6.2.5 Society 0 Contents 6 Thesis 6. 2 Level 6.2.5 Society  

Foundation of a Healthy Society

INDEX

6.2.4.1.0) Personal Background
6.2.4.1.1) Introduction
    6.2.4.1.1 Figure 1) The Physiological Intellects
6.2.4.1.2) Model Of Human Intellects
    6.2.4.1.2 Figure 1)  The Seven Intellect Model
6.2.4.1.3) Life Stage Development Of The Intellects
    6.2.4.1.3 Figure 1) Major life stages for the Pattern intellect
    6.2.4.1.3 Figure 2) Major Intellectual Stages

6.2.4.1.4) Major Behavioral Function Of The Intellects
6.2.4.1.5) Observable Effects Of Each Intellect
6.2.4.1.6) Experience Modifiability Of The Intellects
6.2.4.1.7) Developmental Variables
    6.2.4.1.7 Chart 1) Development Of Personality
    6.2.4.1.7 Chart 2) Development Of Manner
    6.2.4.1.7 Chart 3) Development Of Basic Nature
6.2.4.1.8) Self Communications
6.2.4.1.9) Characteristics Of Healthy Intellects
6.2.4.1.10) The Healthy Community And Citizenship Education
6.2.4.1.11) The Healthy Society
6.2.4.1.12) Model Of Human Interaction
6.2.4.1.13) Model Of Learning - Working
6.2.4.1.14) Model Of Human Social Development
6.2.4.1.15) Goals Of Education
6.2.4.1.16) Citizen Motivation And Involvement
6.2.4.1.17) Rationale For Citizenship Education
6.2.4.1.18) Scope Of The Course
6.2.4.1.19) Variables For Information Processing;
6.2.4.1.20) Appendix
6.2.4.1.20 A) Definitions

6.2.4.1.20 B) References









6.2.4.1.0) Personal Background

While in charge of mechanical maintenance for a steel rolling mill, I became aware of what was called the critical path. There were always many things wrong or materials needing ordering, more than time, money and personnel provided for. Clearly, some system of priorities had to be worked out and this was my responsibility. The concept that made me effective and efficient was that of the critical path.

The critical path is that path that given quality raw materials, they are processed in order to render quality-finished product. Any wearable piece of equipment in the critical path required preventative maintenance and or a backup replacement. Any items that would not directly stop the process was given second priority.

In the steel rolling process the variables are simple. The values are also simple and if people involved in the process do not function well they are simply removed.

In the human spiritual, intellectual and physical process of growth and development we are involved in production also. In the past we have not had a model of human behavior that permitted an integrated articulation of variables effecting the achievement of the human potential for good. In fact we have not had clear operational definitions of what human good is. It is hoped that the experienced objective reader will feel this paper meets this need, and that the critical path for healthy human growth and development is clearly perceptible.


6.2.4.1.1) Introduction

6.2.4.1.1 Figure 1) The Physiological Intellects

The purpose of this paper is to provide an outline and guidance in for the process of building, perpetuating, protecting and improving the growth and development of healthy individuals, families, communities and universally healthy culture.

The scope of this paper is to be comprehensive enough to include a rationale for growth and learning founded on the physically founded models of human behavior.

The depth and detail of this paper is to be sufficient enough to provide the metaphysical foundation for defining the variables necessary for experience record keeping, evaluation and feedback for continued improvement.


6.2.4.1.2) Model Of Human Intellects

The purpose of this section is to state the physically based seven intellect model of human behavior and give the operational import of each intellect.

The need is for organizing the gathering of information to evaluate the effect of learning experiences, set priorities for necessary learning experiences and analyze the effect of different priority schemas.

The seven intellects that control human behavior and learning are shown in the diagram below.



6.2.4.1.2 Figure 1)  The Seven Intellect Model

6.2.4.1.2.1) The Body – individual cell action, memory and conditioning.
6.2.4.1.2.2) The Reptilian Intellect - associated with the brain stem.
6.2.4.1.2.3) The Mammalian Intellect - associated with the limbic brain situated on top of the brain stem.
6.2.4.1.2.4) The Activity Intellect - associated with the cerebellum and other motor control areas.
6.2.4.1.2.5) The Pattern Intellect - for right-handed people the pattern intellect is situated in the right hemisphere of the cerebellum.
6.2.4.1.2.6) The Logical intellect - for right-handed people the logical intellect is situated in the left hemisphere of the cerebellum.
6.2.4.1.2.7) The Cultural Intellect and Personality - a set of learned value structures that reside in long term memory and can affect the experience modifiable aspects of intellect. Likewise, the cultural intellect can be modified by any of the other more physically based intellects.
Personality – culture and personality are closely related. For example: Christian Culture is dominated by Jesus’ personality Islamic Culture is dominated by Mohammed’s personality. Buddhist Culture is dominated by Buddha’s personality. Taoist Culture is dominated by Lao Tzu. Satanic Cultures are dominated by personalities ascribed to Satan.


