conscience  (function of rational conscience and its development)                       

 

 

        DEVELOPMENT OF MORAL CONSCIOUSNESS OR 'RATIONAL CONSCIENCE' AS BIOLOGICAL PROTECTIVE MECHANISM FOR  PERSONALITY INTEGRATION: MORAL DEVELOPMENT OR 'SPIRITUAL GROWTH' 

 

Theme: The science of value or moral science is the study of the normal development of natural morality i.e. the intrinsic valuing process - the human spirit or 'conscience' which is the source of spiritual values. Morality is a function of moral consciousness or 'conscience'. Development of the conscience depends on natural psychobiological development in the context of inner freedom.  

The development of the conscience (the concern of 'moral science') is a function of normal human development... oral development or 'spiritual growth'. An understanding of the development of conscience is based on the fact that the human organism is a social organism with a social brain with emergent properties such as moral consciousness or  'conscience'.  The human conscience  accounts for the natural origin of human values and morality of 'social intelligence'. Social intelligence is required to preserve the integrated personality in its adaptation to the complexities of changing social environments and conditions i.e. 'adaptability'. Human adaptability depends on normal psychological growth involving the development of conscience as a natural valuing process in the context of inner freedom. The 'free conscience' of  the 'moral being' or 'free spirit' is the expression of the basic nature of the human personality or 'human nature'.   Human nature is defined in terms of human values.  Development of human conscience is a function of the psychological development of moral consciousness i.e. 'spiritual growth'. Spiritual growth depends on natural development in the context of freedom as ... freedom from fear and conflict... freedom to grow through learning i.e.  inner freedom or 'spiritual freedom'.

 

(photo: 'Good' and 'bad' are value judgements, not values.)                                                                                                                                                                                                                     

 human organism as social organism...    human adaptability depends on rational conscience 

conscience as core of guiding values or source of human values...    human values are 'operative values'...    

rational conscience is moral consciousness or 'morality' as opposed to 'moralism'.... criteria of 'good' and 'bad'...

function as maintenance of personality integration...

moral consciousness is result of 'moral development'...    stages of development -'sociocognitive stages'...

 moral development involves 'construction of conscience' ...    mature conscience as basis for rationality or 'reason'...

construction of conscience...

The construction of conscience depends on appropriate growth conditions: respect for human needs...

need for unconditional love...    unconditional love...  freedom to work  psychological value of work...    work as expression of connectedness with the environment...

implications for education:   function of education to provide right conditions for construction of conscience...

education for control and manipulation as 'irresponsible education'...

 irresponsible education fails to provide appropriate conditions... 'meaningless work'

responsible education ('holistic education') provides appropriate conditions for construction of rational conscience i.e. 'meaningful work'... 

 If the proper conditions are lacking, then the conscience is not developed... failure to develop rational conscience results in 'authoritarian conscience' of neurotic development or neurosis which is the source of human wickedness or  'evil'...      undeveloped conscience...

references...   

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 Evolutionary significance of human conscience: The understanding of the development of conscience depends on the understanding of the human organism as a social organism... Conscience is 'moral consciousness'... the moral faculty - 'moral intelligence' is an emergent property of the human brain as a 'social brain'. (The word 'conscience' is derived from Latin 'conscientia’ for moral awareness - from ‘con’ meaning 'with' and ‘scire’ meaning 'to know'.)

Survival of the human organism as a social organism depends on the protection and preservation of the integrated personality in the process of adaptation to changing social environments and conditions i.e. 'adaptability'

Human adaptability depends on development of moral consciousness or rational conscience i.e. 'moral development'. Moral development is a function intellectual, emotional, psychological or 'spiritual' development

 The intrinsic conscience is an instinctive, naturalistic value system which is based on the unconscious perception of  of the nature of the human personality or 'human nature' and human needs.

The intrinsic conscience functions as the guardian of personal integrity as it matures in a process of psychological growth or 'spiritual growth'. Spiritual growth involves development of the conscience as conscious awareness... moral consciousness i.e.moral development’. The result of moral development is the awareness or consciousness of the human morals - the 'moral faculty' -spiritual values - justice, beauty, truth, love and so on, the same values which are prescribed by the organized religions... natural 'moral knowledge'.... which provide meaning to human existence and the so-called dichotomies of the 'human condition' i.e. 'happiness'.

Developed conscience leads to happiness as sense of oneness with the world...  Happiness is the greatest human achievement because it is the answer to the problem of human existence...

  the human organism ceaselessly strives to produce and to create because productiveness as the productive realisation of one's human potentialities...  is the source of strength, freedom and happiness ...the more productively one lives, the stronger is one's conscience and in turn, the more it furthers one's productiveness... the less productively one lives, the weaker becomes one's conscience ..

 Knowledge of human nature or 'self-knowledge'  is necessary for rational evaluation of the social environment.

 Meaningfulness of human existence lead to establishment of value judgements as cultural values such as 'good' and 'bad'... 'right and 'wrong' etc. Good' and 'bad' are value judgements, not values.

The conscience is the core of guiding values prescribed by the various religious and philosophical authorities and sought by theologians and philosophers throughout human history i.e. 'human values'.

Human values are values of the highest consciousness state - goodness,  beauty, justice, spiritual love, joy, 'truth' and so on i.e. 'virtues'.  The virtues have evolved through natural selection as a result of their survival value to the human organism as a social organism. The virtues constitute the human 'spiritual equipment' with which the organism depends for adaptability to the complexities of changing social conditions i.e 'social intelligence'. Social intelligence is a function of 'intuition' or 'creative intelligence'.

Creative intelligence is intelligence of the highest consciousness state and the most effective for social adaptation.

The natural origins of human values and the human conscience: human values are organismic values or 'operative values'. Operative values are value choices which are indicated with preferences of behavior, action and objects. As an exmple, if an earthworm placed in a 'Y' maze is given a choice between a smooth path and a path paved with sandpaper, it will prefer the smooth path to the potentially damaging path paved with sandpaper. The earthworm's choice is an 'operative value'.

  The science of values investigates the natural origins of human values and the human conscience...ethics are values...

As organismic values, human values are components of the biologically based value system, the intrinsic valuing system of the human organism... makes value choices and decisions in accordance with ...according to ...its own organismic valuing process, living by values which facilitate its own survival, adaptation and self-enhancement as well as the enhancement of the human species.. Like other animal species, the social human animal behaves in accordance with an organismic valuing process enabling it to adapt to a changing social environment... The complete development of the intrinsic valuing system coincides with the full development of the human social intelligence and the human 'conscience'. Social intelligence depends on full development of the human conscience. value judgements of the human organism .. Normal psychological growth involves the development of a natural valuing process which is manifest in the proper development of the human conscience.

Full development of the human conscience results in moral intelligence or 'social intelligence' a function of  correct  evaluation of social environment. Normal psychological growth involves the development of a natural valuing process which is manifest in the proper development of the human conscience

CONSCIENCE IS AN EMERGENT PROPERTY OF THE HUMAN BRAIN  

Function of conscience is preservation of personality integration... preservation of the integrity of the 'self'... Survival of the human organism as a social organism depends on the protection and preservation of the integrated personality in the process of adaptation to changing social environments and conditions. The  biological mechanism for the protection and preservation of personality integration is the intrinsic valuing process... the 'intrinsic conscience'.

The  'intrinsic conscience' is a  biological mechanism for the protection preservation... of personality integration... personal integrity during the process of adaptation to changing social conditions. the intrinsic valuing process

 As the awareness of natural moral knowledge or 'moral consciousness' the human conscience is the human 'spirit'.

The intrinsic conscience is an instinctive, naturalistic valuing system which is based on the unconscious perception of the core nature of the human organism human nature a function of human motives for human behaviour or human needs.  Derived from the knowledge of human natureThe intrinsic conscience functions as the guardian of personal integrity as it matures in a process of psychological growth or 'spiritual growth'. Spiritual growth involves development of the conscience as moral consciousness i.e.moral development’. Moral development is a function of the awareness or consciousness of the human spiritual values .e. - justice, beauty, truth, love and so on, the same values which are prescribed by the organized religions... moral consciousness or 'moral knowledge'. The study of the normal development of natural morality... the 'science of value' or 'moral science' is concerned with the  intrinsic valuing process - the human spirit or 'conscience'... source of spiritual values i.e. moral consciousness or 'morality'. Morality is a function of the complete development of human conscience... of psychological development as 'spiritual growth'. The 'free spirit' - free conscience - the moral being is the expression of human nature.

"Life is difficult. This is because the process of confronting and solving life's problems is a difficult one. The basic set of tools required is discipline - discipline of the conscience and its inherent human values. The real and rational human conscience is the source of the natural value judgements ... the spiritual or 'divine' values. The pain of problems is experienced by means of the techniques of suffering - depression etc. By way of the functioning of the conscience the whole human organism reacts to its own functioning... reacts to itself in its instinctive striving to reach its own potential for complete humanness. The problems can be then be worked through and solved successfully by means of the rationality and guiding values of a developed conscience."

 It is the source of guiding values for human behaviour. By way of the functioning of the conscience the whole human organism reacts to its own functioning... reacts to itself in its instinctive striving to reach its own potential for complete humanness.The conscience enables the organism to deal with problems of human existence. The pain of problems is experienced by means of the techniques of suffering - depression etc. The problems can be then be worked through and solved successfully by means of rationality and guiding values of a developed conscience.  The so-called 'free will' of the fully developed conscience impels the organism towards attitudes and behaviours which are beneficial to life.

 Development of conscience as development of moral consciousness... 'morality'... results from a process of moral development  Moral development is a natural developmental process. Moral consciousness is one aspect of the fully integrated personality. The natural outcome of normal human development is the conscious awareness of the intrinsic valuing process the moralityof the developedconscience - the understanding of natural moral knowledge - 'self-knowledge' of 'natural ethics'. The natural ethics of 'goodness' or 'virtue' evolved as a result of their survival value to the human organism as a social organism. Knowledge of virtue.. moral consciousness is an aspect of the fully integrated personality with properly developed conscience which results from optimal psychological growth. Healthy psychological development results in the unfolding or 'actualisation' of the mature conscience i.e. 'self-actualisation'. Self-actualisation is the manifestation of the human potential for creativeness, spontaneity, self-hood, authenticity,  beauty and truth, compassion and caring i.e. spiritual growth to maturity of ego-transcendance or 'self-transcendance'. Virtues are most effective in social adaptation.

 Moral development involves raising the level of moral consciousness... from unconscious - the  'subconscious' - to conscious mind.... occurs in stages of thinking or 'cognition' i.e. 'sociocognitive stages'.  Each stage is representative of the developing awareness of human values as they are raised from the unconscious level of brain functioning to the conscious level. Moral consciousness... conscious awareness of the intrinsic valuing process...  results from a process of moral development in which the intrinsic conscience is raised from the unconscious mind - the  'subconscious' - to the conscious mind.

Possibility for self-transcendance is the aim of the 'consciousness disciplines'.

..the development of morality  is a function of normal human development in the context of freedom as 'inner freedom'... involves both intellectual and moral development...a function of the development of the human conscience as a free conscience.. Moral development and intellectual development take place together.. Morality is a function of maturity and social intelligence.

Moral development is a function of integration of character and depends on the complete development of the whole or 'healthy' personality.   

In the developing human organism, the proper development of the conscience depends on the complete development of character. Integration of character depends on the complete development of the whole or 'healthy' personality. The integrated personality with properly developed conscience is the product of optimal psychological growth. Healthy human psychological development - spiritual growth... mature growth... development of conscience i.e.  'self-actualisation'.

    Self-actualisation is the actualisation or unfolding of the human potential for moral consciousness – compassion, creativeness, spontaneity, self-hood, authenticity, yearning for beauty and truth, and depends on natural human development within the context of freedom from dogmatic belief and rigidity of thinking  i.e. inner freedom or 'spiritual freedom'.

Developed conscience is the basis for rationality or 'reason'. With developed conscience - with reason - the individual is able to see that social situations - predicaments and dilemmas - do not have the power to destroy. Life is difficult. This is because the process of confronting and solving life's problems is a difficult one. The basic set of tools required is discipline - discipline of the conscience and its inherent human values. The real and rational human conscience is the source of the natural value judgements ... the spiritual or 'divine' values.

   Development of the conscience as 'construction of conscience'... The construction of conscience involves the achievement of ethical rationality which is a necessary precondition for rational and ethical thought. Both intellect and emotion are essential components of ethical rationality, a process which involves both the affective or 'emotional' and the reasoning or 'intellectual' aspects of the personality. The conscious mind  is synchronized with the unconscious mind and in the process powerful emotional forces become aligned and harmonized through intrinsically non-rational means. Emotional motivation interacts with harmonious relationships of emotionally significant people. The experience is arranged by the rational intellect. The crux of the interaction is the emotional experience of alignment and harmonization of the intellectual forces of the conscious mind with the motivational forces of the unconscious mind. The resulting rational conscience is a naturally flexible system of ethical rationality characterized by a holistic perception of reality necessary for 'sane' evaluation of the social environment. As a function of sanity, the holistic perception eliminates the distortions of ego-centeredness and the dichotomous perception of human values and human nature.

construction of the conscience involves both intellectual and moral development... .

