CONSCIENCE AS  MORALITY OR 'SOCIAL INTELLIGENCE'

 

theme: Social intelligence as a characteristic of survival value in human evolution. The evolution of the human species as a social species is based on the survival value of morality or 'social intelligence'. Social intelligence is a property of developed conscience. Development of conscience as social intelligence provides the selection pressure in the evolution of the human species as a social species. 

   "Obedience is no mechanical thing, but a natural force of social cohesion, intimately related to the will, even its sublimation. Obedience of the right kind is a sublimation of the individual's will, a quality in the human soul without which society could not exist. But an obedience without true self-control, an obedience which is not the consequence of an awakened and exercised will, brings whole nations to disaster." (Maria Montessori To Educate the Human Potential 123)

The human species The human species - 'homo sapiens' - is a biological species like other animal species. As a biological organism the human organism naturally behaves in accordance with an organismic valuing process which allows for adaptation to a changing social environment. In its efforts to adapt to social change, the human organism makes value choices according to the intrinsic organismic valuing process of moral consciousness or 'conscience'. The conscience is an emergent property of the 'brain'. Development of conscience is a function of depends on for development of morality or 'moral development'.  Moral development depends on the provision of right fundamental conditions for psychological and spiritual growth i.e. 'holistic education'. Holistic education is concerned with development of human potential i.e. 'mature growth' or 'self-actualisation'.

Self-actualisation depends on respect for human needs All animal species make value choices on the basis of the organism's inherent tendency for self-preservation i.e. 'operative values'. The operative values of the human organism are the intrinsic motives for human thought and behaviour or 'human needs'. Human needs are biologically based instinctive needs - yearnings and desires based on capacities and talents which are related to the organismic striving for self-actualisation i.e. 'human values'. Human values as human needs are intrinsic to the organism and define the nature of the human personality i.e. 'human nature'. Human needs are the instinctive preferences of behaviour involved in the unfolding of human powers leading to the achievement of human potential and 'wholeness'  i.e. 'wellness'. As biological needs they include basic psychological needs for self-esteem - the 'ego needs' - and spiritual needs for transcendance of the ego or 'self-transcendance' - the 'metaneeds'. Denial and frustration of human needs can lead to the pathological behaviour of human wickedness or 'evil'. Evil results from behaviour which is socially unadaptive because it is not motivated by human values.

Human values as requirements for human responsivess to change or 'adaptability' Human values are human needs which are rooted in the conditions of human existence. Human values do not exist outside the human condition and so have no objective validity. The validity of values exists only with regard to their biological function in the human capacity for adaptation to changing social conditions i.e. human 'adaptability'. Adaptability of the human infant is clearly dependent on the biological function of values. The infant  prefers those experiences which serve to maintain and enhance those conditions which are appropriate for growth of the organism. Conditions which are not appropriate are instinctively rejected. With continued growth the human individual makes choices and decisions according to the developing conscience and lives by values which facilitate its own survival, adaptation, self-enhancement and the enhancement of the its species. As human needs the human values originate in the genetic makeup of the species.

Human values or 'virtues' evolved with the human species The human organism is a social organism and the attributes which are of value to the human organism in a social setting are the 'social values' or 'virtues'.  Virtues are biological attributes for productive thought and behaviour which represent the development of conscience. The human conscience is the source of virtues which evolved through the process of natural selection as a result of their survival value to the human organism as a social organism. The virtues constitute the biological basis of the conscience as a mechanism for the integration of personality during adaptation to changes in the social environment i.e. 'biology of spirituality'. (In this context,it should be possible to replace the age-old philosophical analysis of virtues - as opposed to 'sins' - with the biological analysis of virtues as 'adaptive characteristics' of the human organism i.e. 'problem of ethics'. Sins are human behaviour patterns which are destructive to the organism and therefore 'non-adaptive'.) Virtues are favorable characteristics because the human organism as a social organism benefits from cooperative behaviour. This depends on the ability to evaluate the social environment with accuracy and to make the right decisions for successful adaptation i.e. 'social intelligence'.

