PERSONAL GROWTH

Extract from

Education
Goals, Aims and Objectives
by M. Pia Nazareth rJM

Intellectual Growth
Man is distinguished from animals by reason of his rationality. It is this thinking domain of his personality that calls for careful formation. The intellect is to be trained to distinguish truth from error. ! The intellectual judgement is related to the will, which In turn can be influenced by desires, interests, feelings and emotions. Errors occur when the will is led by these nonrational factors rather than by pure reasoning in the first instance. In the second, judgement deals with two factors, reason and facts. It uses reason to scrutinize the facts. Facts come from knowledge by description, i.e., the indirect transmission of knowledge by one who has gained first-hand experience, or 'knowledge by acquaintance, which is the personal exposure to facts. In either case errors arise when judgements are deduced from facts other than what has been experienced either from knowledge by description or from knowledge by acquaintance. In itself reason is perfect but errors in judgement therefore can be traced to insufficient information or to the influence of feelings over the will. Students can be brought to understand the workings of the brain and the intellect to enable them to travel on the path of their deductions. Such skills would help them to reform false judgements!

According to Bloom
The formation of the intellect demands a progressive graduation through each of the hierarchical processes, namely: a. Knowledge - referring to the pure and simple information imparted, calling for the exercise of recall, recognition and reproduction. b. Understanding - involving better comprehension and reinforced through explanations and aids. c. Application - demonstrating the learner's skill to apply lessons learnt in the classroom to daily life situations-to concretise the theories and to make them come alive. d. Analysis - implying the ability to dissect, break up into parts or to identify disjointed sections. e. Synthesis - showing the ability to compose, piece together,. compile, draw and create. f. Evaluation - developing the constructive critical senses provoking thought, queries and seeking answers. If any concept is to be interiorised in depth through its learning experience, be it in the domain of the moral, spiritual, physical, intellectual, aesthetic, cultural, social or emotional, it must pass systematically through each of the above-mentioned stages identified by Dr Bloom. The mere imparting of knowledge leaves the student at the first stage and first stage only. Most teachers are satisfied with the achievement of this step, and stop there. Others, and these are in the majority, take the students to the application level and leave them fixated, offering no incentive to proceed further. The last three stages, consisting of analysis, synthesis. and evaluation, lead to the peaks of intellectual formation and stimulate the student to rationalise, judge and make choices in a logical manner. A very small minority ever scale these peaks. There is no doubt that if the components of the cognitive (thinking) are to bear fruit they must be coordinated with those of the affective that adds interest, sparkle and zest to the concepts and ideas generated by thought and to the psycho- motor which implements the concepts adopting the

adequate skills. Finally if the sensitivity is deep and profound it will provoke action. Unfortunately few teachers help the students to reach the finale. The discriminatory, critical abilities are hardly exercised and when this happens persons lack depth of thought and it is evident from the attitudes and judgement passed on major issues, that thinking is superficial and lacks equilibrium and conviction. The formation of the intellect is an essential aim and therefore the students should be guided through the following processes: Knowledge to -recognise and acquire principles and fundamentals (Principles and Generalizations) -recall laws, principles and elements; -identify implications and pro- positions. Knowledge (Theories and Structures) to -name structures; -define and match theories; -outline formulations; -list bases; -select inter-relations. -classify words; -explain definitions; -summarize interpretations and representations; -convert abstractions; -predict conclusions; -distinguish relationships; -estimate consequences; -infer information; -determine corollary. -demonstrate laws; -compute theories; -solve situations; -modify procedures; -relate effects. -differentiate elements; -estimate conclusions; -separate hypotheses. -infer relationships and inter-relationships; -order evidence; -sub-divide themes, ideas and assumptions. -analyse forms; -distinguish patterns and purposes; -detect points of view, techniques and bases; -deduce structures, themes and arrangements.

Understanding

to

Application

to

Analysis (of Elements) Analysis (of Relationships)

to

to

Analysis (of Principles)

to

Synthesis (Production of unique communications)

to

-combine patterns; -create structures, products and performance; -formulate composition and specifications.

