrolled     

                      Spiritual Emergence or ‘Spiritual Emergency’  

    Much needless suffering results from ignorance of the multi-dimensional nature of the human psyche, human personality or 'human nature'. Insights into the workings of human nature or ‘the nature of human nature’ are revealed by combining scientific research in western psychology with concepts provided by Eastern psychologies such as Buddhism which are concerned with human psychology on the level beyond individual self-image, the ‘persona’ or ‘ego' as a concept of the self which is created by the mind. These insights can be applied to the study of the healthy healing process involving psychic overload of uncontrollable spiritual growth i.e spiritual emergency or so-called 'schizophrenia'.

     The psychiatric profession has created one of the greatest myths of our time by describing so-called 'schizophrenia' as a nonspecific disease or ‘mental illness’. It was German psychiatrist Emil Kraepelin (1856-1926) who originally coined the Latin name 'dementia praecox' meaning 'prematurely out of one's mind' because he believed that this supposedly devastating condition resulted from irreversible mental deterioration.  Later it became clear that the term was a misnomer and in 1910 a new term was provided by the kind and humane Swiss psychiatrist Eugen Bleuler (1857-1939), teacher of Carl Jung and professor of psychiatry at the University of Zürich where he headed the famous Burghölzli Clinic. Bleuler coined the term 'schizophrenia' for 'splitting of the mind' since  the condition seemed to involve a mental separation 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' so that ‘schizophrenia’ actually means 'broken soul' or 'broken heart’. Although there is still no universally accepted definition of the term, it has been applied to various conditions including a set of socially and culturally unacceptable thinking and behaviour patterns thus making it a model of ‘unwanted conduct’.

     In fact so-called ‘schizophrenia’ is not a disease nor is it a hopeless condition. It is  a brilliant condition which is the concern of the psychology of the transpersonal or spiritual dimension of human nature i.e. 'transpersonal psychology'. In this light schizophrenia is a personal 'story' of a natural and temporary self-healing and self-organising process involving the dissolution and removal of illusions and false beliefs which originate from social conditioning. In this sense schizophrenia is a transformative process, a crisis of transformation or ‘psychospiritual crisis’. Furthermore it can be understood as a part of the human condition and as a process which reveals information about the nature of the human psyche or ‘human nature’.  

    The human species is a social species, the human organism is a social organism and human nature is a moral, spiritual or ‘social’ nature with instincts for social cooperation and social harmony i.e. ‘social instincts’. Social instincts must be cultivated in a process of development of moral consciousness or ‘conscience’. The function of the conscience is to preserve the integrity or ‘wholeness’of the personality. Rational conscience is the product of moral, spiritual and social development resulting in transformation of the self and the knowledge of one’s human nature or ‘self-knowledge’. Self-knowledge is prerequisite to social or spiritual intelligence required for effective social adaptability. The process of moral or spiritual development is also known variously as 'individuation', 'self-realisation', 'self-actualisation', 'spiritual renewal', 'spiritual awakening', 'spiritual rebirth’, 'enlightenment' or 'spiritual emergence'. Spiritual emergence is a gradual and controlled transformation process which results in the understanding of the ultimate connectedness or ‘unity’of all things.

     Spiritual emergence is a gradual dynamic, fluid, naturally ordered and integrated on-going process of personal psychological development. It involves moral or ‘spiritual’ development to greater maturity and spiritual awareness. It is a process  which takes place over a period of years and involves personal evolution from the limited sense of self or 'ego' and its egocentric perspective to the expanded sense of self beyond ego, the ‘higher self’, the ‘authentic self’ or 'Self'. Transcendence of the ego or ‘ego-transcendence’ and its transpersonal perspective allows for expansion of consciousness and heightened awareness resulting in an inner sense of emotional liberation. Intuition is purified and sharpened thus allowing for a clearer more accurate perception of reality and the discovery of ideas and behaviours which are effective for social adaptability. Spiritual emergence is the source of personal power because it allows for the attainment of knowledge of one's true nature (‘self-knowledge’) as the source of motivation for personal productiveness and creativity or ‘work’ i.e. self-empowerment’. Each person is at a different stage of spiritual emergence depending on the level of moral or spiritual development which they have reached.

"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)

      Complete psychological development depends on education (at home and at school) which offers conditions of freedom as freedom from dogma or ‘inner freedom’. Growth through the freedom to learn allows for the complete development of the person as a whole. This so called 'holistic education' is based on respect for the biologically based motives for learning or ‘human needs. Human needs include both 'lower' psychological needs for security and self-esteem - the 'ego needs' - and 'higher' psychological needs for moral development, the instinctive yearnings for human values, the spiritual needs or ‘metaneeds’. Motivation by the metaneeds or 'metamotivation' allows for the discovery of one’s true potential.

      If in highly sensitive individuals the process of spiritual emergence is blocked for whatever reason then they might undergo a period of crisis or ‘emergency’ involving the rapid formation of essential adjustments for effective adaptation. The transformation process of spiritual emergence can be so dramatic as to become uncontrollable ‘spiritual emergency’, also known as  transpersonal experience, transpersonal crisis, psycho-spiritual transformation, psychospiritual crisis, 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 characterised by spontaneous alternative consciousness states or ‘realities' in which the person experiences unbearably distressing psychic overload involving chaotic and overwhelming sensory experiences which in fact offer invaluable opportunities for personal growth and positive transformation. Spiritual emergency is a process of healing and renewal which involves the dissolution and removal of illusions and false beliefs originating in the programming of social conditioning. The conditioning leads to the formulation of aberrant thought complexes and these prevent the person from making accurate evaluations of their social environment. Inaccurate evaluations lead to inappropriate decision-making and non-adaptive behaviour patterns. In a period of crisis, the person instinctively surrenders to the organismic process which involves the temporary separation of thought and emotion (‘ego-loss’) which is necessary for the reassessment of their thoughts without having to deal with the emotional implications. The apparently bizarre speech and behaviour patterns reveal the passage from lower to higher consciousness states in which the person experiences a series of varying stages or ‘episodes’. These can be frightening and confusing to onlookers because they appear to be out of context with everyday reality and as a result they are often misunderstood. They are mistakenly believed and discredited to represent ‘symptoms’ of disease or ‘mental illness'. Perceived as pathological they are considered to be medically ‘treatable’. In fact the apparent 'symptoms' are manifestations of a spontaneous healing effort by the organism as a whole. The person eventually learns to grow beyond fear based ego-consciousness, beyond cultural conditioning and the ‘conditioned self’, beyond the expectations of others and towards the new transpersonal, moral or ‘spiritual’ dimension of awareness which allows for development of personal potential and effective social adaptability.