Social intelligence required for correct evaluation of changes in the social environment  Social intelligence is required for correct evaluation of the social environment and for rational choice of action leading to creative and productive or 'adaptive behaviour'.  The human capacity for adaptive behaviour depends on the capacity to transcend the separateness of human existence and to communicate and cooperate with others while at the same time preserving personal integrity. Personality integration and cooperation with others is made possible through  feelings of solidarity expressed as 'fellowship', 'brotherhood' and 'universal love' or 'agape'. Love is compassion or 'loving kindness'. Situations in which the individual needs to make a value judgement - 'moral situation' - involve adaptive decision making which depends on the development of conscience i.e. 'morality'. Morality is social intelligence. The development of social intelligence is a function of the evolution and development of the human organism as a social organism. During normal growth and cognitive and moral development unfold together in a series of stages i.e. 'sociocognitive stages'. Sociocognitive stages are functional in the development of the brain as a 'social brain' the source of social values or 'natural ethics' . Natural ethics are the product of the human apacity for 'reason' hence 'rational ethics'.  Evolution of rational ethics is a function of evolution of the human conscience i.e. 'evolution of ethics'

Social intelligence depends on perception of the whole or 'holistic perception' As a biological species, the human species is a social species which depends for survival and adaptive behaviour on the successful adaptation to changing social conditions. Behavioural adaptation depends on the ability to make correct evaluations of changing social realities to comprehend the world - make meaning or 'learn'. The human capacity for learning depends on proper development and functioning of the brain. The human brain is a social brain which evolved with ability to function with 'global perception' i.e. 'holistic perception' Holistic perception engages the organism's instinctive interest in the environmental reality in its uniqueness but also within the context of its relationships to the totality of the whole of which it is a part. Holistic perception involves both affective or 'emotional' and rational or 'intellectual' aspects of brain functioning which combines the understanding of 'reason' with the wisdom of 'compassion' and leads to 'holistic cognition' of 'creative intelligence' or 'intuition'. Rationality of 'intuition' is a function of the integration of the human personality i.e. 'sanity'

Implications for education Development of conscience depends on unconditional love of parental care and the right conditions for growth and development or 'education'. The aim of education is development of human potential for natural productiveness or 'work'. Freedom to work which engages development of personality and character is the aim of education for the whole person or 'holistic education'. Holistic education is education for responsible 'freedom'. Responsible freedom engages both intellectual and emotional powers and depends on both cognitive and moral development i.e. 'social intelligence'. The complete development of social intelligence is a function of development of 'conscience' and  natural wholistic functioning of the brain i.e. 'brain-based learning'. Holistic brain-based learning is 'experiential learning' which leads to the development of social intelligence.

 

    RETURN TO TOP OF PAGE / RETURN TO INTRODUCTION / RETURN TO HOMEPAGE

 

 Human behavior - moral and immoral - involves making decisions about a course of action previous to the action itself. The process of decision making is based on judgement and choice of values made antecedent to the decisions made and the actions taken. The situation in which the individual needs to make a judgement and choose a value is called a 'moral situation'.

 Connection between morality and social intelligence: Morality is a function of social intelligence. Development of morality is development of social intelligence. Social intelligence is moral intelligence or 'morality'...development of intelligence and morality go together A moral value choice is intelligent A value choice which is moral is socially intelligent a value choice which is socially intelligent is moral... Morally intelligent value choices are beneficial to the survival interests of the human organism and to the survival of the human species... immoral value choices are unintelligent...

The social human organism depends for survival on socially intelligent behaviour or 'values'.

Intelligence is a human characteristic which evolved because it had survival value for the species.

Survival of the human organism and the human species depends on accurate perception of social realities... intelligent social behaviour or 'social intelligence'. ....

Survival of the organism and evolution of the human species depends on the development of intelligence. An essential condition of all intelligent human behaviour is the ability to prepare for possible action in situations which might exist in the future. Intelligent preparation for the future and future danger ...intelligent behaviour... is necessary for survival of a species which is not endowed with the other physical protective mechanisms of other animal species....

Preparation for possible action in situations not as yet existent in actuality is an essential condition of, and factor in, all intelligent behavior.....

Man survived as a species because of the specialized brain functions... specialized brain functions for learning and social intelligence..

 The human organism depends on the ability for learning, for speech and for tool making etc. for wholistic perspective of complete cognition...

