Arrested Human Development and the Need for Holistic Education Today there is urgent need for positive

social change. We must create a bet ter world through mature cooperation and collaboration. The problem is that huma n psychologocal development is often arrested at the level of identification wit h the self or 'ego' . Physical growth without complete psychological and moral development... incomplete human development (immaturity) translates into the ig norance and irresponsibility of egocentricity (egotism) which results in the de structiveness of competition and conflict. This is because egocentric perception creates thought patterns which are limited and distorted thus contradicting the interests of normal development and resulting in the devaluation of humanity.. . one's own as well as that of others. It is the unbalanced value systems of ego centric adults which inflict grave harm on our species and our planet. Consequen tly we need to understand our social and political problems in terms of the ill effects of arrested human development and the egocentric thinking which generate s irrational fears and negative emotions. This results in the creation of unfoun ded limiting beliefs which inhibit the cultivation of moral intuition and the re sulting sense of moral responsibility. It is the lack of moral responsibility (m orality) which results in non-adaptive and destructive human behavior or 'evil'. For this reason we must set ourselves free as inwardly free, free from the so cial conditioning which creates fear and inner conflict and prevents us from per ceiving a reality which extends beyond the limits of personal desires. The ignor ance of egocentric perception must be replaced by perception of the wholeness of reality or 'holistic perception'. Holistic perception generates empathy, compassion, open-mindedness and des ire for understanding and so goes beyond the supposed dichotomy between individu al freedom and social responsibility. True freedom is possible only if the indi vidual is fully 'human'. Only then can they understand the perception of the 'ot her' and allow for the positive, creative and therefore peaceful and adaptive ap proach to the intelligent resolution of human conflicts of interest or 'problems '. However holistic perception of inner freedom depends on providing children w ith the 'right' education... one which ensures complete psychological developmen t and allows children's freedom to become integrated human beings with the human attributes of personal integrity. This is a natural human right. Right educatio n does not try to educate children to be what adults would like them to be, does not condition them for mediocrity but trusts them to trust themselves, to trust their own sense of responsibility to themselves and their needs for the develop ment of their own human personality, potential and personal fulfillment. Right e ducation provides the conditions which are conducive to growth through learning ... engages the development of morality and intuitive, moral or 'spiritual' in telligence . Moral intelligence is natural intelligence which is adaptive becaus e it produces positive and meaningful creativity ('creative intelligence'). Righ t education respects children for who they really are - spiritual beings with th e potential of becoming mature, integrated, morally intelligent and therefore et hical, responsible and civilized adults able to cooperate peacefully and effecti vely in their efforts to resolve their human problems. For this reason we must p rovide universal education which fosters the facilitates their aspirations for self-actualisation and 'self-transcendance' in the development of their human po tential. Education for human excellence is education for the complete developmen t of the person as a whole or 'holistic education'. Holistic education engages t he psychological energy of motivation by spiritual needs or 'metaneeds' ('metamo tivation'). Metamotivation is intrinsic to the organism... 'intrinsic motivatio n'.