The successful outcome of spiritual emergency depends on the correct understanding, respect, encouragement and support which allow it to reach full completion (Stanislov Grof.)

References: refer to www.HolisticEducator.com/SpiritualEmergence.htm

Education as a Function of Culture: Cultural Context

                                                                   
                                                     
theme: The aims of education are formulated within the framework of cultural context. In the American culture - political ideology and education for 'citizens of a democracy', behaviorism, education industry, 'traditional' curriculum and myths of schooling, Protestantism, moralism, capitalism, consumer society and packaging of values ... educational process involves conscious thought in the context of subconscious processing of cultural stimuli.
Educators must analyse the cultural context in which they are doing their work of educating. "There can be no educational policy or practice independent of a social and cultural context and therefore there is no such theory as 'objective' educational theory'". (David Purpel "Holistic Education in a Prophetic Voice" in John Miller Worldviews, Educational Orientations and Holistic Education. page 69)
       For the human individual in a cultural context, the nature of reality is determined by the nature of the cultural environment. The nature of the cultural environment is determined by the cultural values and belief systems. Stimuli from the cultural environment are directly related to the basic assumptions underlying the values of the culture. They are peripheral to the stimuli in the field of focused attention. As peripheral stimuli, they are processed by the brain at the subconscious level. The cultural values are a product of the cultural belief systems which make up the 'cultural consciousness'. The cultural belief systems are a product of the history of the culture. The cultural history forms the basis of the cultural consciousness, source of the peripheral stimuli processed subconsciously by the individual in a cultural context. The individual's thought and behavior patterns are influenced by the subconsciously processed peripheral stimuli from the cultural environment. The individual's thought and behavior patterns are influenced by the subconsciously processed peripheral stimuli from the cultural environment. Unconsciously perceived and processed by the brain, peripheral stimuli from the cultural environment are inherent in the so-called 'cultural consciousness'.
    The educational process for the individual within a cultural context involves conscious thought patterns in the framework of unconsciously processed environmental stimuli of the cultural consciousness. The learning process combines the processing of environmental peripheral stimuli with conscious thought processes involved in cognition. Educational policies are formulated in the context of a prevailing cultural worldview which is inherent in the prevailing cultural belief systems and values. Cultural belief systems are created in the framework of the basic assumptions underlying the cultural view of the world - the 'reality' which is perceived from the point of view of the people living in their own time. The individuals within a given culture perceive their own world from their own point of view, with the technology, the resources and the 'education' accessible to them. They identify with the belief systems of their culture and perceive the world from the point of view of the cultural belief systems. An individual educated within the context of given cultural belief systems internalize the cultural values. The cultural values are derived from the cultural beliefs. The 'enculturated' individual subconsciously perceives reality in the context of the cultural values and the cultural worldview.
 Cultural beliefs are derived from scientific 'beliefs' and the cultural belief systems are derived from the culture's prevailing 'scientific' perception of reality. The cultural perception of 'reality' is a reflection of the prevailing scientific view of the world. The so-called scientific 'paradigm' is the view of reality and the perception of the world as observed and perceived by the individuals in the context of their own culture and its accessible sources of knowledge. The cultural worldview results from logical conclusions about the nature of reality. The conclusions are based on the individual's 'scientific' activity in the cultural context. The available technology is used to make observations about the environment. The available knowledge is used to make inquiries about the environment. Making inquiries and observations constitutes the 'scientific activity' on the basis of which conclusions are drawn about the reality of the environment. The individual uses the 'scientific method' which prevails in the context of the culture. 'Logical' conclusions are drawn on the basis of inquiries and observations made from the perspective of the cultural belief systems. These 'scientifically' drawn conclusions form the basis for the derivation of the significant metaphysical assumptions about 'reality' as they are perceived by those enculturated individuals. The resulting cultural perceptions of reality form the basis of the culture's belief systems and the cultural 'myths'.
The cultural myths in turn form the basis of the cultural perceptions of 'reality'. The cultural perceptions of reality constitutes the framework for the formulation of the belief systems and cultural values. The cultural value system constitutes the framework for the formulation of the culture's educational policies. Educational 'institutions' formulate policies which are consistent with the cultural value system. The educational policies are formed within the conceptual framework of the scientific paradigm, by way of the cultural belief systems and cultural values . In reproducing the myths of the cultural belief systems, schools foster the traditional American values of capitalism, materialism and consumerism, of hierarchy and success, of moralism and control. Referred to as the 'hidden curriculum', the obligatory instruction of the cultural values has been promoted with authoritarian teaching methodologies and 'philosophies'. For the individual in the cultural context of 'schooling', he is expected to conform to the cultural values. Instead of fostering the individual's self-reliance and hope for his own future, school authorities want the individual to meet their own 'expectations'. Instead of fostering the individual's self-responsibility, they cultivate his sense of dependence on authorities and experts.
For the individual in the cultural context of 'schooling', he is expected to conform to the cultural values. Instead of fostering the individual's self-reliance and hope for his own future, school authorities want the individual to meet their own 'expectations'. Instead of fostering the individual's self-responsibility, they cultivate his sense of dependence on authorities and experts. Instead of fostering the individial's sense of responsibility for his own future, they try to cultivate his unrealistic ambitions for 'professional' status in the consumer culture. Instead of fostering the individual's sense of integrity and health, they cultivate a 'competitive spirit' and life of stress. In their efforts to make the individual conform to the cultural values, they impose thought and behavior patterns which repress the individual's natural desire for learning, for growth and for independence. Instead of trusting the individual's human potential for intellectual and moral development, the school imposes requirements in the form of grades and 'performance' scores.With its demands for meaningless and passive learning, the school discourages creative and critical thinking. Imposing requirements have been imposed on students for their 'adaptation' and enculturation, the use of traditional methods have obscured the real challenges of living. Students have not been prepared for the demands of complex learning in a complex environment. Instead of fostering the individual's or critical consciousness or 'mindfulness', the school cultivates mindlessness. They have not been taught the positive aspects of moral responsibility to themselves. They have not been taught the real challenges involved in realizing their personal hopes and dreams. They have been deprived of the experience of the real joys of learning. With its function of reproducing the cultural values, the educational system neglects to prepare each individual to lead his own life in a complex world. Instead of preparing the individual for his own future as a self-responsible social being, the institutions of education have prepared the individual as a 'contributing member of society.'
