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Posted by wmmbb in Category to be ascribed.

Which I have been engaging in here somewhat too intermittently. I think I know what it is from a example, but I do not know how it works, although I thinks insight, or more generally intelligence may be a critical factor, when intelligence is understood broadly. We do not just function, we function intelligently and purposely, or not.

My example is learning to ride a bike. My memory is for the first several times I fell off and ran into the kerb, and thought it was all impossible. For some reason, I kept on going, despite critical comments, somehow got a sense of balance, and somehow it all fitted together. Learning to speak English, after a fashion, and learning to read English was similar experience, although different senses and insights are required.

It seems to me, on the basis of this reflection, a persons growth can be interfered with in a negative way. That seems to me not to be interesting( however significant it may for that person’s life story). The more challenging proposition is the question as to how growth can be facilitated and enhanced. The key issue here I am told is relating, which young child have a capacity for, but which is mostly loss with time.

The contrary thought is that while malajustment, however defined, may be bad for the individual, it is good for the society because it creates conflict, and conflict creates a dynamic for change, potentially positive and negative. The striking thing to me is the presence that there is an inner force, or inductive process, for growth – the cells multiply producing organized potential for functioning, people can be intrinsically motivated to learn, while at the same time existing cells die and old behaviors are abandoned.

Kurt Lewin, may be critical in the development of this psychology, because he is the link between Gestalt Theory and Field Theory. Growth is not haphazard. It is positive, dynamic and holistic. If growth could be understood, it would have implications for designing and evaluating learning environments, as well as learning tools, and for critiquing psychotherapies.



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