"... to know, to love, and to serve is the trinomial of all religions, but the child is the true maker of our spirituality."(Montessori)

"In the child we see how conscience is constructed to determine behaviour and character... according to natural laws of development...the conscience is constructed during growth with inner freedom and concentration on productive work ...what matters is the will... during human development, the components of the human conscience are constructed through concentration and work... interference with concentration, growth and development create obstacles to the free development of the human conscience...and contribute to the mind's imprisonment .... the child becomes human in the true sense only if allowed to grow and develop in freedom." (Maria Montessori)

the aim of human development is the self-realization of human productiveness ... experiencing the world both mentally through reason - understanding all dimensions, and emotionally through 'love' - with respect, knowledge, care and responsibilty.

 Growth conditions Development of the conscience as 'construction of conscience' depends on favourable social and cultural conditions i.e. a favourable educational environment

 Development of rational conscience depends on the right conditions for growth Each human individual is born with the biological potential for development of a rational conscience. Rational conscience is the expression of natural human ethics i.e. 'rational ethics'.  Rational ethics is a function of rational and ethical thought i.e. ethical reasoning or 'ethical rationality'. Ethical rationality involves integration of the emotional or 'affective' with the reasoning or 'intellectual' aspects of the personality i.e. 'character'. Both are essential components. Development of ethical rationality depends on social and cultural conditions which foster the development of creativity and productivness i.e. 'work'. Meaningful work is  based on concentration in the context of freedom from dogmatic belief and rigid thinking i.e. A conscience based on inner freedom is the source of humanistic morality or 'free morality'.  Free morality is based on inner freedom to develop maturity of developed conscience. The individual who is inwardly free - the moral being or 'free spirit' - obeys their humanistic and free 'rational' developed conscience. Development of rational conscience depends on favorable social conditions for growth and development... the favorable learning environment i.e. 'education'. Education of the developing human organism depends on the proper development of conscience - spiritual growth or 'moral development'.

Development of the human conscience involves  the psychological development of moral consciousness or 'spiritual growth'.  

The development of conscience depends on growth in the context of spiritual freedom. Morality derived from a conscience based on inner freedom is humanistic morality or 'free morality'. The individual who is inwardly free - the moral being and the 'free spirit' – obeys a fully developed humanistic and free 'rational' conscience which is the expression of basic human nature and ‘natural ethics’. Each human individual is born with the biological potential for development of a rational conscience. The actualisation of that potential depends on the right conditions for growth and development. Development of rational conscience depends on social and cultural conditions which fosters the development of productiveness. An educational environment which favours the development of productiveness also provides the necessary conditions for the promotion of spiritual growth and morality of a rational conscience. As part of normal human development and psychological growth, spiritual growth is a process of construction of the rational conscience... and is based on a fundamental respect for the dignity of human existence and the human needs for productiveness or ‘work’. Work is meaningful when it is based on concentration in the context of inner freedom.

  Fundamental respect for the dignity of human existence and human motives for behaviour or 'human needs'.

  Development of conscience depends on respect for the human motives for behaviour i.e. 'human needs'There is a hierarchy of needs in terms of urgency or 'prepotency'. The range of human needs includes:  1. The individual's basic physiological needs are derived from the biological instinct for self-preservation... the most prepotent physiological 'survival needs' for physical security - air (oxygen), food, water, protection from the elements (shelter) and so on;

 2. The so-called 'basic psychological needs' or 'ego-needs' for psychological security and belongingness or 'self-esteem - communication of care and affection;

 3. The 'higher psychological needs' for spiritual growth - the 'growth needs' or 'spiritual needs' (spiritual love, lovingkindness or 'compassion') for self or 'ego-transcendance' i.e. 'metaneeds' for maturity as 'mature growth' or 'self-actualisation'.   

 a. Need for an ideal  "Man's need to admire, to have some ideal, to strive for some kind of perfection.b.Need for absence of fear and serenity of mind or 'true' pleasure "Pleasure consists in serenity of mind and the absence of fear, and is obtained only by the man who has prudence and foresight and thus is ready to reject immediate gratification for the sake of permanent and tranquil satisfaction." (Fromm Man For Himself 174) c. Need for being alone with oneself... 'solitude': In order to understand the communications of one's conscience, one must approve of oneself and not have to depend on others for approval. A person must have expectations of himself. Instinctively one feels responsible for oneself.... d. Need for unconditional love .. necessary for the proper development of conscience, 'guardian of integrity' necessary for self-preservation... essential for normal growth as spiritual growth...

 Development of human conscience... as 'construction of rational conscience'...  The construction of conscience involves the achievement of ethical rationality which is a necessary precondition for rational and ethical thought. Both intellect and emotion are essential components of ethical rationality, a process which involves both the affective or 'emotional' and the reasoning or 'intellectual' aspects of the personality. In the process of synchronization of the conscious mind with the unconscious mind, powerful emotional forces become aligned and harmonized through the intrinsically non-rational means of emotional motivation interacting with the harmonious relationships of emotionally significant people. The rational intellect selects and arranges the experience. The crux of the interaction is the emotional experience of alignment and harmonization of the intellectual forces of the conscious mind with the motivational forces of the unconscious mind. The resulting rational conscience is a naturally flexible system of ethical rationality characterized by a wholistic perception of reality necessary for the correct or 'sane' evaluation of the social environment.  As a function of sanity, the holistic perception eliminates the distortions of ego-centeredness and the incorrectly dichotomous perception of human values and human nature. (reference Scott Peck)

  Normal human growth involves psychological, emotional, intellectual, spiritual and moral development  and depends on warmth and affection which communicates the security of  knowledge, understanding, responsibility and care i.e. ‘unconditional love’. Unconditional love is the communication of security and stimulates interest in the environment i.e. ‘intrinsic motivation’. Intrinsic motivation engages the spiritual needs or metaneeds. Engagement of metaneeds stimulates spiritual growth which is a precondition for adaptability to changing social conditions i.e. social adaptation or ‘social intelligence’. Social intelligence depends on achievement of the human potential for emotional and psychological development to spiritual maturity of moral consciousness or ‘conscience’. Mature conscience is the source of guiding values foritualr human behaviour i.e. spiritual values or 'human values'. Development of the conscience depends on a growth environment in which there is communication of security through unconditional love. 

The development of the conscience and the spiritual values of human goodness requires favorable conditions of emotional security communicated through the affection and trust of unconditional love. Emotional security is the prerequisite for interest in the environment or 'curiosity', the natural drive for motivation of spiritual growth through learning.

 

NEED FOR UNCONDITIONAL LOVE Construction of conscience depends on unconditional love as 'spiritual love' or 'universal love'. . .

The unobstructed development of conscience guardian of the individual's integrity and morality.... necessary for self-preservation... spiritual growth... depends on the human need for spiritual love or ‘unconditional love’ unconditional parental love- a biological need because it is the source of security necessary for normal psychological growth...   for spiritual growth and construction of rational conscience.

 If the right conditions are lacking - in the absence of spiritual love - then the  the rational conscience fails to develop and the result is 'neurotic growth'  or 'neurotic development'  i.e. 'neurosis'. Neurosis leads to the immorality of irrational conscience - the ‘superego’ or 'authoritarian conscience'.  'Authoritarian' conscience is not the same as 'humanistic conscience'. 

Without  unconditional love the rational conscience fails to develop. Love is food for the conscience or  'spirit'.

 Lack of unconditional love leads to thwarted psychological development or 'arrested development' and immorality of irrational conscience  i.e. 'neurosis'

The problem of psychic health and neurosis is connected to ethics. Problems of neurosis are moral problems. The failure to achieve maturity and integration of the whole personality is a moral failure

Authoritarian conscience is the source of ego-centeredness which gives rise to human wickedness or 'evil'.

The conscience is not developed if the right conditions are lacking and the result is the immorality of an irrational conscience i.e. wickedness of human behaviour or ‘evil’. If these conditions are lacking and intrinsic psychological and spiritual needs are denied, then the will of the conscience is broken and development arrested.

Human behavior becomes evil only if the proper conditions for growth and development are lacking...evil human behavior results from the crippling effect of insecurity and low self-esteem...evil results from the failure to realize life...failure to achieve self-realization... Evil is the absence of good - the result of the failure to realize life. Man becomes evil only if the proper conditions for his growth and development are lacking.

Spiritual growth depends on learning in a social environment of freedom - freedom to learn, freedom to concentrate on work and freedom of self-expression and inquiry.

    "Unconditional love is an essential for the child's normal development, and when this is refused, the environment comes to be dreaded... the environment is perceived as a menace to his individuality, his development, his instinctive strivings to grow, his freedom and his happiness. Anxiety feelings arise in children whose parents fail to give them genuine warmth and affection - usually because of their own neuroses. These children do not experience the 'blissful certainty of being wanted'. In an environment in which the basic anxiety develops, the child's free use of energies is thwarted, his self-esteem and self-reliance are undermined, fear is instilled by intimidation and isolation, his expansiveness is warped through brutality or overprotective 'love'. The fear is grounded in reality." (Karen Horney  M.D. Neurosis and Human Growth: The Struggle Toward Self-Realization, New York: W.W. Norton & Co. Inc.1956 )           

 

The development of conscience depends on the right growth conditions... in the context of spiritual freedom. Morality derived from a conscience based on inner freedom is humanistic morality or 'free morality'. The individual who is inwardly free - the moral being and the 'free spirit' – obeys a fully developed humanistic and free 'rational' conscience which is the expression of basic human nature and ‘natural ethics’. Each human individual is born with the biological potential for development of a rational conscience.

 

The actualisation of that potential depends on the right conditions for growth and development. Development of rational conscience depends on social and cultural conditions which fosters productiveness and creativity or ‘work’. Work is meaningful when it is based on concentration in the context of inner freedom. An educational environment which favours the development of productiveness also provides the necessary conditions for the promotion of spiritual growth and morality of a rational conscience.

 

As part of normal human development and psychological growth, spiritual growth is a process of construction of the rational conscience... and is based on a fundamental respect for the dignity of human existence and the human need for meaningful work.

 a favourable educational environment  An educational environment which favours the development of productiveness also provides the necessary conditions for the promotion of spiritual growth and morality of a rational conscience.

 

 Work is meaningful when it is based on concentration in the context of inner freedom.  Development of the conscience depends on productiveness or ‘work’.

 

Construction of the conscience  depends on freedom for productiveness or ‘work’...

 Development of the conscience is a product of moral or 'spiritual' growth. Spiritual growth is a slow process of construction - according to laws of nature - which takes place during continuous concentrated activity in a close relationship with the environment i.e. 'work'.

. The human conscience is constructed through work and through productiveness.

Construction of the human conscience is dependent on the environmental conditions of an education which fosters natural human development. If the proper conditions are lacking, then the conscience is not developed. Development of the conscience depends on natural psychobiological development in the context of inner freedom.

 "The more productively one lives, the stronger is one's conscience and in turn, the more it furthers one's productiveness. The less productively one lives, the weaker becomes one's conscience; the paradoxical - and tragic- situation of man is that his conscience is weakest when he needs it most." (Fromm Man For Himself 160)

The psychological value of work... 'self-empowerment' as construction of conscience through work                                                       

theme: Holistic education is 'responsible education' for 'responsible freedom' as the freedom for creative and productive activity or 'work'.  Work which engages the development of human potentiality has 'psychological value'... the psychological value of work as the medium for oneness with the environment... through work the human being can grow to psychological maturity and fulfill his human potential and achieve happiness- integration with himself and his environment. and is therefore 'meaningful'.

 Work is an aspect of human behaviour which is functional in personal growth and development i.e. normal growth or 'normalization'. "Work is a fundamental feature of the human being as a species, and an adaptive, creative, and social function par excellence.... It is one of the main spheres of human behavior. The ability to work is an aspect of the development of the personality, with which it is interrelated. Work behavior in the development of the personality is functional within the context of goals. Child play is the child's work... Children who have been prevented from developing fully often show character traits that disappear when they become normalized through work; a common one is possessiveness. In the normalised child his freedom to take interest in all kinds of things leads to his focusing his attention not on the things themselves but on the knowledge he derives from them". (Maria Montessori. The Absorbent Mind page 219)                                                                                     

Normal growth or 'normalisation' results from work which is meaningful because it engages personality growth and development of 'moral consciousness' or 'conscience' i.e. 'moral development'.

Conscience is the source of 'human values' which define the nature of the human personality or 'human nature'. Development of conscience is required for normal socialisation i.e. 'social intelligence'. Social intelligence depends on education for growth and development of the human potential for intelligence as 'creative intelligence'. Creative intelligence is enhanced by personal success through personal efforts of creativity and productivity or 'work'. Work is 'meaningful' if it engages the personality as a whole and is functional in personal growth and development of human potentiality.

 Meaningful work is based on optimal functioning of the brain i.e. 'optimal learning' or 'optimalearning'.