Focusing on the individual's preparation for adaptation to the society, the educational system neglect to foster the individual's innate capacities to adapt to a changing environments. Incapacitated individuals in a changing society constitute the human evidence of an anomalous social situation. The current educational 'crisis' is the obvious manifestation of an anomalous human situation which has existed for a long time. The anomaly cannot be ignored any more - it has reached 'crisis' proportions. In keeping with the Protestant ethic, social problems are perceived in terms of the individual's own lack of moral responsibility. Social problems are discussed in terms of possible solutions and 'scenarios'. Attempts are made to resolve them through the implementation of discipline and enforcement of the 'law'. Social problems are not understood in terms of possible deficiencies inherent in the cultural institutions. Social reforms are perceived in terms of the individual's moral responsibility to initiate changes. Social reforms are not perceived in terms of necessary institutional changes. For the individual in the cultural context of capitalism, the educational system is a reflection of the belief systems underlying the cultural values. In the educational institutions, attempts are made to 'help' the individual to cultivate a sense of moral responsibility. For the individual, environmental change is manifest in the global economic and political changes. The individual in the context of American culture is required to adapt to the changing demands of a capitalistic society. In keeping with the theories of capitalism and the American educational 'tradition', the individual's instinctive spiritual striving for self-realization is not validated. The natural development of moral responsibility is discouraged. The life of contemplation and meditation is misunderstood. True spiritual freedom is not trusted. The self-expressive behavior of the natural human being is not trusted. The intuitive and emotional facets of human nature are restrained.
   The educational policies which were formulated in the paradigm of reductionist science are no longer compatible with the new global worldview. New educational policies need to be formulated on the basis of the new wholistic scientific paradigm. Studies in innovative pedagogical techniques have shown the effectiveness of placing the emphasis on issues of pedagogy and philosophy on the students and on the learning process. Truly innovative changes are those which have a liberating effect on both the teaching and the learning aspects of institutional education.They liberate the learner from the oppressive role of the teacher, the curriculum and the institution. Implementation of liberating pedagogies would bring about the humanization of institutionalized education. A prerequisite is the reexamination of the basic assumptions and values of the cultural belief systems which make up the contextual framework of the educational system. For the individual in the context of cultural oppression, humanization and even survival depend on the humanization of the cultural values. A shift is taking place in the dominant scientific worldview from the reductionist worldview to the wholistic worldview.Reductionist 'science' is being replaced by 'wholistic science'. The change in scientific worldview or 'paradigm' has far-reaching consequences on the cultural belief systems and in turn on the formulation of educational 'policy'. Wholistic science validates the subjective participation of the observer in the scientific process of inquiry.
The history of American education has been characterized by a continual search for a theoretical framework for an effective education practice. A theory-practice (praxis) based on the wholistic learning functioning of the brain could represent another alternative in the continuing search for a theoretical framework upon which to base an effective education practice. Evidence for a rational basis for a theory - practice based on brain functioning is provided by the findings of brain research. So-called brain-based learning involves the natural processing or 'thinking' functions of the brain. The natural functions of the brain are concerned with its special ability to search for meaning in the environment. As a product of millions of years of evolution through natural selection, the specialized brain functions have ensured the survival of the human species. For its millions of years of survival as a species, the human being has depended on the brain's ability to search for meaning in the environment. The brain's efficient evaluation of the environmental context of experience has depended on the natural selection of its characteristic complex thinking functions. The natural thinking processes constitute the brain's natural capacity for processing complex stimuli in the physical, social and cultural environment. The brain processes environmental stimuli which are in the field of focused attention and at the same time it processes those stimuli which are peripheral to it. Many environmental stimuli are perceived unconsciously by the brain and are processed at the subconscious level. The brain processes the focused stimuli within the context of the peripheral stmuli. The brain's interpretation of the focused stimuli depends on its subconscious interpretation of the peripheral stimuli. Stimuli in the field of focused attention are interpreted in ways which depend on the context of the interpretation of peripheral stimuli. The meanings attached to the peripheral stimuli determine the context in which the brain consciously processes environmental stimuli. Peripheral stimuli include those from both physical and social or 'cultural' environments.
Holistic science gives rise to new cultural belief systems and values. These are reproduced in the educational policies within the culture. Overall change is manifest in several characteristic trends in education. There is a trend away from fragmentation of knowledge and towards integration of knowledge areas. There is a trend away from the authoritarianism of 'science' and 'experts' and a trend towards the inner authority of the concience. There is a trend away from the value of the need to control and a trend towards the value of the need to trust 'humanity' and the human conscience or 'spirit'. There is an overall trend in the recognition and the cultivation of a wholistic paradigm and a global worldview. There is a trend away from the individual's cultural alienation and a trend towards the individual's cultural integration. In discussion and debate about 'education', there is a trend away from the 'individualistic' perspective and a trend towards the cultivation of the wholistic perspective. There is a trend away from competitiveness in learning and a trend towards cooperation and integration in the learning process. Overall there is a trend towards wholistic education. An innovative education based on a wholistic philosophy is valid because the learner is liberated from the authoritarianism of the teacher, the curriculum and the institution. The learner must be free to develop self-discipline, engage in self-directed learning and achieve self-actualization.