6.2.4.1.3) Life Stage Development Of The Intellects

The major life stages for the Pattern intellect are listed below.

Fetal Stage

Suckling Stage

Pattern Building Stage

Label Building Stage

Rebellious Explorer Conformed

Gang Member Free Dreamer Eccentric

Self Reliant

Mate

Parent

Community Member

Leader

6.2.4.1.3 Figure 1) Major life stages for the Pattern intellect

The major life stages for the Logical intellect are listed below.

Demonstrational Labeling

Categorizing

Descript ional Labeling

Serial Labeling

Rational Labeling

Technique Articulation

Operational Definitions

If Then Reasoning

Synthesis


6.2.4.1.3 Figure 2) Major Intellectual Stages

6.2.4.1.4) Major Behavioral Function Of The Intellects

6.2.4.1.4.1) Major Behavioral Functions Of The Body Intellect
6.2.4.1.4.1.1) react to nerve signals.
6.2.4.1.4.1.2) suppression of reaction to nerve signals.
6.2.4.1.4.1.3) systematic retention of experience
6.2.4.1.4.1.4) react to retained experience
6.2.4.1.4.1.5) release of retained experience

6.2.4.1.4.2) Major Behavioral Functions Of The Reptilian
6.2.4.1.4.2.1) body care
6.2.4.1.4.2.2) territorial comfort
6.2.4.1.4.2.3) hunger satisfaction
6.2.4.1.4.2.4) sexual satisfaction

6.2.4.1.4.3) Activity
6.2.4.1.4.3.1) random activity
6.2.4.1.4.3.2) play activity
6.2.4.1.4.3.3) tension release activity

6.2.4.1.4.4) Major Behavioral Functions Of The Mammalian
6.2.4.1.4.4.1) lacteal satisfaction
6.2.4.1.4.4.2) tactile satisfaction
6.2.4.1.4.4.3) mate caring
6.2.4.1.4.4.4) young caring
6.2.4.1.4.4.5) group caring

6.2.4.1.4.5) Major Behavioral Functions Of The Pattern
6.2.4.1.4.5.1) perceive patterns
6.2.4.1.4.5.2) retain perceived patterns
6.2.4.1.4.5.3) relate perceptions to past patterns
6.2.4.1.4.5.4) revive old patterns
6.2.4.1.4.5.5) build new patterns in response to experience
6.2.4.1.4.5.6) bui1d new patterns in response to needs

6.2.4.1.4.6) Major Behavioral Functions Of The Logical
6.2.4.1.4.6.1) gain awareness of patterns
6.2.4.1.4.6.2) devise labels for patterns
6.2.4.1.4.6.3) devise association categories for labels
6.2.4.1.4.6.4) came awareness of patterns of association
6.2.4.1.4.6.5) devise labels for patterns of association
6.2.4.1.4.6.6) quantify labels
6.2.4.1.4.6.7) symbolically represent causative patterns
6.2.4.1.4.6.8) seek symbolic explanation of experiences.
6.2.4.1.4.6.9) seek symbolic prediction of experience
6.2.4.1.4.6.10) revise patterns that give false predictions
6.2.4.1.4.6.11) interpret patterns into simpler patterns
6.2.4.1.4.6.12) seek new experience to investigate

6.2.4.1.4.7) Major Behavioral Functions Of The Cultural Intellect
6.2.4.1.4.7.1) Find out the Values of Those Who Control Our Needs
6.2.4.1.4.7.2) Assert Values Necessary For The meeting of Needs
6.2.4.1.4.7.3) Revise Values to Give Minimum Conflict
6.2.4.1.4.7.4) Revise Values to Permit New Experience