Meaningful work is the expression of connectedness with the environment necessary for responsiveness to change or 'adaptability' Meaningful work represents harmonious contact with the reality of life i.e. contentment derived from personal achievement or 'happiness'. Happiness in work is the expression of the individual's creative and productive interaction with the immediate environment. As an aspect of human behaviour which represents connectedness or oneness with the environment, work behaviour is an expression of successful adaptation or 'adaptability'. Adaptability through work is a characteristic of 'mental health'. The healthy or 'normalised' - 'normal' - personality expresses itself in the freedom of its work activity. The individual's attention is engaged to such a degree that their whole personality is involved and the work becomes a free expression of their true nature i.e. 'human nature'. Human nature is defined by the human motives for learning or 'human needs'. These include the 'spiritual needs' for spiritual growth i.e. 'metaneeds'. Metaneeds are functional in the process of natural spiritual growth and development which occurs with meaningful work. This 'psychological value of work' involves development of the total personality.

Work which engages the total personality and involves the development of human potentialities is authentic, productive and creative or 'adaptive'. Human adaptability depends on psychologicallly valuable work... so-called 'work with love'. Meaningful work has psychological value because it is relevant to life. It is authentic, productive and creative, and therefore 'adaptive'.

  "What is to work with love? It is to weave the cloth with threads pulled from your heart, as if your beloved were to wear this cloth. It is to build a house with affection, as if your beloved were to live in this house. It is to sow the seeds with tenderness and gather the harvest with joy, as if your beloved were to eat the fruit. It is to put in all things that you make, a breath of your own spirit." (Kahlil Gibran The Prophet 1883-1931)

Function of work in the growing child: critical developmental periods or 'sensitive periods' Children instinctively strive to achieve their personal aims for self-actualisation and self-integration through meaningful work. Child play is the child's work. In the normal growth and development of the child, motivation for work is  from within or 'intrinsic' to the organism i.e. 'intrinsic motivation'. Intrinsic motivation - a biologically based function of the 'prefrontal lobes' of the human 'brain' - is particularly evident at certain critical developmental periods or 'sensitive periods' which are ended when the function of work is achieved. With meaningful work the child grows up with an increasing capacity to act independently and responsibly. Their concentration continues to be enhanced through their authentic striving to work.

If the sensitive periods are not hindered by inner anxieties resulting from repressive pedagogies, then the intensive attraction to the environmment continues to be mediated through the individual's authentic striving to work then  the child continues to be intensively interested in the environment... 'curious'. 'Curiosity' is an instinctive 'learning emotion' rooted in the instinct for 'self-preservation'. Its function is to pay attention to the environment in order to acquire the 'knowledge' required for effective adaptation.  Curiosity is the driving force behind continuous motivation or 'drive' which enhances the eagerness to learn.

"The 'normalized' child's activities of work (are) related to the inner construction of the personality. The motivation to learn derives from this source. Teaching which corresponds to this motivation is functional in the child's development. The child's response is the best guide for the teacher. The child's interest and concentration indicates the extent of effectiveness of the teaching methodology in opractice. The child loses motivation when the work is directed to an external goal."

 Depending on the extent to which they are allowed to pursue their own interests, children strive to become adults within the confines of the 'learning environment' or 'education' which is offered to them.

Construction of the human conscience through work.

.. is dependent on the environmental conditions of an education which fosters natural human development. ............ The human conscience is constructed through work and through productiveness. Construction of the human conscience is dependent on the environmental conditions of an education which fosters natural human development. If the proper conditions are lacking, then the conscience is not developed. 

 The more productively one lives, the stronger is one's conscience and in turn, the more it furthers one's productiveness. The less productively one lives, the weaker becomes one's conscience; the paradoxical - and tragic - situation of man is that his conscience is weakest when he needs it most. Learning to understand the communications of one's conscience is exceedingly difficult, mainly for two reasons.... difficult because this art requires another ability...being alone with oneself. 

 "Man has never yet ceased striving to produce and to create because productiveness is the source of strength, freedom and happiness".

Work which does not engage personality development is meaningless and 'non-adaptive' If work does not involve the individual's personal development, then it is not engaged in the development of potentiality and it becomes meaningless. Meaningless work is inauthentic, non-creative, non-productive, irrelevant to life and therefore 'non-adaptive'. Meaningless work inhibits development of integrity and encourages development of egocentrism, possessiveness, greed and other asocial character traits which disappear with 'normalisation' through authentic work.  It is meaningless work which is the source of declining motivation and the cause of the so-called 'educational crisis'.  

  The motivation for work in the process of self-actualisation is the source of happiness. Education which allows for the 'pursuit of happiness' in the freedom to work is 'responsible education' which fosters growth in independence and responsibility i.e. 'self-empowerment'. The fully 'empowered' personality is a natural product of the experience of growth and development in the context of education which allows for the freedom to work. Children's continued development into independent and mature personalities depends on the responsible guidance of the adult. The effective teacher becomes 'facilitator of learning'. The teacher as facilitator is an independent and mature adult living by the values which are the special 'attributes' of full personality development. The facilitative teacher accepts the responsibilities of education as a long and indirect process of preparation for a life of freedom with respect for others and for their environment. 

 "To know, to love, and to serve is the trinomial of all religions, but the child is the true maker of our spirituality. He teaches us the plan of nature for giving form to our conduct and character, a plan fully traced out in all its details of age and work, with its need for freedom and intense activity in accordance with the laws of life. What matters is not physics, or botany, or works of the hand, but the will, and the components of the human spirit which construct themselves by work. The child is the spiritual builder of mankind, and obstacles to his free development are the stones in the wall by which the soul of man has become imprisoned." (Maria Montessori The Absorbent Mind 221)

If the right conditions are lacking, then the conscience is not developed and the result is neurosis and the immorality of an 'irrational conscience'...  undeveloped conscience is result of deprivation of unconditional love which communicates security necessary for normal human growth and interest in the environment...

Thwarted development produces irrational conscience. Development of the conscience is thwarted when harmful factors stand in the way of growth. In the absence of the security of unconditional love, the individual learns to dread the environment and perceives it be a threat to growth. They develop immature emotional reactions of insecurity - fear and hatred. These irrational feelings dominate the individual's behaviour while large areas of experience are repressed. The result is emotional immaturity and low self-esteem which has a crippling effect on further psychological growth. If psychological development is arrested the individual is motivated by the deficiency of basic psychological needs i.e. deficiency or 'deficit motivation'. Deficit motivation results in neurotic growth or 'neurosis'. The immaturity of neurosis is directly related to the immorality of undeveloped conscience and is thus inseparably linked with lack of ethics or 'evil'. The source of neurosis is the same as the source of evil. Both neurosis and evil are products of the immaturity and spiritual poverty which results from thwarted psychological development and the frustration of spiritual growth. The incomplete development of neurotic growth leads to unethical behaviour and human wickedness. For this reason, every neurosis represents a moral problem.

Human behaviour which is evil is neurotic behaviour and as neurotic behaviour originates in the undeveloped and irrational human conscience.

The neurotic individual avoids spiritual growth The neurotic individual is unable to experience the complete or 'wholistic' cognition for correct evaluation of the social reality and engages in ego-centered mental processing which creates a distortion in perception and dichotomizes reality. The dichotomous perception of reality leads to the perception of social problems in terms of good/bad, true/false judgements - the characteristic 'incomplete cognition' of social adaptation which depends on attitudes of over-defensiveness. For the immature and insecure neurotic mind spiritual growth is painful. The individual will attempt to avoid at all costs the pain of self-awareness and will take any action in their power to do so. In their efforts to preserve unawareness while enhancing their ability to adapt to changing social conditions, they will develop pathological defensive strategies of evasion, fixation and regression. Creative energies will be channelled into pathological attitudes of domination - 'compensatory dominance' - in order to compensate for the lack of self-esteem and to preserve the integrity of the undeveloped conscience. With the continued repression of experience, the feelings of compensatory dominance become exaggerated or 'overcompensatory'. Feelings of overcompensatory dominance lead to the pretentious and arrogant attitudes of a 'sham dominance'. It is the sham dominance of the ego-centered neurotic mind which is responsible for the wickedness of human behaviour or 'evil'. The overdefensive individual becomes obsessional, controlling and self-controlling, resorting to power politics of control which violate and destroy other human beings. The normal qualities of enthusiasm, impulsiveness, whimsicality, and unpredictability are perceived as the lack of control and attempts will be made to destroy these qualities whenever possible.

DEVELOPMENT OF CONSCIENCE WITHIN THE INDIVIDUAL: THE ROLE OF EDUCATION

Implications for education: Education for self-actualisation is 'responsible education' for 'responsible freedom' The level of development of conscience as moral consciousness has a profound effect on the affective and intellectual aspects of the learning process. It is therefore of great significance to the theoretical basis of education.

The conscience has a strong influence on the affective or 'emotional' component of the personality as well as the reasoning or 'intellectual' component. The level of development of conscience as moral consciousness has a profound effect on the affective and intellectual aspects of the learning process. It is therefore of great significance to the theoretical basis of holistic education. As education which is meaningful in the development of social intelligence, holistic education is based on the need to recognize the intrinsic spirituality or conscience of the human organism – manifestation of the conscience depends on growth for inner freedom. Free morality is based on inner freedom of the organism to develop moral consciousness  required for social life i.e. moral intelligence or ‘social intelligence’. Social intelligence is the result of education which provides the right conditions for spiritual growth and personality development... development of the morality of conscience. Education for development of conscience is based on a fundamental respect for the dignity of human existence or 'human nature' as a function of intrinsic spirituality... respect for the dignity of the human individual... 'holistic education'. Holistic education is based on the need to recognize the intrinsic  conscience i.e. the intrinsic spirituality of the human individual.

Irresponsible education for control and manipulation:  'banking education'.  In the traditional teaching paradigm, education is confused with task-oriented learning or 'schooling'. Methods of teaching involve the use of external motivating devices such as grades and 'grade averages. Grading is a punishment/reward system of evaluation used to coerce students into patterns of learning for external purposes and objective tasks i.e. 'learning outcomes'. So-called 'extrinsic motivation'  inhibits the free use of creative energy of meaningful work i.e. 'free will' or 'freedom'. Denial of freedom inhibits development of personality integration in the realisation of human potential i.e. 'self-realisation' or 'self-actualisation'. The direct result is failure of personality development and subsequent irresponsibility of behaviour.

Self-actualisation depends on freedom for effective learning and self-initiated meaningful work driven by the need for personal integrity and spiritual independence i.e. 'ego-transcendance'.     

As education which is meaningful in the development of social intelligence, holistic education is based on the need to recognize the intrinsic spirituality or conscience of the human organism - manifestation of the conscience depends on growth for inner freedom. Holistic education is based on the need to recognize the intrinsic conscience i.e. the intrinsic spirituality of the human individual. 

Education which does not respect psychological growth is irresponsible because its product is the neurotic process of immature development which is characterized by value distortion. Irresponsible education contradicts the interests of humanity.

Function of education to provide appropriate conditions for construction of rational conscience

 role of education in the construction of conscience The human conscience is constructed through work and through productiveness. Construction of the human conscience is dependent on the environmental conditions of an education which fosters natural human development.

Development of rational conscience depends on social and cultural conditions which foster the development of productiveness.

 An educational environment which favours the development of productiveness also provides the necessary conditions for the promotion of spiritual growth and morality of a rational conscience. Educational environment which fosters spiritual growth and personality development provides the right conditions for development of the conscience and the concomitant development of morality.

The conscience has a strong influence on the affective or 'emotional' component of the personality as well as the reasoning or 'intellectual' component. The level of development of conscience as moral consciousness has a profound effect on the affective and intellectual aspects of the learning process. It is therefore of great significance to the theoretical basis of holistic education. As education which is meaningful in the development of social intelligence, holistic education is based on the need to recognize the intrinsic spirituality or conscience of the human organism – manifestation of the conscience depends on growth for inner freedom. Free morality is based on inner freedom of the organism to develop moral consciousness  required for social life i.e. moral intelligence or ‘social intelligence. Social intelligence is the result of education which provides the right conditions for spiritual growth and personality development i.e. development of the morality of conscience.  


Children's continued development into independent and mature personalities depends on the responsible guidance of the adult i.e. on a responsible 'education'. Responsible education is a long and indirect process of preparation for a life of freedom as an independent and mature adult living by the values which are the special attributes of full personality development. - the values of respect for others and for one's environment. If human individuals behave irresponsibly, the fault lies not with them but with the education which they have been offered. The recognition of the psychological value of work in human psychological development is the basis for the organization of schools for humanity.

 The recognition of the psychological value of work as a highly significant factor in human development is the basis for the new teaching paradigm. Future schools 'for humanity' should offer 'responsible education' for 'responsible freedom'.  Responsible freedom which implies a sense of responsibility to oneself and to the community depends on responsible education of the person as a whole or 'holistic education'. Holistic education is education for psychological, emotional, intellectual, spiritual, moral development... responsible educatio.. holistic education is based on the need to recognize the intrinsic  conscience i.e. the intrinsic spirituality of the human individual.                

 Teaching for external goals is not functional in the child's development. Education - from the beginning of life - plays a fundamental role in the development of the personality. Aim of education is the proper - balanced - development of the personality.