Synthesis (Production of a plan ; -a proposed set of operations) Synthesis taxonomies; (Production of abstract relations) generalizations;

to

-design ways and means - construct plans; -propose objectives. -compare & revise theories, concepts and -rearrange and derive/schemes and

to

-organise phenomena. Evaluation (Internal)

to

-judge accuracy and precision; -criticize fallacies; -assess reliability and flaws; -decide consistency; -discriminate efficiency. -compare alternatives -contrast courses of action; -justify standards and theories; -conclude generalisations; -appraise efficiency; -consider utility and economy; -assess ends and means.

Evaluation (External);

to

The history of nations has corroborated the fact that. again and again the mob mentality has brought people, including the youth, to accept false ideologies which they would have rejected had they been given time for considered reflection. For a thorough intellectual formation there is no way but through a pres is tent step by step climbing to attain the heights. "The aim of education should be to convert the mind into a living fountain and not a reservoir. That which if filled by merely pumping in, will be emptied by pumping out." John M. Manson

Moral Growth
Morality or moral "goods" are closely related to the attitudes of the will. In its broadest connotation it implies that man is under obligation to do all the "good" he can and to avoid the "bad" This "good" that he is expected to pursue covers all the domains, be it in the spiritual, intellectual, physical, social, emotional, cultural and aesthetic. Moral "goods" or virtues are numerous. However any "good" that is touched merely by feeling and not by the will may not be termed "moral good." A moral act passes through a definite process involving motives, intentions and consequences. The distinction between these is to be recognized and clarified before the passing of moral judgements. The path of conduct is initiated by a motive which leads to the formation of intention (arising from the motive) and culminating in deeds with their consequences. Motives are complex inasmuch as they devolve around impulses, feelings, attitudes and ideas, sorted out by reason and con- firmed by the will. Having been deliberated upon they are very volitional. Motives spawn intentions. Intentions accept and decide upon the end or the objective and devise means of attaining the goal. Consequences are the outcomes of action$ undertaken by the intentions. These may be moral or non-moral. They are considered to be of more importance when they affect the life and character of people bringing about a change for better or for worse. Often conclusions arrived at are too generalised. It is good to get the students to develop the habit of distinguishing the precise area of judgements, i;e., are they an assessment of the motives, intentions or the consequences? This is one way of refining the moral perception. Some of the moral goods could be enumerated with their corresponding vices. They are: Benevolence Malevolence Friendship Enmity, Animosity Love Hatred Honesty Dishonesty Veracity Falsehood Courage Cowardice Fortitude Fear Patience Impatience Cheerfulness Gloominess Purity Impurity The above-mentioned values/disvalues definitely arise from attitudes of the will. They are interiorised by immediate, subjective experiences, are intrinsic in quality, and peculiarly unique to individuals. No moral good can be universal. Its intensity, extensity and propensity are dependent on the sharpness of the moral consciousness of the individual who must cultivate his moral perceptions and intuitions through awareness, sensitivity and exercise. In this sense moral values are subjective. They are also at the same time objective and extrinsic in that they are real in the nature of a supreme God. "Live always in my presence and be perfect" (Gen 17 : 1). The

intrinsic institutions and perceptions have, as it were, a frame of reference presented as a prototype for all men. Most moral values have been expressed by the sages and saints who have at different times in history presented them with authority as a result of their deep reflection and communion with God. Hence no matter how subjective and intrinsic the values appear to be, coming as a consequence of acts of discernment of the individual or collective will of man, they are nevertheless extrinsic and objective, extending beyond the confines of morality to religion itself. In this moral domain, the spirituality of man is put to the test. Having made promises to God in moments of fervour for a "renewal of life and life-style he is expected to :live these out by righteous conduct The training in moral formation should motivate the student to: Establish convictions of God, as a God of love and forgiveness, particularly recalling occasions and activities when this love and forgiveness have been actually .experienced in life situations. Develop the concept of prayer and faith as the only channels to true self-realization. Discover His power and goodness in day-to-day living through concrete exercises in faith. Be in touch with God through prayer at all times and in all places. Reflect on the life and laws of God as revealed by spiritual insights and determine to conform to them. Analyse value judgements to assess the area of deductions, whether they touch motives, intentions or consequences. Form the conscience to enable him to discern righteous from unrighteous living, through a study of a series of values/disvalues and the long-term consequences of their practise/neglect in daily life. Compare and contrast the changes in behaviour for better or worse after the interiorization of moral values or disvalues. I Develop the ability to identify the moral values/disvalues as expressed by his elders and peers in their life-style. Assess the consequences of the practise/non-practise of the values/ disvalues in the lives of people encountered in the environment. The question of moral formation assumes tremendous importance and no education is complete unless and until the student is led to aspire to greater heights through the development of his character. "It is essential that the student acquires an understanding of and a lively feeling for values. He must acquire a vivid sense of the beautiful and of the morally good, otherwise he-with his specialised knowledge-more closely resembles a well- trained dog than a harmoniously developed person." A1bert Einstein