 

Love as a Metavalue: 'Mature Love'

       Unconditional love as a value which lies beyond the realm of sense and subjectivity... a 'meta value'...  an aspect of the mature mind... unconditional love as 'mature love' ... Within the context of maturity, love is the power by which the individual relates to the world through fellow human beings and  at the same time transcends the separateness of individual existence thus retaining  integrity or 'sanity' by uniting with others and becoming part of  something bigger.  Mature love'  is an emotion based on the biological instinct for human solidarity...  an emotion which results from the natural mutual interdependence of all human beings.  Mature love as human solidarity communicates security as  necessary condition for continued interest in the environment and the unfolding of human powers and  human potential (humanisation) in a process of normal psychological growth and development.  Optimal psychological growth and the proper development of human character,  personality, rational thought, confidence, courage and morality of rational conscience depends on the fulfillment of the instinctive biological need (metaneed) for mature love. Mature love of security is relationship with the other's wholeness as a human  being ... their  core of intrinsic human values or 'human core',  their 'humanness',  'humanity',  'humanhood'.  Mature love is granting the  full right to the natural unfolding of human powers ...  granting the right to cultivate one's  own humanity.  Mature love as the  affirmation of another's humanity is  'productive love' which is inseparable from 'labour' meaning 'to cultivate',  to foster growth,  to 'make something grow',  to care for ,  to feel responsible for  in the sense of 'ready to respond'. Mature love is 'responsible love' because it is inseparable from 'care' which implies a profound sense of 'responsibility'  as 'readiness to respond'. To love responsibly means to feel responsible for another's psychological growth and human development. Mature love is based on understanding or 'reason' and in this sense it  does not make any demands  nor depend on any conditions.  With no conditions attached, mature love  is  'unconditional love' and to love unconditionally is to express one's power to lov e ...  to actualise,  to concentrate this power on one person and to relate to their  human core as representing humankind. As the productive form of love, mature love is a force which can create the capacity for good will toward others. In facilitating growth and the cultivation of humanity mature love is a transforming experience which promotes mutual understanding.  Mature love  is  'universal love' because it implies love for all humanity. Mature love combines care with respect and  knowledge and so is genuine ,  wise and unselfish... in contrast to the irresponsible love of  overprotectiveness, possessiveness  and sentimentality.  Mature love is 'spiritual love' or 'agape' because it is required for complete spiritual development...  development of moral consciousness or morality of the rational 'conscience' or 'human spirit'.   Mature love is an act of courage, freedom, humility, requiring an intense faith in the individual's instinctive vocation to become more fully human... faith in the 'human personality' or 'human nature'. Manifestation of mature  love depends on knowledge which is shared through dialogue or 'dialogical knowledge'.  Hence the necessity for participatory education or 'holistic education'.                

  Self-transcendence and the wisdom of compassion. 

      Love is the capacity to transcend oneself and relate to one's fellow human beings by connecting to their human core. Within this context of maturity, love is the emotion of human solidarity, acknowledgement of the 'goodness' of a person's humanity, recognition of a person's wholeness is known as 'universal love',  'productive love', 'spiritual love',  'agape' (Greek) and  also defined as mature responsible love with no conditions attached or 'unconditional love'. Within the context of maturity, love as 'mature love'  is an emotion based on the biological instinct for human solidarity which results from the natural mutual interdependence of human beings and which communicates security necessary for normal human growth and interest in the environment. This mature love as human solidarity is a necessary condition for the unfolding of the individual's human powers. Mature love is cultivation of the other's wholeness, their 'humanness', humanhood' or 'humanity'.  Mature love as the  affirmation of another's humanity is the productive form of love ... a productive force because it is a transforming experience and creates the capacity for good will toward others.  Good will promotes growth and mutual understanding. Mature love is love with respect and  knowledge and so it is wise and unselfish love,  genuine love. Mature love is  universal love because it implies love for all  of humankind.  Mature love is responsible love because it is inseparable from understanding or 'reason' and cultivation or 'labour' meaning 'to cultivate',  to foster growth,  to 'make something grow', to care for,  to feel responsible for  in the sense of 'ready to respond' to another's psychological growth and human development. Love in this sense does not make any demands nor depend on any conditions; no conditions are attached.  In contrast to selfish immature love, mature love is 'unconditional love'.    To love unconditionally is to to express the power to love... to relate to a person's human core ... to relate to the person... concentrate this power on one person as representing humankind. "To love a person productively means to relate to his human core, to him as representing mankind." (Fromm Man for Himself 101)..
     The need for unconditonal love is a biological need. Unconditional love is required for optimal psychological growth and development of intrinsic spirituality... the spiritual too for living...  which is moral consciousness (intrinsic spirituality) or 'conscience'.  Development of the human conscience is a function of the integrated development of personality and character in the context of inner freedom. Deprivation of unconditional love results in emotional immaturity and psychological ill health of neurotic growth  or 'neurosis'. The result is fear and hatred of dysfunctional and  irrational conscience which becomes the source of human wickedness or 'evil'.  We can fight evil with education for human empowerment  ... education based on the biological need for human solidarity which communicates security necessary for complete human development i.e. love without conditions or  'unconditional love'.  Survival of the human species depends on mature unconditional love because this is the  condition required for development of the 'human spirit'  as a tool for living i.e. the rational conscience. Education for development of conscience is based on  the instinctive biological need for unconditional love ... mature love as affirmation of the person's wholeness... their humanity... their productive character orientation which is the basis for freedom, for virtue and for happiness...  hence the need for 'holistic education'.  