 "The first essential for the child's development is concentration. It lays the whole basis for his character and social behavior. He must find out how to concentrate, and for this he needs things to concentrate upon. This shows the importance of his surroundings, for no acting on the child from outside can cause him to concentrate. Only the child can organize his own psychic life. None of us can do it for him. It is is here that the importance of our schools lies. They are places in which the child can find the kind of work that permits him to do this."(The Absorbent Mind p.222)

 "The actualization of a potentiality depends on the presence of certain conditions...the concept of potentiality has no meaning except in connection with the specific conditions required for actualization." (217) If the proper conditions are present, the 'primary' potentiality is actualized ('good' and if the present conditions are in contrast to those required by the primary potentiality, then the 'secondary' potentiality is realized. (Explains the 'evil' in human nature) The primary potentiality is manifested under normal conditions. The 'secondary' potentiality is manifested under abnormal, pathogenic conditions."

"We have shown that man is not necessarily evil but becomes evil only if the proper conditions for his growth and development are lacking. The evil has no independent existence of its own. It is the absence of good, the result of the failure to realize life." (218)

Development of rational conscience depends on actualisation of human potential The values found within the intrinsic conscience of the human organism are raised to the conscious level of brain functioning ('consciousness') during development of conscience i.e. 'moral development'. Moral development involved in the construction of rational conscience depends on realisation of human potentialities for growth, for happiness, for love and for reason and results in the manifestation of characteristically human traits - the natural human values of 'morality'. But the innate potentialities are like seeds. They become manifest in later life only if provided with the right enviromental for spiritual growth and development i.e. self-realisation or 'self-actualisation'. Self-actualisation is a function of growth in the context of freedom from external authoritarianism which breeds fear i.e. spiritual freedom or 'inner freedom'. Inner freedom depends on the security of productive 'unconditional love'.

TOLERATION noun, TO TOLERATE verb (from Latin 'toleratus' pp. of tolerare, to bear, sustain) To tolerate means 'to not interfere with'; allow; permit; recognize and resopect other people's beliefs without sharing them. According to Voltaire, "Toleration is the right of mankind. Since we are all of us weak and make mistakes we should forgive one another's foolish actions. This is the first law of nature. Anyone who persecutes someone else because he does not agree with him is a monster....we should forgive each other our errors. Quarreling is the greatest evil of mankind and toleration is the only remedy forit. Everyone agrees with this in theory. Why do they not practise toleration. The answer is because they make self-interest their god. They believe their power rests on the ignorance and stupidity of others."

 "The problem of psychic health and neurosis is inseparably linked up with that of ethics. It may be said that every neurosis represents a moral problem. The failure to achieve maturity and integration of the whole personality is a moral failure." (Fromm Man For Himself page 224)

 They feel threatened by the love and the goodness in others around them... they will even try to destroy the light in their own children - not with conscious malice but blindly.  

 "We must also face squarely the problem of what stands in the way of growth - evasion fixation, regression, defensiveness - the attractiveness of psychopathology i.e. and the so-called problem of 'evil'." (Erich Fromm)

"The mind which is neurotic or psychotic is one that has linked itself to an environment not really there: its responses are to fantasies and illusions - to dangers that are the projections of its own fears; to slights that are the projections of its own self-doubtings. The life that is rich and happy is one that is fulfilling its possibilities through creative linkages with reality" (Overstreet The Maturing Mind)

"Within the Western model, we recognize and define 'psychosis' in a distorted way which does not recognize the distortion. It is therefore significant to note that from the mystical perspective, our usual state fits all the criteria of psychosis in that it is suboptimal, has a distorted view of reality, and does not recognize that distortion. Indeed, from the ultimate mystical perspective, psychosis can be defined as being trapped or attached to, any one state of consciousness, which by itself is necessarily limited and only relatively 'real'". (Walsh)

Psychological health is measured by the degree to which people relate to others; the inability to relate to others is a symptom of psychological ill health or ‘psychosis’. Psychosis is the result of thwarted growth. 

     In the absence of security, intimidation by brutality and isolation by overprotection can undermine the individual’s self-esteem and instil in them a fear which prevents cooperation required for social adaptation. The fear is real and results in the perception of the environment as threatening to the free use of energies for growth i.e. ‘freedom’. Interest in the environment becomes warped diminishing self-reliance and creating the basic anxiety which damages the instinctive strivings for growth and development. If normal development is thwarted in this way it can lead to emotional immaturity and  immature conscience i.e. irrational behaviour of  neurotic growth or ‘neurosis’...  

 Neurosis is a mental condition in which the individual is attached to one state of consciousness which by itself is necessarily limited and only partially represents the reality of their world or the ‘truth’. The neurotic individual is ‘prisoner of their own mind’ -  unwittingly but totally trapped by a continuous fantasy dialogue with themselves. This  egocentric dialogue produces a perceptual-cognitive mental process which dichotomizes and distorts reality and creates the all-consuming illusion of that distorted reality. The distorted reality  is a function of the distortion in perception. An individual's reality is their perception of reality i.e. their worldview or ‘paradigm’. Different paradigms represent different perceptions of reality.

 Different neuroses represent different forms of egocentric dialogue. For the individual with irrational fears of immaturity, reality is perceived and understood in terms of a cognitive process which is trapped in those fears. This might be expressed as the active clinging to an outmoded view of reality developed in childhood and inappropriately transferred to the adult environment i.e. 'transference'. The neurosis often goes unrecognized until the individual accepts the personal challenge for self-examination in the form of observation and reflection i.e. contemplation or ‘meditation’.

 The perception of reality is 'suboptimal'. From this perspective, the individual in western cultures who is attached to the waking state of consciousness fits the criteria of psychosis. Such an individual's perception of reality is suboptimal and therefore distorted. Such an individual is psychotic if he does not recognize the distortion. ..."our normative cultural reality is state-specific. Insofar as 'reality' is a consensually validated, but arbitrary, convention, an altered state of consciousness can represent an anti-social, unruly mode of being... This fear of the unpredicatable may have been a major motivating force behind the repression in our own culture of means for inducing altered states- e.g. psychedelics- or for a more general suspicion of techniques such as meditation.

The individual with developed conscience...spiritual crisis of 'mental illness' ... which results in the loss of contact with reality…The inability to relate to others can produce behaviour indicating that spiritual growth is in grave danger and adjustments need to be made which are essential for adaptation and self-preservation. This is the spiritual crisis of so-called 'mental illness'

    Humanity is defined by the spiritual values of mature adulthood and 'humaness' fostered by an education which provides for the spiritual metaneeds. Children become adults with the attributes of humanity only if they are offered an education which is conducive to their proper psychological, emotional, intellectual, moral and spiritual development i.e. 'holistic education'.  Holistic education is education for inner freedom. Responsible education is education for responsible freedom .... fosters natural human development for critical consciousness which is a function of personality integration... moral development and development of the conscience... for complete cognition and wholistic perspective necessary for social intelligence and adaptability.

 Morality is responsibility for growth and responsibility for growth is a function of responsibility for human needs.

 The tragedy of neurosis as thwarted growth is that it is ultimately determined by conflicts in the values and assumptions of the cultural environment - the social environment of family or school. For this reason, psychological health is a social affair and a concern of education. It is the responsibility of education to encourage the development of  highly awakened intelligence or ‘intuition’. Intuition is required for responsible decision making  in solving human problems… and depends on the individual’s capacity for personal challenge and  self-examination to see the truth. Truth is reality which combines objective reality with the subjective perception of critical consciousess. Dedication to truth is dedication to reality implying critical consciousness and a willingness to accept personal challenge for inquiry. The more clearly  one can see the reality of one’s  world the better equipped one is to deal with it, the less clearly one sees the reality of one’s world, the more one’s mind is befuddled by falsehood, misperceptions, and illusions and the less able one is to determine correct courses of action and make wise decisions. The aim of education is the development of critical consciousness and intuitive powers of discrimination i.e. wisdom or ‘intelligence’. Development of intelligence depends on development of human potential and the intrinsic power of self-reliance  which is a function of spiritual growth for the development of intrinsic human spiritual values. Education for spiritual development as embedded in psychological, emotional, intellectual development is education for the whole person i.e. ‘holistic education’.      

Many neurotic conflicts are ultimately determined by educational policy of parenting and schooling within the context of social and cultural conditions. Disordered societies which deny an education providing the conditions which are favorable for spiritual growth create conditions for the neurotic growth of children into disordered adults. They become socially evil as a result of the frustration of their efforts for normal growth. Normal growth is hampered when the basis for the education which is offered is discipline and punishment. Punishment of children develops irrrational emotions of fear and hatred leading to neurotic growth and the prevention of learning from experience and so contributes to the failure of social development. The resulting inability for social adaptation leads to pathological reactions of frustration and destructiveness. Human acts of destruction and evil are the product of continued frustration of the intrinsic human need for spiritual growth.

Normal spiritual growth and the avoidance of evil depends on an education which provides for complete human development and the realization of human potential i.e. 'self-actualisation'

 Social evils are products of incomplete human development i.e. intellectual, psychological, emotional development and development of conscience. metaneeds... Basic human nature i.e. the 'intrinsic conscience' is made up of inborn capacities and preferences, psychological needs and yearnings of spiritual needs or 'metaneeds'.

 But development of the conscience and human goodness requires favorable conditions in the context of psychological security which is communicated through unconditional love.          

"Once a person has awakened to the transpersonal dimensions of existence, life itself is held in a different perspective." This is an aspect of healthy psychological and intellectual growth...

Dichotomies disappear with increased mental health... If the individuals in a society remain attached to that level of consciousness dealing with gratification of physical and emotional needs, then they would perceive a dichotomy between personal freedom "to pursue happiness" and their responsibility to the society. If the level of consciousness of those same individuals is raised to a healthier state then they are motivated by so-called 'higher needs'. psychology, neurosis, psychosis etc. individual in cultural context: distorting influences of language and culture (individual in American culture- distortion of reality in the myths) function of language ...function of stage of cognitive and moral development

 Evil has no independent existence of its own... . Wicked human behaviour is the result of failure to achieve self-realization through proper growth and development i.e. the 'right education'.

 The creative energy for growth is blocked and that same energy is transformed to destructive ends. The individual remains  insecure with low self-esteem and attempts to compensate for this with feelings of sham dominance. The domineering attitudes which result are the source of wicked behaviour or  'evil'.

 The actualisation of a potentiality depends on the presence of certain conditions...the concept of potentiality has no meaning except in connection with the specific conditions required for actualisation. If the proper conditions are present, the 'primary' potentiality is actualized ('good') and if the present conditions are in contrast to those required by the primary potentiality, then the 'secondary' potentiality is realized. The primary potentiality is manifested under normal conditions. The 'secondary' potentiality is manifested under abnormal, pathogenic conditions... man is not necessarily evil but becomes evil only if the proper conditions for his growth and development are lacking. The human organism has a 'natural personality' which is not 'evil'...basically good... feelings of 'natural dominance' or 'self-esteem' lead to beneficial and creative behavior. Feelings of 'compensatory dominance' become 'overcompensatory' when they are derived from the crippling effect of insecurity and low self-esteem.The feelings of 'sham dominance' lead to domineering attitudes which result in wicked human behavior...manifestations of 'evil'...

 

   

     The 'science of value' or 'moral science' is the study of the normal development of natural morality i.e. the intrinsic valuing process - the human spirit or 'conscience' which is the source of spiritual values. Morality is a function of the human conscience. Development of the conscience depends on natural psychobiological development in the context of inner freedom.

 DEVELOPMENT OF CONSCIENCE NEED FOR LOVE necessary for the proper development of conscience, 'guardian of integrity' necessary for self-preservation. Thwarted psychological development interferes with development of conscience.

 "Learning to understand the communications of one's conscience is exceedingly difficult, mainly for two reasons. In order to listen to the voice of our conscience, and this is exactly what most people in our culture have difficulty doing. We listen to every voice and to everybody but not to ourselves. We are constantly exposed to the noise and opinions and ideas hammering at us from everywhere: motion pictures, newspapers, radio, idle chatter....Listening to oneself is so difficult because this art requires another ability, rare in modern man: that of being alone with oneself. We have developed a phobia of being alone; we prefer the most trivial and even obnoxious company, the most meaningless activities, to being alone with ourselves." (Fromm Man For Himself 161)

 "The decay of the personality in old age is a symptom: it is the proof of the failure of not having lived productively. The fear of getting old an expression of the feeling - often unconscious - of not living productively; it is a reaction of our conscience to the mutilation of ourselves. There are cultures in which there is a greater need and therefore a higher esteem for, the specific qualities of old age, like wisdom and experience." (Fromm Man For Himself 163)

 Moral development is construction of the human conscience... development of conscience... 

Normalization is the result of unhampered psychic human growth.

         "The human individual is the source of all morality." (Rudolf Steiner)

The characteristic humanness or 'humanity' of the human organism is based on human self-development and self-fulfillment and characterized by the core of human values which are shared with other individuals of the human species. The conscience is that part of the mind referred to as the 'collective unconscious' (Jung) because it is common to all human individuals. Development of the human conscience depends on the human need for unconditional love... Moral development is development of the human 'conscience'. Development of the conscience involves development of moral consciousness i.e. consciousness of human values.

