The theory of individual human potential and its realization

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Content C opyright THE THEORY OF INDIVIDUAL HUMAN POTENTIAL AND ITS REALIZATION by Frank Bosworth Hagler A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (PUBLIC ADMINISTRATION) June 1980 F rank Bosworth Hagler l9J3JL UNIVERSITY OF SOUTHERN CALIFORNIA THE GRADUATE SCHOOL UNIVERSITY PARK LOS ANGELES, CALIFORNIA 80007 This dissertation1 written by .................. -.f.r.�!l.ls: .. _J}QJ�Y:QJ;:_t; b .. JJ�gJ., gr. ...•.........•..•.•••.. under the direction of his. .... Dissertation Com mittee, and approved by all its members1 has been presented to and accepted by The Graduate Schoo/1 in partial fulfillment of requirements of the degree of DOCTOR OF PHILOSOPHY ··---------------- "- { .L� _(4 _d. __________ ------- Dean � I f DEDI CATION Thi s work is dedicated to the indiv idu al . ACKNOWLEDGEMENTS The mult i -campus School of Public Admini stration of the Univer sit y of Southern Cali fornia is an outs tand ing one--it radiates quali ty, :div ersit y, and warmth . I am most fortunate for the experience I have had wit h it. I would recommend it without reservation to anyone !serious ly concerned with the study of public and human affairs. i I Professor Ross Cl ayton, as Chai rman of my disse rta tion commi tt ee, has revealed him self, from my perspecti ve, to be a knowl edgeable, 1 ins ight ful, effective, respo ns ib le, and gracious guide . I hold the other members of my commi tt ee in great es t eem as well: Professor Willia m B. Storm for his qui ck, wide range of vis ion and the gif ts that he freely gi ves; and Professor Myron Dembo for his pertinent observa- tions and natural grace in idea shari ng . But it is the case tha t what I have said of each of these men applies to them all . I would also like to acknowledge the empathy and competence of, and again the graciou s gift of ti me by, the members of my guidance 1 I commi tt ee--those respo nsi ble for ushering me through the doctoral quali t I fying examina ti ons: Professor Alexander McEachern as Chai rman of the :commi tt ee; Dean Robert Bi ller ; and Professors Eli Gl ogow, John C. LeBlanc, and David Mars . This group easily warrants a complementary anecdote . During the process of the oral defense of the quali fying ,--�-------- examinations, I was asked to be temporarily excused from the group's deliberations. I paced the halls for a full 45 minutes, only to dis- cover, upon recall, that they immediately put their collective finger , upon a major, but what to me had been an unknown--weakness: that of an i inadequate perception of the of and great benefits to be ! fiable experiments. It is a lesson of paramount importance, including • to the present work. I would like to thank Chaman Lal, friend from the Indian subconti- nent, for his kingly grace and effective execution in typing both draft and final copies. This work places emphasis on new theory creation, and on i evidence which supports the central hypothesis (that individua} realization is a function of individual experiencing). In consequence, ! tribute has not been paid to many individuals and much published work which, throughout all history, has striven to support and has supported I ' ' the fulfillment of the individual. This debt ranges from the great religions and secular traditions on the one hand, to more recent re- i search--e.g., that of Abraham Maslow--on the other. TABLE OF CONTENTS ! 'DEDIC ATION �ACKNOWLEDGEM ENTS i !LIST OF ILLUSTRATIONS • • I I jLIST OF TABLES i Chapter I. II . III . INTRO DUCTION • • . • . • . Backgr ound and Purpose Defi nit ion of Key Ter ms Summary of Impl ica tion Domains Organiza tion of the Dissertati on REALIZAT ION AS A FUNCTION OF EXPE RIENCIN G: HYPOTH ESIS AND EVID ENTIAL SUPPORT • • • Central Hypothesis : Individual Realization is a Functi on of Individual Experie nce Impact of Envir onment on Realizati on: General Studies The Case of Adoptio n Adult Realiza tio n Support from Anthropology Support from the Physical Sciences Negative Experie ncing , Negative Real iz ati on THEOR Y OF INDIV IDUAL HUMA N POT ENT IAL . I ndividual Developme nt ; Individual Gratif ic ation Individual Human Attri butes . . . . . . . ,. Basic Individual Human Attributes Individual Gratificati onal At tributes Si mple Analy tic Profile of Reali zation ii iii vi ii ix 18 46 Chapter IV. v. VI. Key Reali zation Control Attrib utes Degrees of