Human Survival Depends on Social Intelligence

The human organism is a social organism which depends for survival and adaptation on social intelligence. Human adaptability is successful if it is based on the value-life. As a social organism, the human organism has a complex range of instinctive human motives or 'human needs'. These must be fulfilled for proper growth and development to full human awareness or 'humanness' and the peaceful functioning of human societies. Human needs are psychological and spiritual as well as physiological. The physiological needs are those needs which are related to physical growth. Psychological needs are those needs related to psychological growth. There are the basic or 'lower' psychological needs for security and the 'higher' psychological needs for moral consciousness or 'conscience'. The different psychological needs are all interrelated. The 'lower' basic needs are the so-called 'security needs' for safety, belongingness and self-esteem also known as the 'ego needs'. The 'higher' needs are the so-called 'growth needs' or 'spiritual needs'... needs for development of rational conscience through spiritual growth and transcendance of the ego...  'ego-transcendance'. The most urgent or 'prepotent' is the need for freedom from fear and anxiety.... the need for safety or 'security'. Security needs include the need to admire an ideal and to strive for perfection. Security is communicated through loving care and a sense of 'belongingness'...  need for human solidarity which communicates security... parental love without conditions attached... 'unconditional love' or 'spiritual love'. Unconditional love is derived from the human instinct for human solidarity and communicates the security, approval, respect, esteem and sense of belongingness... basic to faith in the persistence of the self, respect and approval of one's identity and expectations of oneself i.e. 'self-respect' or 'self-esteem'. Fulfillment of the ego needs establishes a natural condition of self-identity or 'healthy ego' which is required for normal healthy psychological growth...  mature growth or 'self-actualisation'.  The process of self-actualisation leads to intuitive intelligence or 'social intelligence' as a function of fully expanded awareness of the social values of humanness ... truth, justic, beauty, compassion... which are instrumental in creative and effective adaptation to changing social conditions.   

Miscellaneous Comments

 

Meaning of ‘survival of the fittest’ is the ‘best adapted to changing conditions’.

 

Power of human emotion as spirituality is personal power of moral responsibility or 'self-empowerment'...

 

National referendums by popular vote will work only if the citizens of the country are properly educated, that is completely developed psychologically so 'mature'.  Maturity is the basis for true freedom and democracy and depends on democratic education for cultivation of morally responsible intelligence or  'creative intelligence' …See 'holistic education'. 

 

Emotional intelligence… harnessing the emotions in the service of performance and learning… in flow the emotions are not just contained and channelled but positive and energized… they are aligned with the task at hand… being utterly absorbed in what one is doing and giving one’s undivided (focused) attention, merging awarenes with action, losing track of time and space, forgetting oneself, losing self-consciopusness (‘ego-less), ‘peak performance’, intinsically motivated     People who have a sense of self-efficacy bounce back from failures; they approach things in terms of how to handle them rather than worrying about what can go wrong…. Being able to enter the state of flow represents emotional intelligence at its best…  

 

It is the unbalanced value systems of these egocentric adults which inflict grave harm on our species and our planet. The problem is arrested human development.

 

These power freaks are inhuman. We can turn this around if we have education which is based on trust of human nature and dedication to fulfillment of human potential and human empowerment...

 

The future is children. We all need to press for a meaningful education which enables them to develop their full potential... education for development of the personality as a whole or 'holistic education'. 

‎Victoria gives us hope for the future. People committing the fraud she talks about tend to underestimate people's intelligence. Never underestimate the intelligence of the young. All children must be given the appropriate conditions of freedom to grow through learning... the key is intrinsic motivation

 

Excellent. Never underestimate the intelligence of the young. All children must be given the appropriate conditions of freedom to grow through learning. The key is intrinsic motivation.

 

A society of open minds depends on education which provides the right conditions of freed which children need to grow through learning which opens their minds i.e. education for complete development or 'holistic education'....

 Wisdom is intuitive intelligence which depends for its cultivation on freedom to grow through learning... i.e. 'spiritual freedom'. Education as conditioning and indoctrination prevents the cultivation of wisdom.

The most you can do to help others is not to get involved too much ... just enough give them the confidence they need to help themselves.

World revolution should incorporate revolution in education based on children’s need to grow through learning in conditions of freedom (spiritual) so that they can cultivate their intrinsic potential for intelligence with the rationality of moral consciousness or ‘conscience’ which is required for all citizens of a true democracy... i.e. ‘education for the petrsonality as a whole or ‘holistic education’.   

Natural wisdom is not only the result of book knowedge but of creative intelligence. One can read all the books in the world and still not be intelligent in the sense of moral intelligence which results from development of moral consciousness or 'conscience'. The degree of rationality of concience is a function of lthe evel of consciousness  which one has reached in a personal process of moral development. The human species depends for its survival on the highest levels of consciousnessness... the spiritual domain or spiritual love i.e. 'spiritualty'.  The lack of spirituality guarantees its continuied demise to extinction. Consequently we need to implement a universal education based on love of children, respect for their developmental needs and cultivation of their intrinsic potential for complete human development.