Consciousness of the intrinsic conscience is development of the rational conscience (as opposed to irrational 'authoritarian conscience')  

 "To know, to love, and to serve is the trinomial of all religions, but the child is the true maker of our spirituality"

. interference with concentration, growth and development create obstacles to the free development of the human conscience...and contribute to the mind's imprisonment .. the child becomes human in the true sense only if allowed to grow and develop in freedom...

the aim of human development is the self-realization of human productiveness ... experiencing the world both mentally through reason - understanding all dimensions, and emotionally through 'love' - with respect, knowledge, care and responsibilty. The nature of the productive character is nature of the human organism... the spontaneous process of self-realization results in the productive character orientation ...a mode of relatedness to the world... the individual recognizes his powers, identifies with them and puts them to productive use. biological valuing process ...

The more productively one lives, the stronger is one's conscience and in turn, the more it furthers one's productiveness

The less productively one lives, the weaker becomes one's conscience; the paradoxical - and tragic - situation of man is that his conscience is weakest when he needs it most.

 Maturity of conscience results from healthy human psychological development. An individual's value system is the product of the totality of the individual's thought processes within the context of experiences in a changing social environment. Development of morality and the human conscience depends on unconditional productive love. 'intrinsic conscience' - humanistic conscience: need for unconditional love and integrated development of personality and character for development of 'conscience'. Children have a natural capacity for moral development when they are free of mental oppression and the spirit is allowed to grow.

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

Operative values are related to the organism's inborn capacities and talents.

Denial or frustration of any of these needs, capacities or yearnings leads to psychopathology which can be manifested as 'evil'... The operative values are those values which make up the inner core of human nature. They are indicated by preferences of behavior which lead to the fulfillment of basic physiological and psychological needs of the human organism. The operative values are the biologically based 'instinctoid' values inherent in the intrinsic yearnings and preferences of the organismic striving for self-actualization and self-transcendance.

.. necessary for autonomous personality and moral character ...for survival in changing social environment...

.. the productive realization of human potentialities... happiness is being one with the world and preserving the integrity of the self... answer to the problem of human existence... the greatest human achievement... response of the total personality to a productive orientation... listening to oneself...being alone with oneself...

 There are cultures in which there is a greater need and therefore a higher esteem for, the specific qualities of old age, like wisdom and experience

maturity of conscience results from healthy human psychological development. In the developing human organism, the proper development of the intrinsic conscience depends on the integrated development of personality and character. As the basis for the proper development of the intrinsic conscience, integration of the whole personality and character depends on the complete development of a psychologically healthy personality. The product of optimal psychological growth is the integrated personality with properly developed intrinsic conscience - the psychologically healthy personality or 'whole' personality.

Learning to understand the communications of one's conscience is exceedingly difficult, mainly for two reasons. In order to listen to the voice of our conscience, and this is exactly what most people in our culture have difficulty doing. We listen to every voice and to everybody but not to ourselves. We are constantly exposed to the noise and opinions and ideas hammering at us from everywhere: motion pictures, newspapers, radio, idle chatter....Listening to oneself is so difficult because this art requires another ability, rare in modern man: that of being alone with oneself. We have developed a phobia of being alone; we prefer the most trivial and even obnoxious company, the most meaningless activities, to being alone with ourselves. Man has never yet ceased striving to produce and to create because productiveness is the source of strength, freedom and happiness.

The development of the conscience is part of normal human development. The complete development of the intrinsic valuing system coincides with the full development of the human social intelligence and the human conscience. complete development of the human conscience - ...The characteristic humanness or 'humanity' of the human organism is based on human self-development and self-fulfillment and characterized by the core of human values which are shared with other individuals of the human species. Moral development is development of the human 'conscience'. Development of the conscience is development of moral consciousness i.e. consciousness of human values. Consciousness of the intrinsic conscience is development of the rational conscience (as opposed to irrational 'authoritarian conscience')

As part of normal human development and psychological growth, spiritual growth is a process of construction of the rational conscience... and is based on a fundamental respect for the dignity of human existence and the human needs for productiveness based on concentration on work in the context of inner freedom.

 Human moral development - the development of 'morality' - is a function of the development of the human conscience. Morality is a function of human moral development and the intrinsic valuing process. Human moral development is a function of the development of the intrinsic and instinctive natural valuing process of the human organism ...organismic valuing process - a function of the psychobiological development of the human 'conscience'. The development of the intrinsic valuing process is a function of the development of the human conscience. The complete development of the intrinsic valuing system coincides with the full development of the human conscience. The basis for moral development, development of 'morality', is the development of the human conscience.

Development of the human conscience is necessary for successful adaptation and survival of the human organism in a complex social environment to changing social conditions... and the human species in a complex intercultural environment.

the normal development of the natural valuing process results in the complete development of the human conscience... Social intelligence as the basis for morality... of intrinsic valuing process.

Values can be determined only in relation to the human organism's real interests for self-preservation in a changing social environment... development of morality depends on inner freedom and the productive use of human powers and potentialities or 'virtues'.

Biologically based value system is the intrinsic valuing system based on the full development of the conscience. The characteristic 'humanness' or 'humanity' of the human organism is based on complete development of the human conscience - human self-development and self-fulfillment ... the 'humanity' of the self-actualized individual is characterized by the core of human values which are shared with other individuals of the human species.

 As the awareness of natural moral knowledge or 'moral consciousness' the human conscience is the human 'spirit'.

 Moral consciousness results from a process of moral development. In moral development the intrinsic conscience is raised from the unconscious mind - the 'subconscious' - to the conscious mind. Moral development is a natural developmental process. Moral consciousness is one aspect of the fully integrated personality. The natural outcome of normal human development is the conscious awareness of the intrinsic valuing process of the conscience.

 In the developing human organism, the proper development of the conscience depends on the complete development of character. Integration of character depends on the complete development of the whole or 'healthy' personality. The integrated personality with properly developed conscience is the product of optimal psychological growth. Healthy human psychological development - spiritual growth results in 'self-actualization' and maturity of conscience. Self-actualization is the unfolding of human potential for the spiritual life - creativeness, spontaneity, self-hood, authenticity, yearning for beauty and truth, compassion and caring for others. As spiritual growth, development of conscience depends on natural human development within the context of inner freedom or 'spiritual freedom' the freedom from dogmatic belief and rigid thinking. In the context of inner freedom, the development of the human conscience depends on the actualization of the human potential for moral consciousness.

     The science of value or 'moral science'

 "The true knowledge of value lies in the science of value... as natural science has changed the world, so moral science, once it is developed and fully known, is bound to change the world. There was no force that brought about the age of technology, other than the clarity of mind of people like Newton and Einstein. The only difference these men made in the world is that they gave us knowledge. All the rest followed by itself. All the difference that the new science is going to make to the world is that it gives us moral knowledge, and all the rest will follow by itself. "(Hartman "The Science of Value" in Maslow ed. New Knowledge in Human Values p.34)

  "The science of value is an intellectual enterprise... The science of value is primarily a matter of science, of precise and exact knowledge, the object of which happens to be value. In this respect the science of value is like any other science: it has its axioms, its definitions, its rules of deduction, and its dimensions, its measurements, and its calculations; what is measured is value and what is calculated is the value content of situations....whereas the precision and exactness of the science of nature is quantitative, the precision and exactness of the science of value is qualitative. The science of nature measures spatio-temporal being; the science of value measures meaning. The science of value will change the world as did the science of nature." (Robert Hartmann. "The Science of Value" in Maslow A.H. (ed) New Knowledge in Human Values. New York: Harper, 1959 p.13)

VALUES "VALUE SYSTEM BASED ON THE CONCEPT OF WHAT Albert Schweitzer called the 'reverence for life'. Valuable or good is all that which contributes to the greater unfolding of man's specific faculties and furthers life. Negative or bad is everything that strangles life and paralyzes man's activeness."(Erich Fromm The Revolution of Hope :Toward a Humanized Technology. New York, London: Harper & Row,1968 p.89)

VALUES: (Morris, C.W. Varieties of Human Value. Chicago: University of Chicago Press, 1956.)

CONCEIVED VALUES are value choices made on the basis of symbolized concepts. They are made in anticipation of the outcome, of the chosen behavior. As an example, a human being can choose one of two possible paths of action on the basis of a concept which he has been told to value such as 'honesty is the best policy'. The choice is a 'conceived value'.

.

  "The human individual is the source of all morality." (Rudolf Steiner)

 Normal psychological growth involves the development of a natural valuing process which is manifest in the proper development of the human conscience. The natural origins of human values and morality are connected with the development of moral consciousness or 'conscience'. The development of the conscience is part of normal human development. The complete development of the intrinsic valuing system coincides with the full development of the human social intelligence and the human conscience. complete development of the human conscience  ...The characteristic humanness or 'humanity' of the human organism is based on human self-development and self-fulfillment and characterized by the core of human values which are shared with other individuals of the human species. Moral development is development of the human 'conscience'. Development of the conscience is development of moral consciousness i.e. consciousness of human values. Consciousness of the intrinsic conscience is development of the rational conscience (as opposed to irrational 'authoritarian conscience')

 Construction of the human conscience is dependent on the environmental conditions provided by an education which fosters natural human development. If the proper conditions are lacking, then the conscience is not developed.

 Human moral development - the development of 'morality' - is a function of the development of the human conscience. Morality is a function of human moral development and the intrinsic valuing process. Human moral development is a function of the development of the intrinsic and instinctive natural valuing process of the human organism ...organismic valuing process - a function of the psychobiological development of the human 'conscience'. The development of the intrinsic valuing process is a function of the development of the human conscience. The complete development of the intrinsic valuing system coincides with the full development of the human conscience. The basis for moral development, development of 'morality', is the development of the human conscience. Development of the human conscience is necessary for successful adaptation and survival of the human organism in a complex social environment to changing social conditions... and the human species in a complex intercultural environment. the normal development of the natural valuing process results in the complete development of the human conscience...

 Development of the conscience depends on natural psychobiological development in the context of inner freedom. An understanding of the development of the conscience"

 The source of morality is the human organism. Cognitive and moral development go together. Social intelligence as the basis for morality... of intrinsic valuing process. Values can be determined only in relation to the human organism's real interests for self-preservation in a changing social environment... development of morality depends on inner freedom and the productive use of human powers and potentialities or 'virtues'. Biologically based value system is the intrinsic valuing system based on the full development of the conscience. The characteristic 'humanness' or 'humanity' of the human organism is based on complete development of the human conscience - human self-development and self-fulfillment ... the 'humanity' of the self-actualized individual is characterized by the core of human values which are shared with other individuals of the human species. Survival of the human organism as a social organism depends on the protection and preservation of the integrated personality in changing social conditions.

 Moral consciousness results from a process of moral development. In moral development the intrinsic conscience is raised from the unconscious mind - the 'subconscious' - to the conscious mind. Moral development is a natural developmental process. Moral consciousness is one aspect of the fully integrated personality. The natural outcome of normal human development is the conscious awareness of the intrinsic valuing process of the conscience. In the developing human organism, the proper development of the conscience is a function of development of character. Integration of character depends on the complete development of the whole or 'healthy' personality. The integrated personality with properly developed conscience is the product of optimal psychological growth. Healthy human psychological development - spiritual growth results in 'self-actualization' and maturity of conscience. Self-actualization is the unfolding of human potential for the spiritual life - creativeness, spontaneity, self-hood, authenticity, yearning for beauty and truth, compassion and caring for others. As spiritual growth, development of conscience depends on natural human development within the context of inner freedom or 'spiritual freedom' the freedom from dogmatic belief and rigid thinking. In the context of inner freedom, the development of the human conscience depends on the actualization of the human potential for moral consciousness. Morality derived from a conscience based on inner freedom is humanistic morality or 'free morality'. The individual who is inwardly free - the moral being and the 'free spirit' - obeys a fully developed humanistic and free 'rational' conscience which is the expression of basic human nature. Each human individual is born with the biological potential for development of a rational conscience. For that potential to be actualized during growth and development, the proper conditions for growth are required.

Development of rational conscience depends on social and cultural conditions which foster the development of productiveness. An educational environment which favours the development of productiveness also provides the necessary conditions for the promotion of spiritual growth and morality of a rational conscience. As part of normal human development and psychological growth, spiritual growth is a process of construction of the rational conscience... and is based on a fundamental respect for the dignity of human existence and the human needs for productiveness based on concentration on work in the context of inner freedom. The unobstructed development of conscience and morality depends on the human need for unconditional love i.e. spiritual love. Without spiritual love, the rational conscience fails to develop. Love is a basic biological need because it is the source of security which is necessary for spiritual growth and construction of conscience.

The conscience has a strong influence on the affective or 'emotional' component of the personality as well as the reasoning or 'intellectual' component. The level of development of conscience as moral consciousness has a profound effect on the affective and intellectual aspects of the learning process. It is therefore of great significance to the theoretical basis of holistic education.

As education which is meaningful in the development of social intelligence, holistic education is based on the need to recognize the intrinsic spirituality or conscience of the human organism -

 manifestation of the conscience depends on growth for inner freedom. Free morality is based on inner freedom of the organism to develop moral consciousness of required for social or 'emotional intelligence'. Educational environment which fosters spiritual growth and personality development provides the right conditions for development of the conscience and the concomitant development of morality.

If the right conditions are lacking then the conscience is not developed and the result is neurosis and the immorality of an irrational conscience...

undeveloped conscience is result of deprivation of unconditional love which communicates security necessary for normal human growth and interest in the environment...