6.2.4.1.5) Observable Effects Of Each Intellect

6.2.4.1.5.1) Body
6.2.4.1.5.1.1) Spontaneous Reaction to neurological stimulation
6.2.4.1.5.1.2) Spontaneous Suppression of Reaction
6.2.4.1.5.1.3) Systematic Retention of Experience
6.2.4.1.5.1.4) Reaction to Retained Experience
6.2.4.1.5.1.5) Release of Retained Experience

6.2.4.1.5.2) Reptilian - Observable effects of behavior controlled by the reptilian intellect are:
6.2.4.1.5.2.1) the pupil size varies due to reptilian interest in objects, events or conditions observed. This effect varies with arousal level. Our pupil size increases when viewing that which is desired and decreases when viewing that which is antagonistic.
6.2.4.1.5.2.2) the fight or flight behavior associated with physical battle is reptilian.
6.2.4.1.5.2.3) general alertness and arousal levels are often reptilian controlled. Observable here are eye movements, jaw movements, visceral responses, sex organ responses and gratification seeking motor activity.
6.2.4.1.5.2.4) jealousy, residential guarding and self-grooming are reptilian.

6.2.4.1.5.3) Mammalian - Observable effects of behavior controlled by the mammalian intellect are:
6.2.4.1.5.3.1) Caring for objects, events, conditions, territories and other organisms as part of self are mammalian. What this means is reptilian behaviors reserved for self can be elicited by conditions of that which is cared for other than self.
6.2.4.1.5.3.2) Due to the limbic brain's effect on the endocrine system, the observable effects of the endocrine system are often controlled by the mammalian intellect.
6.2.4.1.5.3.3) Some observable conditions that are mammalian are:
6.2.4.1.5.3.3a) Play Activity and Male Play Aggression
6.2.4.1.5.3.3b) Mate relationships
6.2.4.1.5.3.3c) Young caring and
6.2.4.1.5.3.3d) Group caring
6.2.4.1.5.3.3e) Mourning

6.2.4.1.5.4) Activity - Observable effects of behavior controlled by the activity intellect are coordination, motor activity and smoothness of motor activity.

6.2.4.1.5.5) Pattern - Observable effects of behavior controlled by the pattern intellect are:
6.2.4.1.5.5-1) Decrease in alpha wave level in the right cerebral hemisphere (for right-handed people) when the Pattern intellect is engaged.
6.2.4.1.5.5-2) Eyes look away from right hemisphere when staring into space to use Pattern thinking.
6.2.4.1.5.5-3) Non-extreme facial expressions and voice are pattern.
6.2.4.1.5.5-4) Exclamatory speaking

6.2.4.1.5.6) Logical - Observable effects of behavior as- controlled by the logical intellect are:
6.2.4.1.5.6.1) Decrease in alpha wave level in the left cerebral hemisphere (for right-handed people). .
6.2.4.1.5.6.2) Eyes look away from left hemisphere when staring into space to use logical thinking.
6.2.4.1.5.6.3) Increase in eye blinking rate.
6.2.4.1.5.6.4) Speaking none-exclamatory words,
6.2.4.1.5.6.5) Writing or typing,
6.2.4.1.5.6.6) Calculating.

6.2.4.1.5.7) Cultural - Observable effects of behavior controlled by cultural intellect are:
6.2.4.1.5.7.1) Etiquette behaviors
6.2.4.1.5.7.2) Racial attitudes
6.2.4.1.5.7.3) Religious beliefs
6.2.4.1.5.7.4) Occupation and education attitudes and goals
6.2.4.1.5.7.5) Values not born in personal experience.


6.2.4.1.6) Experience Modifiability Of The Intellects

6.2.4.1.6.1) Body - The reptilian intellect may be dominated by other intellects but it is not very experience modifiable.

6.2.4.1.6.2) Reptilian - The reptilian intellect may be dominated by other intellects but it is not very experience modifiable.

6.2.4.1.6.3) Mammalian - The mammalian intellect may be dominated by other intellects, particularly controlling the objects, events and situations where carina relationships can develop-, hilt it is not experience modifiable. Also inhibiting control is founded in early childhood experience. Interaction neglect in infants affects the limbic system (mammalian base) giving rise to a condition called marasmus: this varies from unhappy to vomiting, diarrhea, wasting away and in extreme cases, death.

6.2.4.1.6.4) Activity - The activity intellect is experience modifiable. Internally, the synaptic junction density is a function of experience. Externally, coordination is the observable related to experience modification. An interesting aspect of synaptic junction density dependence on experience is that the ability of experience to increase synaptic junction density is dependent on age and that the potential for growing nerve interconnections is decreased with age.