Cultural Growth
Webster's New World Dictionary defines culture as "a development, improvement, or refinement of the mind, manners" taste, etc.," "the ideas, customs, skills, and arts of a given people in a given period of civilization." Culture has also been defined as "the development of the person, intellectually, aesthetically, and socially to the full use of his powers in compatibility with the recognised standard of excellence of his society." Culture may be studied at two levels-the personal and the societal-and the approaches may be descriptive, namely merely describing the situation as it is, or prescriptive, i.e., accentuating the ideals and the "oughts to be done." If man is to develop a refinement of mind, manners and taste adequately, he must be acquainted with the ideas, skills, customs and arts of his own family, society, nation and world. to discover what distinguishes him culturally from other families. societies, nations and the peoples of the world and how he can integrate what is good in the other cultures into his own pattern of life. In our pluralistic society such as it is, amidst varied differences in custom, caste, creed, language and often even food, it is important that the students learns to promote unity in diversity. To acquire this attitude he must accept, tolerate. appreciate. absorb. purify and elevate culture. Culture is to be learnt. We imbibe the customs. habits. traditions, attitudes and ideas from the members of the community. They in their turn must be aware of the fact that they transmit culture. As they embody and portray so will it be embodied and reflected. Hence care is to be taken to pass it on undiluted. Culture is for sharing. Through cooperation, collaboration and understanding it can be enriched, refined, expanded and adapted to embrace and incorporate other creative forms. As culture progresses it establishes norms and standards of behaviour which bind the members to their observance. Since the world has shrunk to a global village and communication has brought about an explosion of knowledge. it is possible to recognise other patterns of behaviour against the background of one's own. and to anticipate and predict the conduct that is to follow. Far from being secretive it is exposed to all classes and types of people everywhere and in the process we find adaptations, integrations and incorporations, contributing to its richness and expansiveness. There are many, many people-every country has its quota of such-who for one reason or the other are migrants. refugees, or stateless. and as a result have lost their cultural moorings. Being transplanted they either wither and die or survive despite .difficulties and hardships. They too must be helped to bloom where they are transplanted. Educators could then help the student to learn to appreciate the value of the culture of a country by: Studying the country's historical and geographical features with their particular bearing on her culture. Enriching knowledge through a first-hand experience of travel to seats of culture and learning within the country. Exchanging experiences with classmates about customs practised, and festivals celebrated in the home. Studying the customs, mores, feasts, dances, songs, music of the various groups represented in the classroom. Exploring the richness of art forms and architecture;



which throw light on the changing phases of development in culture, eg., Mughal art, Hindu art and architecture. Examining and studying the origin of myths and legends for a better insight into the beliefs of the people. Comparing and contrasting the deeper insights and the thought patterns of the people as expressed in languages, both regional and national. Participating in festivals and patronizing dances, dramas, bhajans and folk songs and adopting lifestyles and customs peculiar to the region, after a critical analysis of their Relevance to life. Integrating on special occasions with the local communities with a view to breaking existing prejudices between -castes, creeds and ethnic groups.