If the proper conditions are lacking, then the conscience is not developed... result is neurosis and irrational conscience...

 The 'free spirit' - free conscience - the moral being - is the expression of the basic nature of the human organism i.e. human nature

 

 

The human conscience is constructed through work and through productiveness.

Development of conscience is dependent on the human need for unconditional love - a biological need because it is the source of security necessary for normal psychological growth. 

 

Developed conscience is the basis for human rationality or 'reason'. With developed conscience - with reason - the individual is able to see that social situations - predicaments and dilemmas - do not have the power to destroy.

 Development of the conscience depends on favorable social and cultural conditions i.e. a favorable educational environment

. Development of the conscience is based on a fundamental respect for the dignity of human existence and human needs.

 Development of the human conscience is the psychological development of moral consciousness or 'spiritual growth'.

Development of conscience is dependent on the human need for unconditional love - a biological need because it is the source of security necessary for normal psychological growth.

Maturity of conscience results from healthy human psychological development - spiritual growth or 'self-actualization'. .

The natural origins of human values and morality are connected with the development of moral consciousness or 'conscience'. The development of the conscience is part of normal human development. The complete development of the intrinsic valuing system coincides with the full development of the human social intelligence and the human conscience. Development of the human conscience is necessary for the preservation of the integrated personality in a complex social environment. complete development of the human conscience - ...The characteristic humanness or 'humanity' of the human organism is based on human self-development and self-fulfillment and characterized by the core of human values which are shared with other individuals of the human species. The conscience is that part of the mind which is referred to as the 'collective unconscious' (Jung) because it is common to all human individuals.

 Moral development is development of the human 'conscience'. Development of the conscience involves development of moral consciousness i.e. consciousness of human values. Consciousness of the intrinsic conscience is development of the rational conscience (as opposed to irrational 'authoritarian conscience') Developed conscience is the basis for human rationality or 'reason'. With developed conscience - with reason - the individual is able to see that social situations - predicaments and dilemmas - do not have the power to destroy.

In the developing human organism, the proper development of the conscience depends on the complete development of character. Integration of character depends on the complete development of the whole or 'healthy' personality. The integrated personality with properly developed conscience is the product of optimal psychological growth. Healthy human psychological development - spiritual growth results in maturity of conscience and 'self-actualisation'.   

 

 Self-actualisation is the actualisation or unfolding of the human potential for moral consciousness – compassion, creativeness, spontaneity, self-hood, authenticity, yearning for beauty and truth, and depends on natural human development within the context of freedom from dogmatic belief and rigidity of thinking  i.e. inner freedom or 'spiritual freedom'.

 

Development of the conscience depends on favourable social and cultural conditions i.e. a favourable educational environment

 

The conscience is not developed if the right conditions are lacking and the result is the immorality of an irrational conscience neurosis the source of human wickedness or ‘evil’.

     References:

2. Ed. Abraham Maslow. New Knowledge in Human Values. New York: Harper Brothers 1959.

3. Dobjansky Theodore. Human Nature as a Product of Evolution

 4. Values According to Daisetz Teitoro Suzuki 'Human Values in Zen' Ed. Abraham Maslow. New Knowledge in Human Values. New York: Harper Brothers 1959.

5. Walter Weisskopf. 'Existence and Values' in Ed. Abraham Maslow. New Knowledge in Human Values. New York: Harper Brothers 1959.

 6. Erich Fromm "Values, Psychology, and Human Existence" Ed. Abraham Maslow. New Knowledge in Human Values. New York: Harper Brothers 1959.

 7. Hartman,Robert. "The Science of Value" In Maslow A.H. (ed) New Knowledge in Human Values. New York: Harper, 1959

8. Maslow, A. The Psychology of Science: A Reconaissance. New York and London: Harper and Row 1966

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  The science of value or moral science is the study of the normal development of natural morality i.e. the intrinsic valuing process - the human spirit or 'conscience' which is the source of spiritual values. Morality is a function of moral consciousness or 'conscience'. Development of the conscience depends on natural psychobiological development in the context of inner freedom.

 

The intrinsic conscience is an instinctive, naturalistic, psychological value system or valuing process which is based on the unconscious perception of human nature and human needs. Derived from the knowledge of human nature the intrinsic conscience functions as the guardian of personal integrity as it matures in a process of psychological growth or 'spiritual growth'. Spiritual growth is the process of development of the conscience i.e. of moral development and the awareness of the human spiritual values of the religions - truth, love and charity. As the awareness of natural moral knowledge or 'moral consciousness' the human conscience is the human 'spirit'. Moral consciousness results from a process of moral development. In moral development the intrinsic conscience is raised from the unconscious mind - the 'subconscious' - to the conscious mind. Moral development is a natural developmental process. Moral consciousness is one aspect of the fully integrated personality. The natural outcome of normal human development is the conscious awareness of the intrinsic valuing process of the conscience. In the developing human organism, the proper development of the conscience depends on the complete development of character. Integration of character depends on the complete development of the whole or 'healthy' personality. The integrated personality with properly developed conscience is the product of optimal psychological growth. Healthy human psychological development - spiritual growth results in 'self-actualization' and maturity of conscience. Self-actualization is the unfolding of human potential for the spiritual life - creativeness, spontaneity, self-hood, authenticity, yearning for beauty and truth, compassion and caring for others. As spiritual growth, development of conscience depends on natural human development within the context of inner freedom or 'spiritual freedom' the freedom from dogmatic belief and rigid thinking. In the context of inner freedom, the development of the human conscience depends on the actualization of the human potential for moral consciousness.

   Text:    Biological Protective Mechanism for Personality Integration: Moral Consciousness or 'Conscience'    

 

Theme: An understanding of the development of the conscience is based on the fact that the human individual is a biological organism and a member of a social species. As a social organism the human individual has a social brain with the emergent property of moral consciousness or ‘conscience’. Development of the human conscience is the psychological development of moral consciousness or 'spiritual growth'. Development of the conscience is based on a fundamental respect for the dignity of human existence and human needs

 

Conscience is an Emergent Property of the Human Brain  Survival of the human organism as a social organism depends on the protection and preservation of the integrated personality in the process of adaptation to changing social environments and conditions. The  biological mechanism for the protection and preservation of personality integration is the intrinsic valuing process  known as the 'intrinsic conscience'. The intrinsic conscience is an instinctive, naturalistic value system which is based on the unconscious perception of human nature and human needs. The intrinsic conscience functions as the guardian of personal integrity as it matures in a process of psychological growth or 'spiritual growth'. Spiritual growth involves development of the conscience i.e. ‘moral development’. The result of moral development is the awareness of natural moral knowledge i.e. moral consciousness of the human spiritual values - justice, beauty, truth, love and so on, the same values which are prescribed by the organized religions.   The 'free spirit' - free conscience - the moral being – is the expression of the basic nature of the human organism i.e. human nature.

 

 Conscience is the result of a process of moral development. In moral development the intrinsic conscience is raised from the unconscious mind - the  'subconscious' - to the conscious mind. Moral development is a natural developmental process. Moral consciousness is one aspect of the fully integrated personality. The natural outcome of normal human development is the conscious awareness of the intrinsic valuing process of the conscience. In the developing human organism, the proper development of the conscience depends on the complete development of character. Integration of character depends on the complete development of the whole or 'healthy' personality. The integrated personality with properly developed conscience is the product of optimal psychological growth. Healthy human psychological development - spiritual growth results in maturity of conscience and 'self-actualisation'.   

   

 Self-actualisation is the actualisation or unfolding of the human potential for conscience as moral consciousness.  Aspects of developed conscience are  compassion, creativeness, spontaneity, self-hood, authenticity, yearning for beauty and truth, and depends on natural human development within the context of freedom from dogmatic belief and rigidity of thinking  i.e. inner freedom or 'spiritual freedom'. The development of conscience depends on growth in the context of spiritual freedom. Morality derived from a conscience based on inner freedom is humanistic morality or 'free morality'. The individual who is inwardly free - the moral being and the 'free spirit' – obeys a fully developed humanistic and free 'rational' conscience which is the expression of basic human nature and ‘natural ethics’. Each human individual is born with the biological potential for development of a rational conscience. The actualisation of that potential depends on the right  conditions for growth and development. Development of rational conscience depends on favourable social and cultural conditions which foster productiveness.... a favourable educational environment  An educational environment which favours the development of productiveness also provides the necessary conditions for the promotion of spiritual growth and morality of a rational conscience. As part of normal human development and psychological growth, spiritual growth is a process of construction of the rational conscience... and is based on a fundamental respect for the dignity of human existence and the human needs for productiveness or ‘work’. Work is meaningful when it is based on concentration in the context of inner freedom.  Development of the conscience depends on productiveness or ‘work’.

 

 Development of the conscience is based on a fundamental respect for the dignity of human existence and human needs. The unobstructed development of conscience and morality depends on the human need for spiritual love or ‘unconditional love’ - a biological need because it is the source of security necessary for normal psychological growth. for spiritual growth and construction of conscience.Without spiritual love, the rational conscience fails to develop.  The construction of conscience involves the achievement of ethical rationality which is a necessary precondition for rational and ethical thought. Both intellect and emotion are essential components of ethical rationality, a process which involves both the affective or 'emotional' and the reasoning or 'intellectual' aspects of the personality. The conscious mind  is synchronized with the unconscious mind and in the process powerful emotional forces become aligned and harmonized through intrinsically non-rational means. Emotional motivation interacts with harmonious relationships of emotionally significant people. The experience is arranged by the rational intellect. The crux of the interaction is the emotional experience of alignment and harmonization of the intellectual forces of the conscious mind with the motivational forces of the unconscious mind. The resulting rational conscience is a naturally flexible system of ethical rationality characterized by a holistic perception of reality necessary for 'sane' evaluation of the social environment. As a function of sanity, the holistic perception eliminates the distortions of ego-centeredness and the incorrectly dichotomous perception of human values and human nature.

 

 Implications for Education The conscience has a strong influence on the affective or 'emotional' component of the personality as well as the reasoning or 'intellectual' component. The level of development of conscience as moral consciousness has a profound effect on the affective and intellectual aspects of the learning process. It is therefore of great significance to the theoretical basis of holistic education. As education which is meaningful in the development of social intelligence, holistic education is based on the need to recognize the intrinsic spirituality or conscience of the human organism – manifestation of the conscience depends on growth for inner freedom. Free morality is based on inner freedom of the organism to develop moral consciousness  required for social life i.e. moral intelligence or ‘social intelligence’. Social intelligence is the result of education which provides the right conditions for spiritual growth and personality development i.e. development of the morality of conscience. The conscience is not developed if the right conditions are lacking and the result is the immorality of an irrational conscience i.e. wickedness of human behaviour or ‘evil’. If the proper conditions are lacking, then the conscience is not developed... result is irrational conscience of neurosis.  Holistic education is based on the need to recognize the intrinsic conscience i.e. the intrinsic spirituality of the human individual.             

 

     

 

An understanding of the development of the conscience is based on the fact that the human individual is a biological organism and a member of a social species. The human organism is a social organism and the human conscience is a product of a 'social brain'. Survival of the human organism as a social organism depends on the protection and preservation of the integrated personality in changing social conditions. A biological mechanism for the protection and preservation of personality integration is the intrinsic valuing process known as the 'intrinsic conscience'. The intrinsic conscience is an instinctive, naturalistic, psychological value system or valuing process which is based on the unconscious perception of human nature and human needs. Derived from the knowledge of human nature the intrinsic conscience functions as the guardian of personal integrity as it matures in a process of psychological growth or 'spiritual growth'. Spiritual growth is the process of development of the conscience i.e. of moral development and the awareness of the human spiritual values of the religions - truth, love and charity. As the awareness of natural moral knowledge or 'moral consciousness' the human conscience is the human 'spirit'. Moral consciousness results from a process of moral development. In moral development the intrinsic conscience is raised from the unconscious mind - the 'subconscious' - to the conscious mind. Moral development is a natural developmental process. Moral consciousness is one aspect of the fully integrated personality. The natural outcome of normal human development is the conscious awareness of the intrinsic valuing process of the conscience. In the developing human organism, the proper development of the conscience depends on the complete development of character. Integration of character depends on the complete development of the whole or 'healthy' personality. The integrated personality with properly developed conscience is the product of optimal psychological growth.