 Intelligent social behaviour depends on specialized functions of a 'social brain'. The human brain is a social brain with the special capacity for making correct evaluations of changing social realities. As a social brain, the human brain automatically evaluates the realities of the social environment. The social human organism depends for survival on intelligent behavior... on the innate ability to evaluate correctly the social environment in order to make the right choices for survival.

 With intense interest in the environment... with intense interest in reality, the social brain is affected and stimulated emotionally and intellectually, subconsciously and consciously involved in a  process of understanding the complexities of a social reality... realities of the social environment. The extent of understanding is a function of the degree of accuracy in the evaluation of the social environment.

 Social intelligence is the prerequisite for health which results from nondistorted perception of reality which does not perceive dichotomies. (see holistic health) The human organism depends on the conscience for survival... of the individual organism and survival of the species.

Social intelligence is a human characteristic which evolved because it had survival value for the species. Survival of the organism and evolution of the human species depends on the development of social intelligence.

 Intelligent behavior is necessary for survival.

EVOLUTION OF THE HUMAN SPECIES AS A SOCIAL SPECIES  The evolution of the human species as a social species results from natural selection of a brain capacities for 'social intelligence'. .. instinctive capacities for correct evaluation of the social environment.

Successful adaptation to changing social conditions depends on the development of social intelligence.

The human species is essentially an exploratory species... depends for survival on interest in the enviroment...and CORRECT EVALUATION ... interest in the environement depends on intrinsic conscience ..social intelligence a prerequisite is psychological health - 'self-actualization'

Evolution of the conscience is evolution of intelligent social behaviour for survival of the organism and survival of the species...

The evolution of the human species as a social species is based on the survival value of 'social intelligence'. For survival, the human organism depends on the ability to evaluate correctly the social environment in order to make the right choices for survival. As a social organism, the human depends for survival on comprehension and correct evaluation of the realities of the social environment.

The evolution of the human species as a social species is based on the survival value of 'social intelligence'. For survival, the human organism depends on the ability to evaluate correctly the social environment in order to make the right choices for survival. As a social organism, the human depends for survival on comprehension and correct evaluation of the realities of the social environment.

For survival, the human organism depends on the ability to evaluate correctly the social environment in order to make the right choices for survival. As a social organism, the human depends for survival on comprehension and correct evaluation of the realities of the social environment. Social intelligence is a function of moral or 'spiritual' evolution.  The evolution of the human species as a social species is based on the evolution of 'social intelligence' as a function of evolution of the conscience ... moral or 'spiritual' evolution... social intelligence is a function of 'moral intelligence' or 'spiritual intelligence'.

Text:                                          HOLISTIC EDUCATION FOR THE SPIRITUAL EVOLUTION OF HUMANITY

Theme: Holistic education is natural education for complete psychological and moral or ‘spiritual’ development of the child as a potentially moral or ‘spiritual’ being and is therefore the natural vehicle for the continued moral or ‘spiritual’ evolution of humanity.

    Much of so-called ‘education’ is in fact indoctrination under the guise of preparation of the individual ‘for the future’. This is an unrealistic goal which gives rise to many social problems such as the ‘problem of youth unemployment’ which is in fact a pseudo-problem specific to the capitalist agenda. We need to see the problem in a wider context and realize that education is inadequate when it fails to prepare the individual to create a life of meaning within the constraints of the social conditions of their time. Indoctrination of children ‘for the future’ makes no sense if that future no longer exists when they get there. Instead they need to meet the demands of the future which they create for themselves. We need to place the emphasis on howchildren learn rather than onwhatchildren learn so that they can realize their potential formoral or ‘spiritual’ development and construction of mature rational conscience required for mature socialization upon which continued survival of the human species depends.