6.2.4.1.6.5) Pattern - The pattern intellect is quite complex.
6.2.4.1.6.5.1) Experiments have shown that the original perception of an experience is stored without modification.
6.2.4.1.6.5.2) Interpreted and. modified patterns of an experience are also made and stored. For example, the power of suggestion can change what a witness thinks he saw.
6.5-3) Macro patterns exist associated with life stages. Many life stags and relationship patterns exist and may be well integrated or quit segmented. All of these are experience modifiable but the old patterns can still be brought into the stream of decision-making sometimes through integration and often through non-integrated regression.

6.2.4.1.6.6) Logical - The logical intellect is fundamentally modifiable since it operates on assumed patterns and values all of which are external to it. One should clearly understand that the foundation of any and a11 logical structures is non-logical.

The foundation of a non-circular logical structure is called an axiom, postulate, or assumption. 'These are statements or patterns of what is accepted and are not provable in the framework of the logic.

There is a sequence of developments of the logical intellect. The first stage is language development. This takes two forms for example; take a child learning the word truck. The two types of learning giving rise to the work truck are:
6.2.4.1.6.6a) The child has heard the word truck and learned to imitate the sound, and
6.2.4.1.6.6b) The child has experienced trucks and has pattern intellect knowledge of truck, and then communicating with the logical intellect the logical intellect associates the word labe1 truck with the pattern truck.

The ways one can test which type of learning has taken place is:
6.2.4.1.6.6c) does the child recognize a truck when asked, "where truck?" or
6.2.4.1.6.6d) when seeing a truck does the child say truck.

Experiments have shown that the communication between the logical and pattern intellects, through the corpus coliseum are incomplete at birth. This has to do with the growth of nerve branches and the forming of synaptic junctions, which is experience dependent.

With meaningful learning, the child can function logically, that is, to answer true or false, when asked is that a truck. The ability to operate logically becomes much more important when the child learns to ask itself will this hurt me, of course both logical and pattern recognition of hazards can be learned and control behavioral responses to stimuli.

The logical intellect's skills are a sequence of developments that are largely Piegetian in nature, such as, categorization, serialization, etc.

The question of modifiability needs to be more specific namely is reference to process or perception. The answer is yes in both cases.

6.2.4.1.6.7) Cultural - The cultural intellect is modifiable but drastic differences from individual to individual exist, from place to place and time to time.

In the best case the cultural intellect is a helpful set of values built in the more extensive experiences of forbearers and used as a guide where one lacks experience. In this positive use the cultural intellect helps one obtain and secure the reptilian, mammalian and activity needs, otherwise, one may not be sufficiently aware of these needs and may not be able to set priorities to have s healthy balanced life.

In the worst case, the cultural intellect is an indoctrination of prides, feats and prejudices that are not founded or are self-fulfilling.

6.2.4.1.6.6.8) Personality - Personality is modifiable. The major modification is a logical domination of behavioral patterns. 'This is when one finds the patterns of their behavior undesirable because of their negative experience and implication of future negative experience. Examples of this can be found in born again religious people and reformed alcoholics. The success of one logically managing their behavior depends on their ability to make an accurate and honest self-appraisal of themselves. This requires uninhibited writing or verbalization with playback. Playback puts the information in logical form.


6.2.4.1.7) Developmental Variables - Caring Sensitivity And Discipline:

The major developmental variable is caring which is associated with mammalian interactions. If caring is sufficient, the reptilian needs are met through mammalian interaction. If caring is not sufficient, then patterns of self-gratification and non-caring use of others are built up to meet reptilian needs.

The second most important variable is sensitivity, which is associated with the pattern intellect. 1f one is developing in a sensitive environment it means someone in a custodial roll is aware of where the developing child is in terms of needs and wants.

The third most important variable is discipline. Discipline is associated with the logical intellect. An environment of high discipline is where there is a logically consistent and implemental set of values. This gives rise to a consistent pattern of positive and negative sanctions in response to the behavior of the developing child.

Although the need for activity is independent in the developing child, these needs are automatically met through or in spite of caring, sensitivity and discipline.

The development of personality is due to the internalization from the environment. A chart showing personality as a function of the developing environment is given next:

CARING SENSITIVITY DISCIPLINE PERSONALITY
  high
high
high
high
low
low
low
low
  

high
high
low
low
high
high
low
low

  

high
low
high
low
high
low
high
low

  

healthy
irresponsible
conformed
pathetic
reactionary
Sociopathic
rebellious
disabled


6.2.4.1.7 Chart 1) Development Of Personality

Ones manner is due to the cognitive environment aspects of sensitivity and discipline. The chart below shows manner as a function of cognitive environment.