Ignorance of the nature of human nature is our problem. Human nature as is meant to be depends on complete psychological development. This includes development of the moral or 'spiritual' dimension. All children need love for that. If they don't get they can become spiritiually crippled psychopaths.

Ignorance of the nature of human nature is our problem. Human nature as is meant to be depends on complete psychological development. This includes development of the  moral or 'spiritual' dimension. All children need love for that. If they don't get they can  become spiritiually crippled psychopaths.

People need to evolve personally from ego to essence... and live on the transpersonal level of human consciousness. So-called 'God' is god-consciousness. That is what Jesus was trying to explain using difficult metaphorical langage which he learned in India. The problem is ignorance of the real meaning of religions. The real meaning of apocalyse is 'lifting of the veil'... we are waking up to the need to evolve on a personal level. e are all the same...we have the same human aspirations.

 Christians are in trouble because they do not understand the true meaning of Jesus teachings (God is Love). We must 'find Jesus' in the sense that we must find our own divine source... our own soul. The voice speaking to you in your dreams is the voice of your own divine source... your own conscience. There is indeed a need for Christianity to evolve and if you read and listen to philosopher Ken Wilber you will see that many people are concerned about the future of Christianity. Basically we are all the same and all the organized religions are in danger of dying if they focus on dogma and the differences between them rather than understanding their essence and respecting the similarities of all peoples and the unity of humankind.

.Jesus tried to teach the message of love to the world (God is Love). God is our godconsciousness... the divinity within the human soul. Christians arer in trouble because they don't understand the meanings of Jesus’ teaching. There is a movement for the evolution of Christianity... read and listen to philosopher Ken Wilber. The voice talking to you is your own conscience. We must look into our own soul to find Jesus in the sense that he represents our divinity.

The word 'freedom' is basically misunderstood in this 'land of the free and home of the brave'. Freedom is perceived as external freedom -freedom of action. This only works out if people are morally responsible. The problem is that children are already imprisoned in the schools because they are not given the freedom to become morally responsible adults. Real freedom is in fact freedom of moral responsibility or 'internal freedom'. This is freedom from conditioning and freedom from the fear which results from it. Children everywhere need education for complete personality development i.e. 'holistic education'.

The word 'freedom' is basically misunderstood in this 'land of the free and home of the brave'. Freedom is perceived as  external freedom -freedom of action. This only works out if people are morally responsible. The problem is that children are already imprisoned in the schools because they are not given the freedom to become morally responsible adults. Real freedom is in fact freedom of moral responsibility or 'internal freedom'. This is freedom from conditioning and freedom from the fear which results from it. So it turns out that the concepts of freedom, democracy and so on must be re-examined carefully and implemented in the context of the true meaning of these emotionally laden words which are used extensively for political clout. 

We are self-destructing. It is time to put an end to the authoritarianism, deception and abuse. We need to offer children an education which allows them spiritual freedom for complete psychological development. Only then can humanity become compassionate and creatively intelligent. Our species survival depends on it.

Population naturally stabilizes with higher standard of living...and higher spiritual plane for everyone will reduce population.

Psychopaths are not that way for genetic reasons. They are created. Psychopathy is a disorder resulting from lack of love and respect for children developmental needs. It is ‘moral insanity’ because it results from the arrest of moral or ‘spiritual development. The disorder is a psychological defense mechanism with some characteristics being rewarded in certain highly materialistic societies. Psyc hopathy can be prevented by implementing educational pomlies based on the need for childrens’ engagement of their responsibility to themselves for their complete growth and development as integrated personalities. This kind of education aims to cultivate moral intelligence. Education for development of the personality as a whole is known by many names such as ‘holistic education’ or ‘democratic education’.   

Intuition is sub-conscious bringing  'gut feeling' or sense of 'knowing' into conscious mind... by way of feeling or thought.... intuition serves mostly with 'warning signs’...

Not to mock or blame the religons.... that can be offensive and create animosity if faith in a religion is felt to be a matter of personal choice. It is better be tolerant and understand the origins of ignorance.  The problem is always one of interpretation and this is based on individual level of consciousness. Misunderstanding comes from misinterpretaion. The word 'religion' is derived from 'religare' the Latin word for "to reconnect, to bind together".... the ancient human longing for meaning and oneness, inspiring spiritual development for wholeness.  Most organized religions are politically corrupt. There is a need for religions to evolve. But the  responsibility lies with each individual to engage their own personal moral or 'spiritual' evolution, no matter what tgheir professed religion. To be 'religious' one must be connected with the divinity in one's human nature. With all due respect, people who remain disconnected with their own spiritual core are not helping humanity to solve its  human problems. This is because they focus on what divides us (cause for war)and not on what unites us (source of peace). We are spiritual beings and our species depends on spiritual development for its very survival.

Even though formal education in so-called 'wester countries' may be light years away from that in other countries, it is the philosophy behind it which is most important. In western countries that philosophy might even be light years behind other countries. In any event, children are not to be treated as objects to be taught but as subjects to be provided with conditions of respect and freedom of to ask questions and learn. Learning must actively engage psychological development. This includes spiritual growth to maturity of character. The problem with a lot of formal education is that it can produce people with the skills and knowledge of mechanical intelligence but without the intuition and wisdom which comes with the development of  'creative intelligence'. Creative intelligence is what we need for the resolution of our human problems, effective adaptation and survival of our species. We mut educate the child 'as a whole'.

We are a species too stupid to understand the nature of our own human personality or 'human nature'. We are so stupid that we destroy ourselves and our fellow species. The majority of us don't even know that to prevent our own extinction as a species, each of us has to evolve personally so that we can all survive as a truly social species. The mess we make of our human affairs is truly deplorable.