    Mature socialization is a function of moral or ‘spiritual’ evolution of the individual and the cultivation of intelligence as ‘true intelligence’. True intelligence is moral or ‘spiritual’ intelligencebecause it is based on personal  evolution of consciousnessfrom thelevel of mind-made self or ‘ego’, the egocentric, egotistic or ‘materialistic level’ tothe higher moral or ‘spiritual’ level of ‘enlightenment’, of ego-transcendence and the ‘value-life’,ofmoral consciousness or ‘conscience’, the ‘human spirit’. Spiritual intelligence is ‘intuitive intelligence’ because it involves the depth of value derived from ‘higher intuition’ of moral or ‘spiritual’ insightwith which one breaks through the material world of form and the immorality of material ethics, to the invisible world of formless spirit and the morality of spiritual ethics. Intuitive intelligence is ‘creative intelligence’ because it involves creative approaches to human problems. Creativeintelligence is ‘social intelligence’ because it involves consciousness of human social values of compassion, wisdom, freedom, justice, peace and prosperity which empower the individual to lead a meaningful life. Social intelligence is required for creative and ‘adaptive’ social behavior which depends on the understanding of the significance of social interactions andresults in the accurate evaluation of the social environment.Understanding human nature is foundational to education which aims for the realization of the human potential for moral or ’spiritual’ integrity expressed as creative intelligence, wisdom of compassion, happiness  - the human values which are foundational to social justice, peace and prosperity.The person’s level of social intelligence depends on their level of moral or ‘spiritual ’consciousness as a function ofthe level of moral or ‘spiritual’ development which they have reached.

    Low-level social intelligence is a function of low-level moral or ‘spiritual’ consciousness. Low-level consciousness results when human moral or ‘spiritual’ development is arrested at the egotistic level of consciousness. The resultingego-based perceptionof the social environment leads to internal imbalance, personal disharmonyand low-level intuitive intelligence ofimmature and irrational conscienceand immature socialization. Ego-based perception is followed by ego-based understanding,inaccurate evaluation and irrational interpretation of social conditionswhichleads tosocial disharmony, social tensionand thenon-adaptivedestructive behaviourof conflict and human wickedness or ‘evil’.

    High level social intelligence is a function of high-level moral or ‘spiritual ‘consciousness. Low-level consciousness results when human moral or ‘spiritual’ development extends beyond the egotistic level of consciousness and evolves to consciousness of the ‘higher self’, the source of wisdom, compassion and understanding of one’s personal power to live and love. The resulting perception of oneness, of wholeness leads to internal balance, personal harmony, and high-level intuitive intelligence of mature and rational conscience and mature socialization.Holistic perception of the social environment is followed by accurate evaluation and rational interpretation of social conditions which lead to adaptive behavior, social harmony and peaceful relationships which are foundational to creative collaboration required for adaptive behavior. High-level social intelligence is a function of fulfillment of human potential for creativity and productiveness or ‘work’ which is meaningful when it is shared.The act of sharing is anexpression of the essence of the human personality or ‘human nature’.

    What is the nature of ’human nature’?The human species is a social species, the human organism is a social organism, the human brain is a social brain, the human personality or ‘human nature’ is a moral or ‘spiritual’ nature and therefore a social nature.The social nature of human naturedepends for effective adaptation to changing social conditions or ‘mature socialization’ on complete psychological and moral or ‘spiritual’ developmentas complete ’humanness’, or ‘humanization’ expressed inthe instinctivecapacity forbenevolence and kindness.The human individual is a moral or ‘spiritual’ being. Human ‘spirituality’ or ‘divinity’ is the intuitive knowing or ’gnosis’of one’s essential human or ‘divine’ nature as a function of consciousness of moral or ‘spiritual’ values which are foundational to mature socialization – values of freedom, wisdom and moral or ‘spiritual’ love or compassion the basis for social justice and peaceful relations.

     Realization of the true nature of human nature depends on children’s education which aims for complete moral or ‘spiritual’ development as social development for mature socialization.Complete human development or ‘humanisation’ is a function of complete psychological growth based on biological principles which govern the natural moral or ‘spiritual’ unfolding or ‘evolution’ of the child during growing to adulthood. The process of individual evolutioninvolves motivation by the basic psychological motives for learning as the natural motives for learning or ‘human needs’ for security andself-esteem as well as the higher psychological needs for development of moral consciousness or ‘conscience’ as source of guiding social or ‘moral’ values for living. Completion of the process depends on provision of the appropriate learning environment and conditions of freedom for growth through learning -conditions of love, respect and supportive education of the person as a whole or ‘holistic education’. Holistic education is natural or ‘true’ education which aims for development of human potential is also known as ‘humanistic’, ’humane’, ‘democratic’, ’free’, ‘open’, ‘learner-based’, ’child-centred’ education and so on. Holistic education is facilitative educationbased on respect for children’s instinctivesense of responsibility to themselves for the development of their own potential as the basis for their individual empowerment as a function of meaningful learning and living.Holistic education isnaturaleducation which aims for the complete psychological and moral or ‘spiritual’ development of the childas a potentially moral or ‘spiritual’ being and is therefore a natural vehicle for the continued moral or ‘spiritual’ evolution of humanity.