 

 Healthy human psychological development - spiritual growth results in 'self-actualization' and maturity of conscience. Self-actualization is the unfolding of human potential for the spiritual life - creativeness, spontaneity, self-hood, authenticity, yearning for beauty and truth, compassion and caring for others. As spiritual growth, development of conscience depends on natural human development within the context of inner freedom or 'spiritual freedom' the freedom from dogmatic belief and rigid thinking. In the context of inner freedom, the development of the human conscience depends on the actualization of the human potential for moral consciousness. Morality derived from a conscience based on inner freedom is humanistic morality or 'free morality'. The individual who is inwardly free - the moral being and the 'free spirit' - obeys a fully developed humanistic and free 'rational' conscience which is the expression of basic human nature. Each human individual is born with the biological potential for development of a rational conscience. For that potential to be actualized during growth and development, the proper conditions for growth are required. Development of rational conscience depends on social and cultural conditions which foster the development of productiveness. An educational environment which favours the development of productiveness also provides the necessary conditions for the promotion of spiritual growth and morality of a rational conscience. As part of normal human development and psychological growth, spiritual growth is a process of construction of the rational conscience... and is based on a fundamental respect for the dignity of human existence and the human needs for productiveness based on concentration on work in the context of inner freedom. The unobstructed development of conscience and morality depends on the human need for unconditional love i.e. spiritual love. Without spiritual love, the rational conscience fails to develop. Love is a basic biological need because it is the source of security which is necessary for spiritual growth and construction of conscience. The construction of conscience involves the achievement of ethical rationality which is a necessary precondition for rational and ethical thought. Both intellect and emotion are essential components of ethical rationality, a process which involves both the affective or 'emotional' and the reasoning or 'intellectual' aspects of the personality. In the process of synchronization of the conscious mind with the unconscious mind, powerful emotional forces become aligned and harmonized through the intrinsically non-rational means of emotional motivation interacting with the harmonious relationships of emotionally significant people. The rational intellect selects and arranges the experience. The crux of the interaction is the emotional experience of alignment and harmonization of the intellectual forces of the conscious mind with the motivational forces of the unconscious mind. The resulting rational conscience is a naturally flexible system of ethical rationality characterized by a wholistic perception of reality necessary for the correct or 'sane' evaluation of the social environment. As a function of sanity, the wholistic perception eliminates the distortions of ego-centeredness and the incorrectly dichotomous perception of human values and human nature.

 

Implications for education:

 

The conscience has a strong influence on the affective or 'emotional' component of the personality as well as the reasoning or 'intellectual' component. The level of development of conscience as moral consciousness has a profound effect on the affective and intellectual aspects of the learning process. It is therefore of great significance to the theoretical basis of holistic education. As education which is meaningful in the development of social intelligence, holistic education is based on the need to recognize the intrinsic spirituality or conscience of the human organism - manifestation of the conscience depends on growth for inner freedom. Free morality is based on inner freedom of the organism to develop moral consciousness of required for social or 'emotional intelligence'. Educational environment which fosters spiritual growth and personality development provides the right conditions for development of the conscience and the concomityant development of morality. If the right conditions are lacking then the conscience is not developed and the result is the immorality of an irrational conscience.

 

The conscience is a product ('emergent property') of the brain. The 'free spirit' - free conscience - the moral being - is the expression of the basic nature of the human organism i.e. human nature. Development of the conscience depends on work and productiveness. Development of the conscience depends on favorable social and cultural conditions i.e. a favorable educational environment Development of the conscience is based on a fundamental respect for the dignity of human existence and human needs. Development of the human conscience is the psychological development of moral consciousness or 'spiritual growth'. Development of conscience is dependent on the human need for unconditional love - a biological need because it is the source of security necessary for normal psychological growth. Maturity of conscience results from healthy human psychological development - spiritual growth or 'self-actualization'. If the proper conditions are lacking, then the conscience is not developed... result is neurosis and irrational conscience Holistic education is based on the need to recognize the intrinsic conscience i.e. the intrinsic spirituality of the human individual.

 .             

 

 

 

Morality derived from a conscience based on inner freedom is humanistic morality or 'free morality'. The individual who is inwardly free - the moral being and the 'free spirit' - obeys a fully developed humanistic and free 'rational' conscience which is the expression of basic human nature. Each human individual is born with the biological potential for development of a rational conscience. For that potential to be actualized during growth and development, the proper conditions for growth are required. Development of rational conscience depends on social and cultural conditions which foster the development of productiveness. An educational environment which favours the development of productiveness also provides the necessary conditions for the promotion of spiritual growth and morality of a rational conscience. As part of normal human development and psychological growth, spiritual growth is a process of construction of the rational conscience... and is based on a fundamental respect for the dignity of human existence and the human needs for productiveness based on concentration on work in the context of inner freedom. The unobstructed development of conscience and morality depends on the human need for unconditional love i.e. spiritual love. Without spiritual love, the rational conscience fails to develop.

 Love is a basic biological need because it is the source of security which is necessary for spiritual growth and construction of conscience. The construction of conscience involves the achievement of ethical rationality which is a necessary precondition for rational and ethical thought. Both intellect and emotion are essential components of ethical rationality, a process which involves both the affective or 'emotional' and the reasoning or 'intellectual' aspects of the personality. In the process of synchronization of the conscious mind with the unconscious mind, powerful emotional forces become aligned and harmonized through the intrinsically non-rational means of emotional motivation interacting with the harmonious relationships of emotionally significant people. The rational intellect selects and arranges the experience. The crux of the interaction is the emotional experience of alignment and harmonization of the intellectual forces of the conscious mind with the motivational forces of the unconscious mind. The resulting rational conscience is a naturally flexible system of ethical rationality characterized by a wholistic perception of reality necessary for the correct or 'sane' evaluation of the social environment. As a function of sanity, the wholistic perception eliminates the distortions of egocenteredness and the incorrectly dichotamous perception of human values and human nature. The conscience has a strong influence on the affective or 'emotional' component of the personality as well as the reasoning or 'intellectual' component. The level of development of conscience as moral consciousness has a profound effect on the affective and intellectual aspects of the learning process. It is therefore of great significance to the theoretical basis of holistic education. As education which is meaningful in the development of social intelligence, holistic education is based on the need to recognize the intrinsic spirituality or conscience of the human organism - manifestation of the conscience depends on growth for inner freedom. Free morality is based on inner freedom of the organism to develop moral consciousness of required for social or 'emotional intelligence'.

 Educational environment which fosters spiritual growth and personality development provides the right conditions for development of the conscience and the concomityant development of morality. If the right conditions are lacking then the conscience is not developed and the result is the immorality of an irrational conscience. links: work, brain, human nature, educational environment, human values, human needs, self-actualization, spiritual growth, unconditional love, rational conscience, irrational conscience, neurosis, holistic education, The conscience is a product ('emergent property') of the brain. The 'free spirit' - free conscience - the moral being - is the expression of the basic nature of the human organism i.e. human nature. Development of the conscience depends on work and productiveness. Development of the conscience depends on favorable social and cultural conditions i.e. a favorable educational environment Development of the conscience is based on a fundamental respect for the dignity of human existence and human needs. Development of the human conscience is the psychological development of moral consciousness or 'spiritual growth'. Development of conscience is dependent on the human need for unconditional love - a biological need because it is the source of security necessary for normal psychological growth. Maturity of conscience results from healthy human psychological development - spiritual growth or 'self-actualization'. If the proper conditions are lacking, then the conscience is not developed... result is neurosis and irrational conscience Holistic education is based on the need to recognize the intrinsic conscience i.e. the intrinsic spirituality of the human individual.

 

The function of the human conscience... the human conscience has a biological  function... to preserve  the integrity of of the personality during the process of adaptation to complexities of changing social conditions.... 'ethical rationality'  the core of human values  'virtues' - have evolved through natural selection as a result of their survival value... necessary for successful adaptation of the human organism to changing social conditions... 'guardian of integrity' necessary for self-preservation and self-actualization ...the guardian of the individual's true self-interest...of survival value to the human organism as a social organism, the human conscience evolved as a mechanism for the integration of personality and character in a changing social environment.

can be understood in terms of biological principles i.e. the mechanisms of adaptation and natural selection in the evolution of the human organism as a social organism. The human organism like any other biological organism, behaves according to an organismic valuing process...'operative values' ... which enables it to adapt to changing conditions.

 Adaptation to changes in a complex social environment is possible with the full development of the conscience and its core of human values. Development of the human conscience is necessary for the preservation of the integrated personality in a complex social environment.

The human organism as a social organism depends for survival on social cooperation...  development of conscience is required for survival of the human organism as a social organism.

on the protection and preservation of the integrated personality in changing social conditions. A biological mechanism for the protection and preservation of personality integration is the intrinsic valuing process known as the 'intrinsic conscience'. The intrinsic conscience is an instinctive, naturalistic, psychological value system or valuing process ..which is based on the unconscious perception of human nature and human needs.

Development of the human conscience is necessary for the survival of the human organism in a complex social environment and the human species in a complex intercultural environment. The human organism depends on the conscience - the 'spirit - for survival of the individual organism and survival of the species. Human moral development - the development of 'morality' - is a function of the psychobiological development of the human conscience. Morality is a function of human moral development and the intrinsic valuing process of the conscience... the natural valuing process of the human organism... the organismic valuing process... human values are 'operative values'

 The human conscience is the biological mechanism for the integration and preservation... maintenance of the integration of the human personality in a complex social environment... for the preservation of personal integrity... a protective mechanism for the integration of the human personality... natural expression of a biologically based interest in the properly integrated functioning of the whole personality ... developed as a protection for the integrated personality of the human organism.

 

The word 'conscience' is derived from the Latin word 'conscientia' which means 'knowledge within oneself'. Conscience is moral consciousness. The conscience is that unconscious part of the mind which possesses the intrinsic knowledge of human values... 'natural knowledge' of morality. The conscience is the biologically based intrinsic valuing system or process, the unconscious perception of the inner core of human values or 'spiritual values' which characterize human nature. As the basis for human spiritual values or 'spirituality', the conscience is the human 'spirit'. As the human spirit, the conscience is the source of human spiritual values which function in the guidance of  human behaviour in the complexities of changing social conditions. The conscience is that part of the mind which is referred to as the 'collective unconscious' (Jung) because it is common to all human individuals. Conscience is the 'voice' within - the intrinsic valuing process of moral consciousness or 'morality'. Morality is a matter of the development of the conscience as the moral consciousness of social intelligence. The biological function of the human conscience: The function of the conscience can be understood in terms of the perspective of biological principles i.e. the evolution of the human organism as a social organism and the mechanisms of adaptation and natural selection. The human organism depends for survival on social cooperation and like any other biological organism, behaves according to an organismic valuing process which enables it to adapt to changing social conditions. Adaptation to changes in a complex social environment is possible with the full development of the conscience and its core of human values.

The biological function of the human conscience: The function of the conscience can be understood in terms of the perspective of biological principles i.e. the evolution of the human organism as a social organism and the mechanisms of adaptation and natural selection. The human organism depends for survival on social cooperation and like any other biological organism, behaves according to an organismic valuing process which enables it to adapt to changing social conditions. Adaptation to changes in a complex social environment is possible with the full development of the conscience and its core of human values.

Development of the human conscience is necessary for the preservation of the integrated personality in a complex social environment. Survival of the human organism as a social organism depends on the protection and preservation of the integrated personality in changing social conditions. A biological mechanism for the protection and preservation of personality integration is the intrinsic valuing process known as the 'intrinsic conscience'. The intrinsic conscience is an instinctive, naturalistic, psychological value system or valuing process which is based on the unconscious perception of human nature and human needs. Development of conscience is required for survival of the human organism as a social organism. The human conscience is the natural expression of a biologically based interest in the properly integrated functioning of the whole personality... the biological mechanism for the maintenance of the integration of the human personality in a complex social environment... a protective mechanism for the preservation of personal integrity in the complexities of social life.. intrinsic valuing system which functions as guardian of personality integration. Conscience is the 'guardian of integrity' necessary for self-preservation and self-actualization... guardian of personal integrity and love for the self... the individual's true self-interest to fulfill their own human potential. The intrinsic conscience derives from the knowledge of human nature and functions as the guardian of personality integration as it matures in a process of psychological and moral or 'spiritual' growth.

 

     Spiritual growth is the process of development of the conscience i.e. of moral development and the conscious awareness of the human spiritual values prescribed by the religions i.e. truth, love, charity and so on. As the awareness of natural moral knowledge or 'moral consciousness' the human conscience is the human 'spirit' ... source of the human spiritual values which are required for human survival because they ensure human interconnectedness. The function of the conscience is the preservation of the integrity of the core of human spiritual values or 'virtues'. Virtues have evolved through natural selection as a result of their survival value to the human organism as a social organism and its need to adapt successfully to the complexities of a social environment and to changing social conditions... for the successful adaptation of the organism to changing social conditions. The pain of problems is experienced by the organism as a whole in its instinctive striving to reach its own potential for complete humanness. The organism reacts to its own functioning by means of the techniques of suffering such as shock, loneliness, depression etc. Social problems are then worked through and solved successfully by way of the rationality and guiding values of the developed conscience. Developed conscience is rational conscience or 'reason'. Rational conscience is the 'real' conscience of human nature. The real and rational human conscience is the source of the natural, spiritual or 'divine' human values. With the guiding values of a rational conscience, the individual perceives the social predicaments and dilemmas as problems which can be solved.. and not as having the power to destroy. Life is difficult because the process of confronting and solving life's problems is a difficult one. The basic set of tools required is discipline - discipline of the conscience and its inherent human values. The biological basis of human values as components of a natural valuing process - the intrinsic conscience - and evolution of conscience as the source of human morality: As a biological mechanism which has survival value to the human organism, the conscience has evolved through the evolutionary process of natural selection. The human conscience evolved as a biological mechanism for the preservation and integration of the integrated personality for sucessful adaptation to changing social conditions. Conscience and the role of education - construction of conscience: Conscience is constructed through work and through productiveness. Construction of the human conscience is dependent on the environmental conditions of an education which fosters natural human development. If the proper conditions are lacking, then the conscience is not developed.