The students could be further motivated to: Inculcate a sense of patriotism and pride in the achievements and development of the country in the field of art, architecture, science, technology and sports. Arouse an interest in the various cultural aspects of the -nation, such as language, dance, drama, festivals, music. Appreciate and value the distinctions between the diverse 'regional and cultural heritages of the country. Encourage transmission and propagation of the different cultures by sponsoring, participating and promoting such programmes. Identify those elements of change that will enrich and 'renew culture, and then try to absorb them. Cultivate speech and voice that give witness to good breeding. 'Develop a social concern that makes one sensitive to the needs of the community in the neighbourhood, and helps integration into its life. Acquire abilities and skills that enrich competences in vocational dimensions. Practise manners. politeness and courtesy when dealing with people, irrespective of caste or creed. The formation in culture is prescriptive because man must adapt himself to his social milieu and make its norms and standards part of his lifestyle. Man nevertheless is an unique person whose individuality and growth must be respected. Yet like a young sapling his traits must be channelized until he grows strong and sturdy with deep, solid convictions and sound principles able to withstand the buffets of wind, rain and storm. "Culture is the sum of all the forms of art, of love and of thought, which in the course of centuries, have enabled man to be less enslaved." "Beyond the communal, beyond the national, beyond the regional, beyond the racial, rises the vision of culture. She welcomes Truth from all quarters." T. L. Vaswani

Aesthetic Growth
The Random House dictionary defines this word as "having a sense of the beautiful as characterized by a longing of beauty." Cultured tastes also stress the aesthetic dimension, as does the love of what is good, what is true, in addition to what is beautiful. An aesthetic value is very unique and particular to the individual who learns to develop it personally as he grows from impression to impression and experience to experience. Situations which expose man to the beautiful or ugly bring the intellect into play to some extent, but aesthetic values draw heavily on man's affectivity, involving his feelings, sentiments, sensations, emotions and attitudes in a big way. The' simplest of the aesthetic impressions are transmitted through the sense of sight, sound, touch, odour or taste. Throughthe sight man learns sensitivity to colour with its gorgeous spectrums of variegated hues as displayed by nature in a variety of scenic beauties. He also learns the appreciation of contours, forms, figures, shapes, features, lineaments, physique, grace, poise in man, woman, child, animals, birds, insects, plants, shrubs, trees and flowers, enjoyment of pace, mobility, speed, velocity, as well as calmness, rest and stillness. the touch he refines the palpable to distinguish softness from hardness, firmness and rigidity; elasticity and springiness from inelasticity; toughness from brittleness; smoothness from roughness; delicacy from crudeness, of material goods. the ear he attunes audibility to coordinate the relationship of sounds of music, be it vocal or instrumental. Seeing that every race is gifted with its own diverse, typical sound-producing instruments the auditory system should be able to recognise the difference of those noted for their regularity, rhythm and harmony which add richness to experience. Besides, the ear must be trained to differentiate- sounds that are melodious from the discordant; those that are soft, clear, agreeable and enchanting from the harsh, tuneless, repellent and jarring. the nose in the field of odour, it is possible to isolate the "good" from the "bad," the fragrant, aromatic, balmy, sweet-scented and perfumed from the repulsive, putrid. rotten, foul. The ability to identify the perfumes of scents, the burning of scented gums or woods, gradually fosters. an aesthetic sensitivity to smells. the taste he cultivates a relish for flavours. This sense- is simple yet complex. Most people eat food for nourishment and drink beverages to quench thirst. Housewives in particular must be able to detect the palatable, savoury, tasty, spicy, and fresh from that which is insipid, unsavoury, tasteless and stale. All people, whether directly or indirectly occupied in an aesthetic activity, are governed by the one condition of a wholesome enjoyment: the necessity to maintain their own physical well-being. A defective, deformed, inadequate, ineffective body can profit little, whereas a sound, healthy body is capable of deriving the maximum benefit of the aesthetic value. This is so because the very physical infirmity restricts the intensity of appreciation. Beauty is linked to regularity, uniformity, order, symmetry, unity, balance, wellbeing, poise, grace, charm, delicacy, refinement and elegance, and sparks off feelings of awe, reverence, peace, joy, calmness, happiness and admiration. Ugliness is allied with disorder, chaos, irregularity, disharmony, imbalance, disunity and triggers off feelings of repulsion, revolt, disgust, despair and fear. All this presupposes in education the ability to separate what is good from what is bad, righteous from unrighteous; what is true from what is false or fake; what is authentic and genuine from what is phoney or artificial; what is beautiful and lovely from what is ugly,