...........................................................................................................................

 notes: 

High-level social intelligence does not fear the unenlightened and recognizes that they are lacking in personal power and so feel the need to compensate with power over others. 

Holistic education is based on the recognition and respect for the natural laws of human growth and development, the instinctive motivations for learning or ‘human needs’, the needs which must be fulfilled for completion of psychological development involving moral or ‘spiritual’ growth to mature adulthood of complete humanness or ‘humanization’.

We need to offer our children an education which enables them to grow up to become mature responsible and intelligent adults who are fully human and able to learn anew continuously and create lives of meaning.

 “If you want to awaken all of humanity then awaken all of yourself. If you want to eliminate the suffering in the world, then eliminate all that is dark and negative in yourself. Truly, the greatest gift that you have to give is that of your own self-transformation.” (Lao Tzu)

We can change the world with education which is based on respect for children’s instinctive drive to be responsible to themselves for their own complete psychological development as moral or ‘spiritual’ beings.

 However the degree of effectiveness at which the brain functions depends on the extent to it to which it has developed in terms of psychological andmoral or ‘spiritual’ development. On this basis we can say that human nature is a moral nature, a ‘spiritual’ nature or ‘divine nature’. And all human beings are spiritual or divine beings.   

The issue is not only one of finance and allotment of funds …  financial allocation and expense etc… It is more about philosophy and more specifically educational philosophy…  the question “what is the aim of education”?  The aim of education is fulfillment of human potential. For the child, the real aim of education is fulfillment of his/her human potential while living a life of freedom to be responsible to him/her and to the society of which he/she is a part.

Each child born into this world has the right to grow up into a completely humanized adult who is able to lead a life of responsible freedom…. Responsible to themselves and to their fellow human beings  in the context of whichever activities they choose to participate in during their lives.

Education which cultivates development of moral consciousness or rational ‘conscience’ is based on the laws of human development as they manifest naturally in conditions of freedom for growth through learning which is meaningful because it engages motivation of interest or ‘intrinsic motivation’.

Children need to be educated in such a way that they are allowed to be responsible to themselves for meaningful learning and so become mature adults who can be responsible to the society in which they can become creatively active participants.

What is the real aim of education?The real aim of education is fulfillment of human potential

 We need to offer children an education which involves the provision of those conditions which enable them to grow and develop their complete human potential or ‘humanness’. .. We need to respect children and let their true nature unfold… to allow their minds to contemplate as well as think. Cognition and contemplation are necessary for complete understanding or ‘knowledge’.

We need to invest in education which is more meaningful to children and the youth so that they can lead creative and productive lives not necessarily being ‘employed’ …  as ‘employees’ of businesses, companies, social organizations and government institutions but also as responsible citizens of the communities and societies  of which they are participants and contributors.  

We need to offer all children everywhere an education which allows them to grow into mature adults who can think rationally…

        Why is there so much ‘evil’ in today’s world? Evil is human wickedness but humans are not inherently wicked. On the contrary, all humans are inherently good. The problem is that not all humans have been able to grow up to become fully human. And not all children are offered the education which they need to be able to grow up to become fully human. We can combat the problem of evil in the world if we focus on the need to offer our children the education which they need to become fully human. Fully human adults are socially responsible no matter what they do with their lives.

       Humanity continues to create hell for itself if people refuse to take responsibility for their own behavior and instead blame others and subject themselves to the power of other peoples’ opinions and manipulations. The expression ‘hell is the others’ (an expression attributed to Sartre) is for those damned souls who choose to remain in the hell they create for themselves, a hell which will cease to exist only when people choose to respect each other, help each other and share with each other.