Social education ; Aspects of language ; Beyond Maslow and the limits to growth

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Massey University
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SECTION ONE Social Education The purpose of this paper was to present, in a study format, at a twelve to fourteen year readability level,two areas of everday life ('The Family' and 'Leaving Home') relevant to students, teachers and parents. In the first area, the topics of family groupings, family relationships and family behaviour are covered in detail, using down-to-earth terms taken from Adlerian Psychology, Abraham Maslow, Eric Berne and R.D. Laing. The basic assumption behind this paper was that these two topics are crucial ones for the adolescent to come to terms with, and important for parents, teachers and younger children to grasp. SECTION TWO Aspects of Language In the first of the three papers comprising this section, a set of basic coding/decoding units for the Romanised English alphabet are presented in detail. These are then related to the mechanisms and stages of development in the decoding process, and to the various levels of perceptual discrimination. In the second paper, the concept of decoding patterns was extended by examining the extension units (accents such as the cedilla) used in a cross-section of ten languages.Eleven such extension units were compared and contrasted, as was the internal consistency of the individual letters among the ten languages. High consistency was found to exist between T.O.A's using Romanised script. In the third paper, second language learning,in a New Zealand context, is discussed and related to the concept of language mastery. Three levels of mastery - basic, secondary and advanced - are postulated, together with examples.The conceptual process of spillover from one language to a second, through levels of mastery, to spillover back to the original language, is introduced and discussed. SECTION THREE Bevond Maslow and The Limits to Growth In this paper, Part One looks at Maslow's hierarchy of needs, and the time-space perspectives of individuals, in synthesis form, Time-space constraints are shown to operate in conjunction with the individual's need framework.The ability and capability of the self-actualising person to minimise and/or remove the constraints of time and space, in meeting his or her higher needs, is discussed. The concept of an all-embracing higher need 'the need to serve' is introduced. The ability of self-actualising persons to function effectively both in the future, and world-wide, and to be in the present is expressed in the light of their potential value to the rest of mankind. In part Two, Maslow's concept of the peak-experience is examined in three ways: in terms of the self-actualisiing person, and the methods used to produce or induce peak-experiences, the necessary and sufficient conditions for inducing the peak-experiences, and in the light of a three-tier experiment carried out by the author in 1974.Conclusions reached were that experiences similar to peak-experiences in quality may be able to be induced in oneself or in suitable subjects, under appropriate conditions. Necessary and sufficient conditions included relative silence, a visible focus-object, relative absence of physical tension, a high degree of attentional ability, and an openness to experience on the part of the individual.
Maturation (Psychology), Socialization, Social learning, Reading, Maslow, Abraham H