garish and grotesque. The appreciation of beauty is sensitised through definite training for the acquisition of the art and skill of its discernment. Cultured tastes in adopting a form of lifestyle would emphasize an option for cleanliness as contrasted with filth, dirt and disease due to unsanitary conditions; a preference for details as opposed to what is slovenly in dress, manners, speech and work: "a slouch in the body is a pretty good sign of a slouching mind"; cultivation of social graces of tact, courtesy, propriety because "grace within become graciousness without." The formation of the aesthetic sense is undoubtedly an important task that aims at the development of a gentleman/lady as distinct from a boor and hence merits a place on the list of aims and objectives. Through the following objectives the student is sensitised to: Develop a keen sense of perception that is able to detect the good from the bad, the true from the false, the lovely from the ugly, in all forms of art, music, dance, drama and literature. Create a concept of truth, beauty and goodness and an appreciation for the same. Use his moral and spiritual awareness to interpret life situations, for their authenticity. Develop a refinement of the sense of sight, hearing, touch, taste and smell through contemplating nature in an its diversities-that is "washed with colour, cascading with clouds, echoing with the songs of birds, fined with fragrance of flowers, laden with luscious fruit and pulsating with life." Study the writings of authors and poets, the sentiments of artists and the composition of musicians. Analyse the gamut of all creative works and compositions in such a way as to be able to isolate the grotesque from the True and the Beautiful. Tap the inner resource of his creative potential, to produce soulful compositions in art, literature or music to be able in turn to inspire the world to Truth, Beauty and Goodness. Show an option for details in dress, manners, speech and work. Identify norms of tact, courtesy and propriety, learning to integrate them into the life style. Whatever be the aims of aesthetics that we try to inculcate, they must be guided by the canons of evaluation based on fundamental questions: What is the motive of the "Creator"? Is the final goal good or devoted to the wrong ends? What are the intentions? Does the work attain the motive or does it side-track off the motive? What are the consequent effects on the viewer, reader, listener-strengthening or weakening; involving or debasing? Anyone committed to the promotion of aesthetics that he enjoys and sponsors, will see that it passes these tests. "Art, if it is to be reckoned as one of the great values of life, must teach men humility, tolerance, wisdom and magnanimity. The value of art is not beauty, but right." W. Somerset Maugham

Physical Growth
The body of man is a masterpiece of God's creation. Each one of its organs, taken by itself, is a wonder, and what is marvellous is the fact that they work in perfect coordination to harmonize man's movements and to sustain his well-being. In dealing with the physical, attention should be paid to: the development of the senses, i.e., touch, taste, smell, hearing and sight, as distinct from the aesthetic in so far as these deal with pleasure and pain in their simplest form, without the involvement of feelings or sentiments; strengthening of the muscles and limbs for a fit. physique; study of the parts of the body for a thorough knowledge of their functioning; mastery of the norms of health, hygiene and relaxation; practice of body-building exercises; basic tips governing the maintenance of vigour, beauty, posture, balance, poise, grace and elegance. Physical values may be intrinsic or extrinsic. They are termed intrinsic when they deal with physical well-being, fitness, strength in sports and games, and the enjoyment of warmth and coldness. These are on the side of "good." The intrinsic physical "bads" include weakness, sickness, physical pain, fever - in short any suffering to which the body is subjected. The extrinsic physical "goods" could be comfortable furniture, good clothes, appetizing food, while the extrinsic physical "bads" could be poisons, drugs, gunpowder, revolvers or any external thing that causes intrinsic harm. The physical values are best understood through knowledge by acquaintance, since the personal experience surpasses knowledge gained by description. Hence educators, bearing this in mind, will provide the necessary situations to enable the students to grasp their significance. If a man knows the functions of the parts of his body, the conditions that control its growth, he can steer his physical development to strengthen his body by proper food, exercise, relaxation and rest, commensurate with its needs. If attention given to any of the above areas mentioned is disproportionate, the body is bound to show its effects through. many tell-tale warnings. Hence a knowledge of what promotes health or ill health is necessary if the person is to assume full responsibility, as he must, for this area of his ongoing growth. He can also control, improve and modify his physical environment with exteriorinterior decor, provide comfortable accommodation set in ideal surroundings, furnished to gratify his tastes. All these measures indirectly affect his physical well- being. Again it must be admitted that this growth can never be akin to the growth of a vegetable in a garden. True, he must grow physically, but added to this is the dimension of the enhancement of movement and skills requisite for any vocation, profession, sports, games and fine art~. The psychomotor domain, far from playing an. independent role, must align its activities in keeping with the recommendations of rationality, spurred by energy and zeal supplied by the affectivity. One can almost visualize the "big three," namely the Cognitive, Affective and Psychomotor, also known as Thinking, Feeling and Doing, assembled at a meeting to plan for action and going through the process of deliberating, enthusing and acting. Once the decision has been takes the psychomotor goes into operation to provide the relevant skills. The process in the levels of progress, rising from the simplest to the most

