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Oneofthequestionsthatiscomingintofocusaswefacegrowingscarcityofresourcesofmanykindsintheworldishowtodividelimitedresourcesamongcountries.Intheinternationaldevelopmentcommunitytheconventionalwisdomhasbeenthatthe2billionpeoplelivinginpoorcountriescouldneverexpecttoreachthestandardoflivingthatmostofusinNorthAmericaenjoysimplybecausetheworlddoesnotcontainenoughironoreproteinpetroleumandsoon.AtthesametimeweintheUnitedStateshavecontinuedtopursuesuperaffluenceasthoughtherewerenolimitsonhowmuchwecouldconsume.Wemakeup6percentoftheworld’’speople;yetweconsumeone-thirdoftheworld’’sresources. Aslongastheresourcesweconsumedeachyearcameprimarilyfromwithinourownboundariesthiswaslargelyaninternalmatter.Butasourresourcescomemoreandmorefromtheoutsideworldoutsiders’’’aregoingtohavesomesayovertherateatwhichandtermsunderwhichweconsume.Wewillnolongerbeabletothinkintermsofourresourcesandtheirresourcesbutonlyofcommonresources. AsAmericansconsumingsuchadisproportionateshareoftheworld’’sresourceswehavetoquestionwhetherornotwecancontinueourpursuitofsuperaffluenceinaworldofscarcity.Wearenowreachingthepointwherewemustcarefullyexaminethepresumedlinkbetweenourlevelofwell-beingandthelevelofmaterialgoodsconsumed.Ifyouhaveonlyonecrustofbreadandgetanothercrustofbreadyourwell-beingisgreatlyenhanced.Butifyouhavealoafofbreadthenanadditionalcrustofbreaddoesn’’tmakethatmuchdifference.IntheeyesofmostoftheworldtodayAmericanshavetheirloafofbreadandareaskingforstillmore.Peopleelsewherearebeginningtoaskwhy.Thisisthequestionwe’’regoingtohavetoanswerwhetherwe’’retryingtopersuadecountriestostepuptheirexportsofoiltousortryingtoconvincethemthatweoughttobepermittedtomaintainourshareoftheworldfishcatch. Theprospectofascarcityofandcompetitionfortheworld’’sresourcesrequiresthatwereexaminethewayinwhichwerelatetotherestoftheworld.Itmeanswefindwaysofcuttingbackonresourceconsumptionthatisdependentontheresourcesandcooperationofothercountries.Wecannotexpectpeopleinthesecountriestoconcernthemselveswithourworseningenergyandfoodshortagesunlesswedemonstratesomeconcernforthehungerilliteracyanddiseasethatarediminishinglifeforthem. ThewriterwarnsAmericansthat
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Allthecharacteristicsandabilitiesapersonacquiresandalldevelopmentalchangesresultfromtwobasicthoughcomplexprocesses:learningandmaturation.Sincethetwoprocessesalmostalwaysinteractitisdifficulttoseparatetheireffectsfromeachotherortospecifytherelativecontributionofeachtoachild’’sdevelopment.Clearlygrowthinheightisnotlearnedbutdependsonmaturationabiologicalprocess.Butimprovementsinmotoractivitiessuchaswalkingdependonmaturationandlearningandtheinteractionbetweenthem. WhatthenarematurationandlearningDevelopmentalpsychologistsarenotentirelyinagreementthoughthereisacommoncoreofacceptedmeaning.Thusalldefinitionsofmaturationstressorganicprocessesorstructuralchangesoccurringwithinanindividual’’sbodythatarerelativelyindependentofexternalenvironmentalconditionsexperiencesorpractice.Bymaturationitismeantdevelopmentoftheorganismasafunctionoftimeorage. Learninghasalsobeendefinedindiversewaysbutthetermgenerallyreferstochangesinbehaviororperformanceasaconsequenceofexperience.Learningistheprocessbywhichanactivityoriginatesorischangedthroughtrainingproceduresasdistinguishedfromchangesnotattributabletotraining. Anumberofimportantandstimulatingtheoriesoflearninghavebeenproposedeachwithitsownsetofprinciplesandhypothesesforexplainingthelearningprocess.Forourpurposeswedonotneedtobeconcernedwiththespecificdetailsofthelearningprocesseventhoughlearningplaysthemostimportantroleinmostaspectsofdevelopmentandchange.Weshallemployonlyafewgenerallyacceptedprinciplesoflearninginthisdiscussion. Specificallyweaccepttheprinciplethatachildwilllearnaresponsemoreeffectivelyandmorethoroughlyifheismotivatedtolearnit.Moreoverhewilllearnaresponsebetterifheisrewardedforlearningit.Accordingtothisviewthemorearesponseisrewardedthestrongeritbecomesandthemorelikelyitistoberepeated.AlthoughmostlearninginvolvesmotivationandrewardIbelievesomelearningdoesoccurwithoutthem. Asfortheinterrelationshipsbetweenmaturationandlearningprocessageneralprinciplemaybeprovided:maturationisessentialtolearning. Achild’’sdevelopmentdependson