SENSITIVITY

DISCIPLINE

MANNER
   

high
high
low
low

 

high
low
high
low

 

articulate
self focused
dominating-parental
impulsive


6.2.4.1.7 Chart 2) Development Of Manner

The basic nature of an individual is determined by caring. The chart below shows this relationship:

Caring Basic Nature
high
Low
Altruistic
Selfish

6.2.4.1.7 Chart 3) Development Of Basic Nature

6.2.4.1.8) Self Communications

6.2.4.1.8.1) Reptilian - The Reptilian intellect communicates by:
6.2.4.1.8.1a) Urges
6.2.4.1.8.1b) Rages
6.2.4.1.8.1c) Dreams
6.2.4.1.8.1d) Arousal Level

6.2.4.1.8.2) Mammalian - The Mammalian intellect communicates by:
6.2.4.1.8.2a) Depression
6.2.4.1.8.2b) Anxiety
6.2.4.1.8.2c) Happiness
6.2.4.1.8.2d) Comfort
6.2.4.1.8.2e) Dreams

6.2.4.1.8.3) Activity - The Activity intellect communicates by:
6.2.4.1.8.3a) Urges
6.2.4.1.8.3b) Dreams

6.2.4.1.8.4) Pattern - The pattern intellect communicates by selecting the response to a pattern perceived, both internal and external.

6.2.4.1.8.5) Logical - The Logical intellect communicates by selecting the implication of conditions both internal and external,
6.2.4.1.8.6) Cultural - The Cultural intellect communicates by giving feelings of approval or disapproval.


6.2.4.1.9) Characteristics Of Healthy Intellects

6.2.4.1.9.1) Reptilian
6.2.4.1.9.1.1) Needs met by one's natural life pattern.

6.2.4.1.9.2) Mammalian
6.2.4.1.9.2.1) Needs met by one's natural life pattern.

6.2.4.1.9.3) Activity
6.2.4.1.9.3.1) Needs met by one's natural life pattern.

6.2.4.1.9.4) Pattern
6.2.4.1.9.4.1) Old comfortable patterns revisited through an intimate relationship.
6.2.4.1.9.4.2) Able to organize new experiences into patterns.
6.2.4.1.9.4.3) Sensitive to dream communication of basic needs.
6.2.4.1.9.4.4) Able to integrate patterns.
6.2.4.1.9.4.5) Able to revise patterns.
6.2.4.1.9.4.6) able to communicate with the logical intellect.

6.2.4.1.9.5) Logical
6.2.4.1.9.5.1) Sensitive to the pattern intellect.
6.2.4.1.9.5.2) Able to build constructs out of patterns.
6.2.4.1.9.5.3) Able to communicate need for revision when experiencing a false prediction.
6.2.4.1.9.5.4) Able to articulate logically the rationale for a healthy pattern.
6.2.4.1.9.5.5) Able to consider and revise values.

6.2.4.1.9.6) Cultural
6.2.4.1.9.6.1) Able to separate source and rationale for values.
6.2.4.1.9.6.2) Able to mediate and communicate values with others,
6.2.4.1.9.6.3) Able to integrate all intellects in needed change.

6.2.4.1.9.7) Model of a Healthy individual
6.2.4.1.9.7.1) Awareness of the needs of different intellects.
6.2.4.1.9.7.2) Able to recognize how a new experience is relevant to the different intellects.
6.2.4.1.9.7.3) A disposition to seek new experiences that may improve intellectual health.
6.2.4.1.9.7.4) The ability to see an overview of self and set priorities for using awareness attention energies to maintain balanced growth.
6.2.4.1.9.7.5) The ability to revise value structures to accept new perceptions and behavioral patterns that improve health.
6.2.4.1.9.7.6) The ability to facilitate the experiences necessary for maintaining and improving health.


6.2.4.1.10) The Healthy Community And Citizenship Education

The purpose of this section is to clarify the scope and implications for a healthy classroom and curriculum. The healthy classroom and curriculum is a situation prepared to maximize the balanced growth and development of a healthy student.

A healthy student has a sense of respect and regards for his various intellects, has respect for the needs of others, has a set of priorities for responsible decision-making.