complex, is described in what is known as Dr Dave's conception of the Psychomotor Domain. It is as follows: Imitation Manipulation Precision Copying something which has been observed. Reproducing something; but displaying muscular coordination. Bringing exactness, proportion and accuracy to bear on the muscular coordination of the act Bringing competency to the performance, and showing the ability to coordinate it with other acts. Making the act spontaneous, a habit routinized by a series of repeat performances, so that it flows into the subconscious, until conditioning has set in.

Articulation

Naturalization

These basic principles can be utilized to master the manual and verbal skills of any career, profession or vocation. Physical maturity is a maturity that is purposeful with an end in view, and indispensable to personal growth, hence its. inclusion as one of the aims to be achieved. Its objectives are to train the students to: Acquire a physiological knowledge of the body and its varied functions. Be conversant with the requirements of health and 'hygiene regarding the organs of the body in part, and the body as a whole. Study sex education with a holistic approach giving due importance not only to the biological but to the specific psychological and spiritual needs of man in these areas as well. Create an awareness by classifying the various phases of the physical development that the human body undergoes. in a life span, highlighting its repercussions or the psychological impact on the individual during these various stages of growth. Describe the physical exercises which promote aerobic fitness, individually and in groups and to set time apart for regular practice. Identify the benefits of the influence that a healthy body exerts over the mind. Maintain a healthy body through the development of healthy attitudes and habits, and record both the attitudes. and habits which are responsible for this development. Get acquainted with the tips recommended for keeping the body beautiful, and discern the relevant from the irrelevant. Establish convictions of the part played by physical education in contributing to character-building in terms of:. o Leadership, Moral Courage, Cooperation, Loyalty, Team Spirit and Team Work, Self-confidence. Strength of Will, Initiative, Sportsmanship, Patience, Perseverance, Determination, Fair play, Forgiveness.

Skills
To: Enumerate and distinguish the skills related to careers in each of the following areas: vocations-professions-sports-fine arts-arts-science. Master skills of anyone career in each of the following: sports-fine arts-arts-science,

through the process outlined by Dr Dave - and to keep a record of the progress made in their development. "A sound mind in a sound body"- the truth of this cannot be denied. Mind and body are so closely interrelated that the illness of one affects the other, so it is reasonable that the youth be given an insight into the workings of both. Such salutary lessons will enable him to tackle the problems he may face in anyone direction in a responsible way without panic or over-dependency on "tablets or pills." Such a balanced training will equip him for his role as an adult in society.

"Experience demonstrates that of any number of children of equal intellectual powers, those who receive no particular care in infancy, and who do not begin to study till the constitution begins to be consolidated, but who enjoy the benefit of a good physical education very soon surpass, in their studies, those who commenced earlier and who read numerous books when very young." Spurzheim