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Almostallourmajorproblemsinvolvehumanbehaviorandtheycannotbesolvedbyphysicalandbiologicaltechnologyalone.Whatisneededisatechnologyofbehaviorbutwehavebeenslowtodevelopthesciencefromwhichsuchatechnologymightbedrawn.61Onedifficultyisthatalmostallofwhatiscalledbehavioralsciencecontinuestotracebehaviortostatesofmindfeelingstraitsofcharacterhumannatureandsoon.Physicsandbiologyoncefollowedsimilarpracticesandadvancedonlywhentheydiscardedthem.62Thebehavioralscienceshavebeenslowtochangepartlybecausetheexplanatoryitemsoftenseemtobedirectlyobservedandpartlybecauseotherkindsofexplanationshavebeenhardtofind.Theenvironmentisobviouslyimportantbutitsrolehasremainedobscure.Itdoesnotpushorpullitselectsandthisfunctionisdifficulttodiscoverandanalyze.63Theroleofnaturalselectioninevolutionwasformulatedonlyalittlemorethanahundredyearsagoandtheselectiveroleoftheenvironmentinshapingandmaintainingthebehavioroftheindividualisonlybeginningtoberecognizedandstudied.Astheinteractionbetweenorganismandenvironmenthascometobeunderstoodhowevereffectsonceassignedtostatesofmindfeelingsandtraitsarebeginningtobetracedtoaccessibleconditionsandatechnologyofbehaviormaythereforebecomeavailable.Itwillnotsolveourproblemshoweveruntilitreplacestraditionalprescientificviewsandthesearestronglyentrenched.Freedomanddignityillustratethedifficulty.64Theyarethepossessionsoftheautonomousselfgovemingmanoftraditionaltheoryandtheyareessentialtopracticesinwhichapersonisheldresponsibleforhisconductandgivencreditforhisachievements.Ascientificanalysisshiftsboththeresponsibilityandtheachievementtotheenvironment.Italsoraisesquestionsconcerningvalues.Whowilluseatechnologyandtowhatends65Untiltheseissuesareresolvedatechnologyofbehaviorwillcontinuetoberejectedandwithitpossiblytheonlywaytosolveourproblems.
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IsitpossiblethattheideaswehavetodayaboutownershipandpropertyrightshavebeensouniversalinthehumanmindthatitistrulyasiftheyhadsprungfromthemindofGodBynomeans.Theideaofowningandpropertyemergedinthemistsofunrecordedhistory.TheancientJewsforonehadaverydifferentoutlookonpropertyandownershipviewingitassomethingmuchmoretemporaryandtentativethanwedo. TheideaswehaveinAmericaabouttheprivateownershipofproductivepropertyasanaturalanduniversalrightofmankindperhapsofdivineoriginarebynomeansuniversalandmustbeviewedasaninventionofmanratherthanadecreeorderofGod.Ofcoursewearecompletelytrainedtoaccepttheideaofownershipoftheearthanditsproductsrawandtransformed.Itseemsnotatallstrange;infactitisquitedifficulttoimagineasocietywithoutsucharrangements.Ifsomeonesomeindividualdidn’’townthatplotoflandthathousethatfactorythatmachinethattowerofwheathowwouldwefunctionWhatwouldtherulesbeWhomwouldwebuyfromandhowwouldwesell Itisimportanttoacknowledgeasignificantdifferencebetweenachievingownershipsimplybytakingorclaimingpropertyandowningwhatwetendtocallthefruitoflabor.IfIaloneortogetherwithmyfamilyworkonthelandandraisecropsorifImakesomethingusefuloutofnaturalmaterialitseemsreasonableandfairtoclaimthatthecropsortheobjectsbelongtomeormyfamilyaremypropertyatleastinthesensethatIhavefirstclaimonthem.Hardlyanyonewoulddisputethat.Infactsomeoftheearlyradicalworkingmen’’smovementsmadeanownershipclaimonthoseverygrounds.AsindustrialorganizationbecamemorecomplexhoweversuchissuesbecamevastlymoreintricateItmustbeclearthatinmodernsocietythesocialheritageofknowledgeandtechnologyandthesocialorganizationofmanufactureandexchangeaccountforfarmoreoftheproductivityofindustryandthevalueofwhatisproducedthancanbeaccountedforbythelaborofanynumberofindividuals.HardlyanypersoncannowpointandsayThat--thatrightthere--isthefruitofmylabor.Wecansayasasocietyasanation--asaworldreally--thatwhatisproducedisthefruitofourlabortheproductofthewholesocietyasacollectivity. Wehavetorecognizethattherightofprivateindividualownershipofpropertyisman-madeandconstantlydependentontheextenttowhichthosewithoutpropertybelievethattheownercanmakehisclaimstick. Welearnbyinferencethatprivatepropertymay