The real and rational human conscience is the source of the natural, spiritual or 'divine' human values. With the guiding values of a rational conscience, the individual perceives the social predicaments and dilemmas as problems which can be solved.. and not as having the power to destroy. Life is difficult because the process of confronting and solving life's problems is a difficult one. The basic set of tools required is discipline - discipline of the conscience and its inherent human values.

The biological basis of human values as components of a natural valuing process - the intrinsic conscience - and evolution of conscience as the source of human morality: As a biological mechanism which has survival value to the human organism, the conscience has evolved through

The science of value or 'moral science' is the study of the normal development of natural morality i.e. the intrinsic valuing process - the human spirit or 'conscience' which is the source of human morality and the spiritual values. Morality is a function of conscience. The conscience is a biologically based value system involving the operative values. The intrinsic valuing process develops in terms of moral consciousness or 'conscience'. Moral consciousness is a matter of cognition of social values or 'social intelligence'. Human social intelligence evolved as part of the human genetic heritage. Survival of the human organism as a social organism depends on the specialized brain functions for learning and social intelligence which comprises development of the conscience and its intrinsic valuing process.. Morality is a matter of conscience - not the authoritarian conscience or 'superego' which represents the internalization of parental or societal authority but the rational human conscience ...the inner core of human values or 'human nature'.

 

 

 link: function of conscience

 FUNCTION OF 'CONSCIENCE': CONSCIENCE AS PROTECTIVE MECHANISM FOR PERSONALITY INTEGRATION.

 theme: The human conscience is the guardian of personality integration or 'personal integrity'. "We all have an 'intrinsic conscience' which is based on the unconscious and preconscious perception of our own nature, of our own destiny, of our own capacities, of our own 'call' in life." (Abraham Maslow. Toward a Psychology of Being. page 7)

   The science of value or moral science is the study of the normal development of natural morality i.e. the intrinsic valuing process - the human spirit or 'conscience' which is the source of spiritual values. Morality is a function of the human 'conscience'. Development of the conscience depends on natural psychobiological development in the context of inner freedom.

 The science of value or 'moral science' is the study of the normal development of natural morality i.e. the intrinsic valuing process - the human spirit or 'conscience' which is the source of human morality and the spiritual values. Morality is a function of conscience. The conscience is a biologically based value system involving the operative values. The intrinsic valuing process develops in terms of moral consciousness or 'conscience'. Moral consciousness is a matter of cognition of social values or 'social intelligence'. Human social intelligence evolved as part of the human genetic heritage. Survival of the human organism as a social organism depends on the specialized brain functions for learning and social intelligence which comprises development of the conscience and its intrinsic valuing process.. Morality is a matter of conscience - not the authoritarian conscience or 'superego' which represents the internalization of parental or societal authority but the rational human conscience ...the inner core of human values or 'human nature'.

 

The word 'conscience' is derived from the Latin word 'conscientia' which means 'knowledge within oneself'. Conscience is moral consciousness. The conscience is that unconscious part of the mind which possesses the intrinsic knowledge of human values or 'natural knowledge'. The conscience is the biologically based intrinsic valuing system or process, the unconscious perception of the inner core of human values or 'spiritual values' which characterize human nature. As the basis for human spiritual values or 'spirituality', the conscience is the human 'spirit'. The human spirit, the conscience, is the source of human spiritual values which function in the guidance of for human behaviour in the complexities of changing social conditions.

The conscience is that part of the mind which is referred to as the 'collective unconscious' (Jung) because it is common to all human individuals. Conscience is the 'voice' within - the intrinsic valuing procss of moral consciousness or 'morality'. Morality is a matter of the development of the conscience as the moral consciousness of social intelligence.

The biological function of the human conscience: The function of the conscience can be understood in terms of the perspective of biological principles i.e. the evolution of the human organism as a social organism and the mechanisms of adaptation and natural selection. The human organism depends for survival on social cooperation and like any other biological organism, behaves according to an organismic valuing process which enables it to adapt to changing social conditions. Adaptation to changes in a complex social environment is possible with the full development of the conscience and its core of human values.

 Development of the human conscience is necessary for the preservation of the integrated personality in a complex social environment. Survival of the human organism as a social organism depends on the protection and preservation of the integrated personality in changing social conditions. A biological mechanism for the protection and preservation of personality integration is the intrinsic valuing process known as the 'intrinsic conscience'.

The intrinsic conscience is an instinctive, naturalistic, psychological value system or valuing process which is based on the unconscious perception of human nature and human needs. Development of conscience is required for survival of the human organism as a social organism. The human conscience is the natural expression of a biologically based interest in the properly integrated functioning of the whole personality... the biological mechanism for the maintenance of the integration of the human personality in a complex social environment... a protective mechanism for the preservation of personal integrity in the complexities of social life.. intrinsic valuing system which functions as guardian of personality integration.

Conscience is the 'guardian of integrity' necessary for self-preservation and self-actualization... guardian of personal integrity and love for the self... the individual's true self-interest to fulfill their own human potential. The intrinsic conscience derives from the knowledge of human nature and functions as the guardian of personality integration as it matures in a process of psychological and moral or 'spiritual' growth. Spiritual growth is the process of development of the conscience i.e. of moral development and the conscious awareness of the human spiritual values prescribed by the religions i.e. truth, love, charity and so on. As the awareness of natural moral knowledge or 'moral consciousness' the human conscience is the human 'spirit' ... source of the human spiritual which are required for human survival because they ensure human interconnectedness.

. The function of the conscience is the preservation of the integrity of the core of human spiritual values or 'virtues'. Virtues have evolved through natural selection as a result of their survival value to the human organism as a social organism and its need to adapt successfully to the complexities of a social environment and to changing social conditions... for the successful adaptation of the organism to changing social conditions. The pain of problems is experienced by the organism as a whole in its instinctive striving to reach its own potential for complete humanness. The organism reacts to its own functioning by means of the techniques of suffering such as shock, loneliness, depression etc. Social problems are then worked through and solved successfully by way of the rationality and guiding values of the developed conscience. Developed conscience is rational conscience or 'reason'. Rational conscience is the 'real' conscience of human nature.

The real and rational human conscience is the source of the natural, spiritual or 'divine' human values. With the guiding values of a rational conscience, the individual perceives the social predicaments and dilemmas as problems which can be solved.. and not as having the power to destroy. Life is difficult because the process of confronting and solving life's problems is a difficult one. The basic set of tools required is discipline - discipline of the conscience and its inherent human values.

The biological basis of human values as components of a natural valuing process - the intrinsic conscience - and evolution of conscience as the source of human morality: As a biological mechanism which has survival value to the human organism, the conscience has evolved through the evolutionary process of natural selection. The human conscience evolved as a biological mechanism for the preservation and integration of the integrated personality for sucessful adaptation to changing social conditions.

 Conscience and the role of education - construction of conscience: Conscience is constructed through work and through productiveness. Construction of the human conscience is dependent on the environmental conditions of an education which fosters natural human development. If the proper conditions are lacking, then the conscience is not developed.

links: social intelligence, reason, virtues, education social intelligence... Morality is a matter of the development of the conscience as the moral consciousness of social intelligence. reason... Developed conscience is the basis for human rationality or 'reason'. virtues... The function of the conscience is the preservation of the integrity of the core of human spiritual values or 'virtues'.

he evolutionary process of natural selection. The human conscience evolved as a biological mechanism for the preservation and integration of the integrated personality for sucessful adaptation to changing social conditions.

 Implications for Education: Conscience and the role of education - construction of conscience: Conscience is constructed through work and through productiveness. Construction of the human conscience is dependent on the environmental conditions of an education which fosters natural human development. If the proper conditions are lacking, then the conscience is not developed.

 

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An understanding of the development of the conscience is based on the fact that the human individual is a biological organism and a member of a social species. The human organism is a social organism and the human conscience is a product of a 'social brain'. Survival of the human organism as a social organism depends on the protection and preservation of the integrated personality in changing social conditions. A biological mechanism for the protection and preservation of personality integration is the intrinsic valuing process known as the 'intrinsic conscience'. The intrinsic conscience is an instinctive, naturalistic, psychological value system or valuing process which is based on the unconscious perception of human nature and human needs. Derived from the knowledge of human nature the intrinsic conscience functions as the guardian of personal integrity as it matures in a process of psychological growth or 'spiritual growth'. Spiritual growth is the process of development of the conscience i.e. of moral development and the awareness of the human spiritual values of the religions - truth, love and charity. As the awareness of natural moral knowledge or 'moral consciousness' the human conscience is the human 'spirit'. Moral consciousness results from a process of moral development. In moral development the intrinsic conscience is raised from the unconscious mind - the 'subconscious' - to the conscious mind. Moral development is a natural developmental process. Moral consciousness is one aspect of the fully integrated personality. The natural outcome of normal human development is the conscious awareness of the intrinsic valuing process of the conscience. In the developing human organism, the proper development of the conscience depends on the complete development of character. Integration of character depends on the complete development of the whole or 'healthy' personality. The integrated personality with properly developed conscience is the product of optimal psychological growth. Healthy human psychological development - spiritual growth results in 'self-actualization' and maturity of conscience. Self-actualization is the unfolding of human potential for the spiritual life - creativeness, spontaneity, self-hood, authenticity, yearning for beauty and truth, compassion and caring for others. As spiritual growth, development of conscience depends on natural human development within the context of inner freedom or 'spiritual freedom' the freedom from dogmatic belief and rigid thinking. In the context of inner freedom, the development of the human conscience depends on the actualization of the human potential for moral consciousness. Morality derived from a conscience based on inner freedom is humanistic morality or 'free morality'. The individual who is inwardly free - the moral being and the 'free spirit' - obeys a fully developed humanistic and free 'rational' conscience which is the expression of basic human nature. Each human individual is born with the biological potential for development of a rational conscience. For that potential to be actualized during growth and development, the proper conditions for growth are required. Development of rational conscience depends on social and cultural conditions which foster the development of productiveness. An educational environment which favours the development of productiveness also provides the necessary conditions for the promotion of spiritual growth and morality of a rational conscience. As part of normal human development and psychological growth, spiritual growth is a process of construction of the rational conscience... and is based on a fundamental respect for the dignity of human existence and the human needs for productiveness based on concentration on work in the context of inner freedom. The unobstructed development of conscience and morality depends on the human need for unconditional love i.e. spiritual love. Without spiritual love, the rational conscience fails to develop. Love is a basic biological need because it is the source of security which is necessary for spiritual growth and construction of conscience. The construction of conscience involves the achievement of ethical rationality which is a necessary precondition for rational and ethical thought. Both intellect and emotion are essential components of ethical rationality, a process which involves both the affective or 'emotional' and the reasoning or 'intellectual' aspects of the personality. In the process of synchronization of the conscious mind with the unconscious mind, powerful emotional forces become aligned and harmonized through the intrinsically non-rational means of emotional motivation interacting with the harmonious relationships of emotionally significant people. The rational intellect selects and arranges the experience. The crux of the interaction is the emotional experience of alignment and harmonization of the intellectual forces of the conscious mind with the motivational forces of the unconscious mind. The resulting rational conscience is a naturally flexible system of ethical rationality characterized by a wholistic perception of reality necessary for the correct or 'sane' evaluation of the social environment. As a function of sanity, the wholistic perception eliminates the distortions of egocenteredness and the incorrectly dichotamous perception of human values and human nature. The conscience has a strong influence on the affective or 'emotional' component of the personality as well as the reasoning or 'intellectual' component. The level of development of conscience as moral consciousness has a profound effect on the affective and intellectual aspects of the learning process. It is therefore of great significance to the theoretical basis of holistic education. As education which is meaningful in the development of social intelligence, holistic education is based on the need to recognize the intrinsic spirituality or conscience of the human organism - manifestation of the conscience depends on growth for inner freedom. Free morality is based on inner freedom of the organism to develop moral consciousness of required for social or 'emotional intelligence'. Educational environment which fosters spiritual growth and personality development provides the right conditions for development of the conscience and the concomityant development of morality. If the right conditions are lacking then the conscience is not developed and the result is the immorality of an irrational conscience. links: work, brain, human nature, educational environment, human values, human needs, self-actualization, spiritual growth, unconditional love, rational conscience, irrational conscience, neurosis, holistic education, The conscience is a product ('emergent property') of the brain. The 'free spirit' - free conscience - the moral being - is the expression of the basic nature of the human organism i.e. human nature. Development of the conscience depends on work and productiveness. Development of the conscience depends on favorable social and cultural conditions i.e. a favorable educational environment Development of the conscience is based on a fundamental respect for the dignity of human existence and human needs. Development of the human conscience is the psychological development of moral consciousness or 'spiritual growth'. Development of conscience is dependent on the human need for unconditional love - a biological need because it is the source of security necessary for normal psychological growth. Maturity of conscience results from healthy human psychological development - spiritual growth or 'self-actualization'. If the proper conditions are lacking, then the conscience is not developed... result is neurosis and irrational conscience Holistic education is based on the need to recognize the intrinsic conscience i.e. the intrinsic spirituality of the human individual.