Emotional Growth
Man's affectivity is a sensitive area that has yet to be explored to the fullest. He operates at the conscious and subconscious level. The quality of his rationalisation may be gauged from his speech, which is an undeniable indication of his thought patterns. This is at the conscious level. However a deeper world of the subconscious lies within, whence, his impulses, inhibitions, attitudes, feelings, emotions, values, motivations, often supply the energy, the zest, the sparkle, the life, and like charged batteries throw light and give quality to his actions. Handled carelessly they can render great disservice to human formation. On the other hand subjected to knowledge, understanding, control and discipline the stimulators, properly harnessed, can make a vital contribution, bringing about maturity 'Of character. Man is a whole, and while it is profitable to study his cognitive, affective and psychomotor domains separately, a definite interplay is evident between his rationality, emotions and actions. If he lacks the sense of perception and intuition to discern, criticize and evaluate the "inner play" that is staged in the theatre of his mind, he will be carried away by his feeling and emotions. He will then portray the character of an emotionally unbalanced, irrational personality who will finally succumb to mental illness. Otherwise given a proper equilibrium, and the skills of observation, detection and analysis, he will direct the scenes of his inner drama to a successful finale, depicting a mature person rewarded for his painstaking work in the field of self- development. On no account can emotional formation be bypassed. Dr Bloom has identified the process of the emotional stages of growth until the peak of realisation is reached. Its travel-path is as follows: ReceivingAccepting the stimulus passively and attending to it actively. RespondingReacting to the stimuli received followed by response that is pleasurable or displeasurable. ValuingExpressing appreciation in such a way as to prize it, and react spontaneously to other similar stimuli. ConceptualizingDeveloping thoughts, ideas and images consistently. OrganizationRearranging these values in a mental library and allotting priorities to each category. CharacterizationMaking it part of his own through interiorization. In the first step sensations are aroused stamping the impressions received on the mind. In the second, the response plays on the feelings and sentiments, blowing "hot or cold," which is the consequence of the quality of the stimuli that have been exposed. After watching the game of pros and cons, involving aesthetic sensitivities, the values/disvalues are either rejected or accepted. The rejection leaves a person inert, uninterested, while the acceptance generates enthusiasm, fire, force and energy, which "drives him on to the next stage. All along man must enjoy the freedom of selectivity and choice, knowing he has made the option after following careful process of thought; he continues to expand his ideas on the value progressively in an attempt to comprehend it from its many aspects; At this phase he begins to reorganise the values in his "mental library." Quite obviously the rearrangement will bring in new estimations and "new firsts," and such an exercise is also an indication of maturity. Finally will come the painful attempts at interiorization. Such a victory is achieved through "rise and fall" and "fall and rise," and cannot be the work of a single day. Habits are pain- fully acquired but once achieved they die hard!

The world is complex, yet the success of the intellect would depend on the extent of man's familiarization with the working of his inner self; consequently the training of affectivity is an integral part of a balanced formation. The emotional objectives deal primarily with "Person-centred (Growing in Selfawareness)"; hence educators will enable the student to: Develop his knowledge of self and determine the implications of his total personality. Recognise his potentials and limitations to categorize them for future reference. Synthesize the distinctions between an authentic self-image. Draw conclusions to arrive at self-acceptance. Reconsider thoughts, ideas, attitudes and values as opposed to the new and to change and adapt where necessary. Recognise the emotions peculiar to his temperament and organize programmes involving self-discipline. Discover his potentials, to live up to them to achieve self- realisation. Recognise, acknowledge and accept the fact that human nature is prone to evil and to determine to initiate a God- replacement plan instead of a self-improvement plan. From the person-centred approach, educators are to lead the- students to "community centeredness" hence they will teach the student to: Establish interpersonal relationships through the use of the techniques of communication. Distinguish and interpret norms, customs, modes of behaviour, rites and rituals to facilitate integration and adjustment with groups. To employ and seize occasions for affiliation and the building up of loyalty. Demonstrate in definite ways the acceptance of group and group goals. Constitute frames of reference for trust to generate trust. Propose situations that will involve the sharing of experiences and exchange of ideas to demonstrate their effect on relationships in the community. Combine resources and potentials with those of the team members and work in teams with a sense of co-responsibility and accountability in the community, with the community and for the community. "Inhibition - the control of impulse is the first principle of civilization." It would be ironical if man, an intelligent creature, were able to undertake the outward journey into space but could not launch on his inward journey for lack of knowledge and expertise. For it would profit a student in. no way if, after excelling in history, geography, maths and science he is a novice in the all-important matter of personal development. None of the subjects he mastered so assiduously in school will help him solve his problems in this area. What he needs are the skills to take the initiative to know himself, and to improve his ability to relate with people affectively and harmoniously. "The artist appeals to that part of our being which is not dependent on wisdom! To that in us which is a gift and not an acquisition. He speaks to our capacity for delight and wonder, to our sense of mystery surrounding our lives; to our sense of pity, and beauty and pain; to the latent feeling of fellowship with all creation." Joseph Conrad