We need to promote universal education of children based on natural laws of human development, that is education for the complete development of human potential. All children have the right to an education which offers them the freedom to grow through learning... education for spiritual freedom and social intelligiance require for mutual and peaceful cooperation in the resolution of human problems... so-called 'holistic education'.

So-called 'religions' which engage in social conditioning and mind-control do not serve humanity if in so doing they inhibit personal moral ('spiritual') development. The religions must evolve.

Children naturally know how to think not what to think. Human intelligence is the natural function of  a brain which has evolved over millions of years. Adults who think they know how to think have already been taught what to think and should not be teaching children how to think. Give children the conditions of freedom which are appropriate for the development of their potential intelligence

No delusions here. The point made in this excellent presentation... the word 'illuminati' which means the ‘enlightened ones’ has been corrupted and the  power of enlightenment has been hijacked by the corrupted power elites. Their 'reign of terror is over' in the sense that it is up to not to fear them but to understand and to pity them because they are internally poor and barren. They are spiritual cripples and we need not be afraid of them any more. Fear is an emotion which involves  giving of power over us. We can limit this power through the choices we make. We must realise that it is the unenlightened who are fearful of the power that we have ourselves to act in our own and everyone else's interest. We must trust ourselves and each other.  It is up to all of us to raise our level of consciousness,  reclaim love and light and thus become enlightened. With true enlightenment, we can make morally intelligent responsible choices and in this way be happy and prosperous.

The word 'illuminati' means the ‘enlightened ones’ and has been corrupted. Don't give power to the corrupted illuminati who have hijacked the power of enlightenment. It is we who need to reclaim love and light. It is we who must raise our level of consciousness and become enlightened. With true enlightenment, we can make morally intelligent and therefore responsible choices. It is the unenlightened who are fearful of the power we have to act in everyone's interest. We need not be afraid of them any more. We must trust ourselves and each other.

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Disturbing emotions not only disturb our own state of mind, they also disturb the minds of others. Self-centredness gives rise to fear and insecurity, which in turn creates distrust. This is why having an altruistic attitude brings a great sense of happiness and peace of mind.(dalai lama facebook)

The imprisoned mind is the conditioned mind. Give children the freedom they need to grow through learning.  

Open-mindedness is an aspect of complete human development or 'maturity'.

True freedom is internal... freedom of thought in the sens e of 'critiical thinking'. We need the 'right' education for the young education which cultivates critical thinking. How create the next generation of critical thinkers? Align educational policies with principles of natural human development, that is teach to the 'whole child'. This is 'holistic education'.   

A better world depends on the 'right' education for the young.How create the next generation of critical thinkers? Align educational policies with principles of natural human development, that is teach to the 'whole child'. This is 'holistic education'.

Always observe and learn to keep the positive attitude.

War is a manifestation of ego fixation… human insanity… resulting from arrested human development. Peace is a function of the higher consciousness states... attainable through complete development of the human personality or 'human nature'. Human nature is a naturally social nature and the human animal is a naturally social and therefore peaceful animal. 

Homo sapiens is a naturally social animal species. However intelligent socialization depends on the 'right' education of the young . This means education which offers the conditiojns of freedom and respect for their innate intelligence and which cultivates their potential for growth to maturity. The problem is that people dAlways observe and learn to keep the positive attitude.on't trust human nature and so they think they have to make rules.  Institute of Complex Systems, University of Vienna

Tyranny starts with the indoctirnation of children. The real aim of true education is the provision of conditions of freedom to grow through learning and the cultivation of creative intelligence... 'holistic education'.  

 Spanking is criminal. Punishment of children and their subsequent humiliation is the basis for dysfunctional psychological development and cultivation of psychopathy. 'Psychopaths' are sick souls who become the control freaks of the world who will end up destroying everything if we don't stop the punishment of children.

Schools teach children not to think for themselves but to cultivate blind allegiance to state authorities. This is fundamental to the establishment of a fascist state.

Congratulations Jada. You are intelligent and should not be mistreated because you happen to make interesting observations. If people are offended it means they don't like to see other people's truth because it might reflect their own which they don't want to know about. They have a problem. Your job is to try to understand them and not judge them for their ignorance. Keep going. Cultivate your own intelligence even if teachers are not interested. Intelliigence is required for life. and cultivation of intelligence is the real purpose of education. The world needs you. Maybe one day you can be a teacher yourself and encourage other children to cultivate their intelligence in spite of the odds.

"All we have to do is awaken the power in the people..." Start with the children. Offer them an education (from Latin 'educare' meaning 'to lead out') providing the conditions they need for the complete development of their potential for creative intelligence and integrity i.e education of the person as a whole or 'holistic education'. Holistic education aims for personal empowerment.

Aim of real education is cultivation of creative intelligence or 'empowerment' and social intelligence or 'peace'.

It is time to implement educational policies which aim to cultivate natural human intelligence and integrity i.e. education for the total human personality or 'holistic education'.

It is what we make out of what we have, not what we are given that separates one person from another.

The human species is a social species which depends for its survival on development of its potential for social intelligence.  Failure to develop the intelligence required for social adaptation or ‘peace’ is guaranteed to lead to  extinction of our species.

”The practice of patience protects us from losing our composure. In doing that it enables us to exercise discernment, even in the heat of difficult situations. It gives us inner space. And within that space we gain a degree of self-control, which allows us to respond to situations in an appropriate and compassionate manner rather than being driven by our anger and irritation.” (Dalai Lama Facebook)

The problem of humanity is arrested development.... arrested at the ego level. Transformation of the world depends on personal transformation. We need universal education for complete human development to the level beyond ego... the level of moral or spiritual values. Our species survival depends on education for development of the human personality or ‘human nature’… holistic education.

A sustainable future depends on freedom in education as freedom to explore and freedom to grow through learning i.e. ‘holistic education'.