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IsitpossiblethattheideaswehavetodayaboutownershipandpropertyrightshavebeensouniversalinthehumanmindthatitistrulyasiftheyhadsprungfromthemindofGodBynomeans.Theideaofowningandpropertyemergedinthemistsofunrecordedhistory.TheancientJewsforonehadaverydifferentoutlookonpropertyandownershipviewingitassomethingmuchmoretemporaryandtentativethanwedo. TheideaswehaveinAmericaabouttheprivateownershipofproductivepropertyasanaturalanduniversalrightofmankindperhapsofdivineoriginarebynomeansuniversalandmustbeviewedasaninventionofmanratherthanadecreeorderofGod.Ofcoursewearecompletelytrainedtoaccepttheideaofownershipoftheearthanditsproductsrawandtransformed.Itseemsnotatallstrange;infactitisquitedifficulttoimagineasocietywithoutsucharrangements.Ifsomeonesomeindividualdidn’’townthatplotoflandthathousethatfactorythatmachinethattowerofwheathowwouldwefunctionWhatwouldtherulesbeWhomwouldwebuyfromandhowwouldwesell Itisimportanttoacknowledgeasignificantdifferencebetweenachievingownershipsimplybytakingorclaimingpropertyandowningwhatwetendtocallthefruitoflabor.IfIaloneortogetherwithmyfamilyworkonthelandandraisecropsorifImakesomethingusefuloutofnaturalmaterialitseemsreasonableandfairtoclaimthatthecropsortheobjectsbelongtomeormyfamilyaremypropertyatleastinthesensethatIhavefirstclaimonthem.Hardlyanyonewoulddisputethat.Infactsomeoftheearlyradicalworkingmen’’smovementsmadeanownershipclaimonthoseverygrounds.AsindustrialorganizationbecamemorecomplexhoweversuchissuesbecamevastlymoreintricateItmustbeclearthatinmodernsocietythesocialheritageofknowledgeandtechnologyandthesocialorganizationofmanufactureandexchangeaccountforfarmoreoftheproductivityofindustryandthevalueofwhatisproducedthancanbeaccountedforbythelaborofanynumberofindividuals.HardlyanypersoncannowpointandsayThat--thatrightthere--isthefruitofmylabor.Wecansayasasocietyasanation--asaworldreally--thatwhatisproducedisthefruitofourlabortheproductofthewholesocietyasacollectivity. Wehavetorecognizethattherightofprivateindividualownershipofpropertyisman-madeandconstantlydependentontheextenttowhichthosewithoutpropertybelievethattheownercanmakehisclaimstick. Theauthordeemsprivateownershiptobe
Personalityistoalargeextentinherent―A-typeparentsusuallybringaboutA-typeoffspring.Buttheenvironmentmustalsohaveaprofoundeffectsinceifcompetitionisimportanttotheparentsitislikelytobecomeamajorfactorinthelivesoftheirchildren. OneplacewherechildrensoakupAcharacteristicsisschoolwhichisbyitsverynatureahighlycompetitiveinstitution.Toomanyschoolsadoptthewinatallcostsmoralstandardandmeasuretheirsuccessbysportingachievements.Thecurrentpassionformakingchildrencompeteagainsttheirclassmatesoragainsttheclockproducesatwo-layersysteminwhichcompetitiveAtypesseeminsomewaybetterthantheirBtypefellows.Beingtookeentowincanhavedangerousconsequences:rememberthatPheidippidesthefirstmarathonrunnerdroppeddeadsecondsaftersaying:Rejoiceweconquer! Byfartheworstformofcompetitioninschoolsisthedisproportionateemphasisonexaminations.Itisarareschoolthatallowspupilstoconcentrateonthosethingstheydowell.Themeritsofcompetitionbyexaminationaresomewhatquestionablebutcompetitioninthecertainknowledgeoffailureispositivelyharmful. ObviouslyitisneitherpracticalnordesirablethatallAyoungsterschangeintoB’’s.Theworldneedstypesandschoolshaveanimportantdutytotrytofitachild’’spersonalitytohispossiblefutureemployment.Itistopmanagement. Ifthepreoccupationofschoolswithacademicworkwaslessenedmoretimemightbespentteachingchildrensurervalues.Perhapsselectionforthecaringprofessionsespeciallymedicinecouldbemadelessbygoodgradesinchemistryandmorebysuchconsiderationsassensitivityandsympathy.ItissurelyamistaketochooseourdoctorsexclusivelyfromAtypestock.B’’sareimportantandshouldbeencouraged. AccordingtothepassageA-typeindividualsareusually________________.
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