Social Growth
"No man is an island." He is a social being who works among people, for people, with people at all times and in all places. By comparison persons who opt for a solitary existence are very scarce. Engaged in tasks only, man functions beautifully with problems reduced practically to zero level, because he is his own captain and paddles his canoe the way he wants to. In this capacity he is subservient to no other man but assumes responsibility for his own actions. Such men are rare who can indulge in this way of life. The vast majority of people work with others, either singly or in groups under leadership, or in partnership with their fellow- men, be it in communities, societies or in the nation. More than ever before, people are found to be working in partnership, in cooperatives, in syndicates, teams and groups. Noted as the century is for its numerous international organizations that have sprung up by the scores, all proclaiming their purpose and goal to work in joint collaboration, it is also an era of seminars, conferences, workshops, requiring an exchange of views, ideas and opinions. All this presupposes the knowledge of interpersonal relationships, the acquisition of the techniques of dialogue, the art of listening, the gifts of frankness and sincerity in speech, human respect, the exercise of tact, prudence and the expression of sympathy and empathy in times of distress. What is also needed is the skill to decode the verbal message to interpret the feelings and emotions that underlie the speeches which cry out louder than words. Every step involves the question of inter-personal relationships. One false move and "the works" can go snowballing, upsetting plans that were care- fully formulated. Strangely enough schools are crowded with students, all mingling and relating to one another, yet they offer few opportunities for the conscious development of skills that are requisite for a lifetime. Indeed school is an ideal place where the art and science of human relations can be transmitted. In addition to the concentration on the academic area alone, preparing students for examinations, due importance must be given to the teaching of human relations which will prepare them for the art of living as well. Unless the art of human relations is taught in a scientific way, with clear guidelines as to what is "proper" and "improper" in relationships, children in schools who have to relate any way, will adopt the wrong cues of relationships, beamed by the elders; by witnessing their speech, manners and behaviour with one another. It must be remembered that children are like the camera, constantly clicking impressions of character portrayals posed by those who are supposed to lead the way. Human relations is most effective when it is steeped in love, compassion, concern and understanding. Without this human relations become insipid, artificial and sterile. Hence it is fitting that special attention be focused on the training of students to: Recognise the reality of the Fatherhood of God and the; Brotherhood of man. Acquire a genuine respect for all persons, irrespective of class, creed or social status, having inferred this principle from solid reasons. Assess the reliability of his preconceived notions of cast, creed and ethnic groups. Extend his loyalties to the school community as a second family. Organise his integration into society with a critical sense. Develop a sensitivity to the needs of the family members. at home and the members of the school community.

Extend his concern and help for the needs of the under-privileged in and around the locality. Formulate the areas of involvement, availability and service at all times, with a sense of social responsibility towards fellowmen in need. Transmit the benefits of education for the good of others. Relate socially and spontaneously with juniors, peers, seniors and adults. Develop the ability and the stills for dialogue, the art of listening, and the voicing of opinions fearlessly without any inhibition~. Compare and contrast the benefits of team work, as. .opposed to solitary work. Experience the distinctive fruits of such work to opt for participative work from conviction. Appraise correct attitudes and values requisite for a changing society in a rapidly changing world. Identify and treasure the values, principles and ideals interiorized, because they will prove useful not only in school but also in later life. Personal relationships in life after school are crucial. They are "the fertile soil in which all advancement, all achievement,. all success in life grow; without the ability to become friends with people, to get along with the folks around you, to inspire confidence in men above and below you-you simply cannot get anywhere." Under such circumstances the mystery of the techniques of social interaction become indispensable to healthy, peaceful living.
"The vestige of the divine image remain in us; we know that we are self-centred and we know that self-centredness is wrong. No man-made technique of psychology or pedagogy can completely adjust us to society,' our deepest need is for community, for reconciliation, for right relationships with our fellow man and with God,' we need a salvation which no human technique can bring." Alan Richardson