He or she is involved in the classroom and curriculum as an act of will and hence, brings his awareness-attention energies to bear in order to make maximum use of the opportunities the environment affords. So, the first order of business is to provide an environment that does not obstruct the momentum of the healthy student.

Since the majority of students are manipulated into classes or oppressing various intellects by their choice, they are not healthy students, many classrooms and curriculums are constructed for either unhealthy students or for goals that promote unbalanced and hence unhealthy growth for healthy, students, such as the new math curriculums. The new math trades physical intuition for abstract generalization. It creates a foundation that confuses imagination with intuitive insight and critical thinking. An example is field theory with “action at a distance” as if the abstracts representation is the real insight to what is happening.

A healthy classroom and curriculum is aimed first in promoting the healthy growth and development of healthy students. When the needs of unhealthy students conflict with the needs of the healthy students, priority is given to the needs of the healthy students. This is to keep the healthy student healthy and reward healthy behavior.


6.2.4.1.11) The Healthy Society

Note: You can not make a healthy society in one generation.

6.2.4.11.1)The policies and procedures of a society can be set up not to harm the health of:
6.2.4.11.1.1) healthy individuals
6.2.4.11.1.2) healthy classrooms, and
6.2.4.11.1.3) healthy groups in the society

In the majority of cases, though, society’s policies and procedures are defacto developed or modified as a reaction to unhealthy individuals, classrooms and groups. Hence, society policies, procedures and practices often obstruct the development of healthy individuals, classrooms, curriculums, school community groups and society

6.2.4.11.2:The major characteristics of a healthy society are:
6.2.4.11.2.1) Open honest communication between various groups of the society
6.2.4.11.2.2) Consensus decision making school policies, procedures, and practices, guided by respected leaders,
6.2.4.11.2.3) Open honest communications between various individuals within school groups.
6.2.4.11.2.4) Consensus decision making on group self interests, guided by respected leaders.
6.2.4.11.2.5) Classrooms where the students and teachers feel that the processes and practices are accessible to their understanding and modifiable to meet needs that can be justified.
6.2.4.11.2.6) Individuals that can bring themselves together in processes and environment that they're in with the freedom to change when harm is being done.
6.2.4.11.2.7) A mutual respect for the rights of individuals to hold and express their self interests.


6.2.4.1.12) Model Of Human Interaction - Selfishness and Altruism

Before discussing the physical model explanation of selfishness and altruism, we will operationally define them. Then we will continue to show their cause and effect relationship and discuss the implications for the individual and his or her effect on a group.

6.2.4.1.12. 1) Definitions of terms:

6.2.4.1.12.1a) Selfishness - used here to mean a person's behavioral non-caring for pattern that is the needs of others and. others are manipulated or dominated for the sole purpose of self-gratification.

6.2.4.1.12.1b) Altruism - here used to mean a person’s behavioral pattern that is caring for the needs of others and others are openly communicated with so that the needs of a11 may be known and cared for.

6.2.4.1.12.2) A healthy group is used here to mean a group of people that:
6.2.4.1.12.2a) openly communicate their feelings
6.2.4.1.12.2b) has established an open process for setting and changing priorities for directing awareness-attention energies to various needs,
6.2.4.1.12.2c) each member of the group is able to give honest complaint of discomfort without rejection
6.2.4.1.12.2d) the group has mechanisms for defending members against oppression

6.2.4.1.12.3) An unhealthy group is used here to mean a group of people that:
6.2.4.1.12.3a) do not openly communicate their feelings
6.2.4.1.12.3b) has established a closed process for setting and changing priorities for directing awareness-attention energies to various needs.
6.2.4.1.12.3c) members of the group gain comfort by a dominance hierarchy
6.2.4.1.12.3d) people are oppressed by others more dominant.

6.2.4.1.12.4) Corruption of the potential for good:

The early mammalian development was an additional control center where the reptilian needs for sex, food and body comfort were sometimes met through caring relationships rather than self-gratification. But if the organism is deprived of caring interaction particularly during the synaptic development stage the reptilian survival behavioral pattern will dominate. For humans, the same process exists with the further complication that the pattern and logical intellects develop patterns and logic associated with reptilian behavior. Further if an insensitive external value structure is experienced demanding superficial conformity there will be resentment. Deceptive and devious behavior will develop. This is called corruption of the potential for good.



6.2.4.1.13) Model Of Learning - Working

 

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