Our species is in danger of extinction. It is time to redefine the word 'god' as the love upon which human survival depends.

Sharing is a natural humanitarian impulse which tends to be forgotten with social conditioning based on the inhibition  of complete human development.  

Wisdom comes through the observation and understanding of everyday incidents in human relationship.

 Human evolution cannot continue in the right direction without personal evolution as the expansion of consciousness and the cultivation of intuitive (creative) intelligence.

The problem is arrested human development.... arrested at the ego level. lTransformation of the world depends on personal transformation. We need uiniversal education for complete human development to the level beyond ego... the level of moral or spiritual values. Our species survival depends on education for development of the human personality or ‘human nature’… holistic education.

 Love for truth is a function of the higher states of human consciousness. We must offer our children an education which respects their need to develop fully... education for development of the person as a whole or 'holistic education'.

Spiritual Enlightenment means to know the Essence of who you really are. The true Self is the silent observer; illusory self iis created by the mind. To discover your real Self ask the question "who is aware that I am thinking?"  The mind is a superb instrument if used correctly.  Used wrongly it can be very destructive. If you believe that you are your mind you are unconsciously identified with it then you are its slave the mind is using you and the result is delusion. It's almost as if you were possessed without knowing it, and so you take the possessing entity to be yourself. The beginning of freedom is the realization that you are not the thinker. Knowing this enables you to observe the thinking entity. The moment you start watching the thinker, a higher level of consciousness becomes activated. You then begin to realize that there is a vast realm of intelligence beyond thought, that thought is only a tiny aspect of that intelligence. You also realize that all the things that truly matter - beauty, love, creativity, joy, inner peace - arise from beyond the mind. You begin to awaken. (eckhart tolle?)

 

The problem is arrested human development. Capitalism is destructive because it rewards human motivation by needs for security, self-esteem and belongingness - the 'ego- needs’. Capitalism is failing because it is without conscience.  Reformed capitalism for sustainability requires an education system based on principles of complete human development... development of the human personality as a whole i.e.'holistic education'.

 

… making sincere efforts to comply with social and cultural forces which bear down heavily on the individual’s freedom to maintain their personal integrity  and sense of dignity in the undignified world around them. Instead of going along with other people’s indignities which is what most people do to ‘adapt’ one must consistently have the moral courage and be prepared to endure considerable personal suffering. The ‘price’ to use undignified word one has to pay  for the privelege of living on one’s own terms if they happen to conflict with the forces one is up against (capitalism, cathocism etc.) social pressures on the the subconscious mind. Life gets unbearably difficult when we must continue to have faith in our own resources. Unfortunately it is the people with few inner resources who often have the upper hand &and we can be overwhelmed if we continue to have faith in them. But if we are courageous and intelligent enough… continue to be curious and wise, observe and reflect. We learn as we get older and life continues to be interesting. Important to share experiences with the rest of the huma n family which is also struggling to come to terms with the dilemmas of the human condition. 

  

So-called 'evil' results from the inhibition of human development. We need education based on natural laws of human development and respect for human needs... as well as physiological and physical needs, education based on respect for lower psychological needs for security, self-esteem and belongingness or 'ego needs' and 'higher' psychchological needs for moral or 'spiritual' development or 'metaneeds'.

The beginning of love is to let those we love be perfectly themselves, and not to twist them to fit our own image. Otherwise we love only the reflection of ourselves we find in them.

 

For people to be empowered and thus responsible for solving human global issues in the future, they must first (as children) be offered an education which respects their need for freedom to grow through meaningful learning i.e. 'holistic education'.

 

World peace depends on education which cultivates peaceful people everywhere. Education for peace is education for complete human development or 'holistic education'.

                                             

We need an education system which allows for development of critical intelligence instead of of an oppressive system which indoctrinates and stifles imagination.

 

We need a consciousness raising education for children growing up so that they can become intelligent and honest critical thinking mature adults i.e. education for complete human development or 'holistic education'.

 

The biological function of spirituality: The human species is a social species which depends for creative adaptation and survival on moral consciousness or ‘morality’ of rational conscience. The realm of moral values or ‘spiritual values’ of developed conscience is a function complete psychological development or ‘spirituality’. Spiritual development depends on connection with others through unconditional love which foregoes judgement and implies self-evaluation. Spiritual essence of the human being is the source of guiding principles for ethical living  TO BE CONTINUED….

Wars will stop when people become fully human... completely unselfish so peaceful and compassionate. This is possible with self-transcendance or 'enlightenment' through right education '(holistic education')

Don't take anything personally. Nothing others do is because of you. What others say and do is a projection of their own reality, their own dream. When you are immune to the opinions and actions of others, you won't be the victim of needless suffering.

"Ask not who is the enemy. Ask who you are." As far as 'aiding the enemy', the enemy is us. We fight enemies which we create out of ignorance and fear.

Psychopaths were children too... and their psychological needs were not met and that is why they are psychopaths. We need education based on fulfillment of children’s psychological needs required for development of moral consciousness or 'conscience'... education for complete development of the person as a whole... the person’s humanness ('holistic education').

 Development of human conscience (compassion, empathy) is a in the name of function of complete psychological development, not 'moral training' in the name of religions. Psychopaths can be moralists who think they are superior to 'the masses'.

People need to 'look in the mirror' and face their own 'demons' rather than project them onto others. People must raise their level of consciousness from the level of self-interest or 'ego' to the higher level beyond ego - the level of empathy, compassion and peace. If each person would transform themselves we could change the world. The elites rely upon the ignorance and apathy of 'the people' to maintain the level of control that they have. It is through self-transformation (waking up or 'enlightenment') that we have the power to eradicate their control.

We need education which cultivates complete development to personal maturity and critical intelligence... 'holistic education'.