Manifes tation of Indiv idual Human Potential Indiv idual Human Attrib utes and the Li fe Experience Real ized , Unrealized , and Reali zable Individual Potential Reali zed Indivi dual Potential Unrealized Indivi dual Potential Reali zable Indiv idua l Potential Total Indiv idua l Potential Indi vidual Human Potential: Posi tive and Negative Posi tive and Negative Indiv idual Develop ment Posi tive and Negative Individual Gratif icat ion THEORY OF EXPERIENC ING AS MEANS TO INDIV IDUAL REA LIZATION • • • The Indiv idual Experiencing Envir onment Real izat ion Contribution Potential (RCP ) The Composite Real izable Ideal Experi encing Envi ronmen t Evolution : Implications for Real izat ion Contemporary Indiv idual Realization Optimal Indivi dual Realization Experi encing and Indiv idual Real izat io n Theory of Equip otential i ty THEOR Y OF MEASUREM ENT OF INDIV IDUAL HUMAN POTENT IAL AND OF ITS REALIZAT ION Fundamental Measurement Domains Types of Measurement Modes of Measuring Spec ial Considerat ions in Measurement Measurement of Unconstrained Activi ty IM PLICAT IONS . Implica tion Domain: The Workpla ce, the Organizat ion , and National Productivi ty Impl icat ion Domain: Education Impl icat ion Domain: Health and Di sease Implication Domain: Indiv idual Reali zation from the Fetus to the Aged 71 102 135 ·chapter Impl icat ion Domain: Genetics and Individual Real izat ion Impl icat ion Domain: Unconstrained Activ it y, Interperson al Inter action , and Psy cho- therapy Impl icat ion Domain: Entrepreneurship Impl icat ion Domain: Measurement Researc h Implication Domain: Research in the Theory of Experie ncing Implication Domain: Theory of Experiencing, Suppl emental Hypotheses Implication Domain: Attrib ute Researc h Implication Domain: Assessment of Exis ting Social Enti ties and Protocol Impl ication Domain: The Composite Real iz able Ideal Implication Domain: Impact on Government Impl icat ion Domain: The Ri ght of Indiv idual Realization Impli cat ion Domain: The Future of Democracy j REFERENCE NOTES AND BI BLIOGRAPHY .••••• 167 I • .I _, ,,-.Y!ll ,-�---·-------�-----�-- ' Figure 1 2 LIST OF ILLUSTRATIONS Forms of Individual Human Potential with Major Realizatio n Components Type of Measure ment Hierarc hy • 48 112 'Table 1 2 3 LIST OF TABLES Basic Individ ual Attrib utes/ Attri bute Categor ies • • • Gratificat ional Attributes / Attrib ute Categor ies Key Reali zation Control At tri butes . . • • • 51 53 56 CHAPTER I INTRODU CT ION This chapter briefl y introduces the bac kgrou nd and purpose of the , disse rtation , as well as the disse rtation it self . Key terms are def in ed , and im pl ic ati on domains are id entifi ed. Finally , the orga niza tion of the diss ertation is noted , and several approach suggestio ns are offered to readers of diffe rent types . Backgro und and Purpose Thi s paper was born of the ul tim ate contr asts in human reality--of the decay of individua ls , and of the outrage whi ch this decay vi sits on the human spiri t; of endlessly wi tnessed barriers to fulf ill men t in contrast wi th soar ing transce ndence; of exhi lara ting camaraderie in contras t wi th vast alo neness; of princip les of desi gning soc ial systems! in posit ive tension with the overwhelming sac redness of every indivi- dual. The li st is long in deed. New theory creat ion is its elf a form of research. The research underpinning this work has in volved extensive revi ew of exis ting li tera4 ture, and new theory creat ion. The ul tima te purpose of thi s paper is the creat ion of a theoretica ] basis for a new age of indiv idual human fulf ill ment , satis faction , and happin ess. Integral wi th this new age wi ll be the fl uid soc iet y . The fl uid soc iet y is chara cteri zed by its respo nsive ness to the challenge of the full est possib le reali zation of all individu als . At root of the fl uid soc iet y is the freedom to become. This work aspires to establish a theoretical base to enable a spiri t of rising enthusiasm to envelop and transport the chi ld calle d "f reedom to become" . Thi s work further aspires to catalyz e thinking to . i the end of an evolving desi gning of the fl uid society its el f--a design- 1 ing whi ch ult ima tel y rests in the hands of all peopl e. The possibilities of exis tence all too often are perceived only obscurely and partiall y by the indiv idual . Beyond this , exis ting soc ia l -··· ----�·-··· ····-· -··········-- ··�-·- enti ties and protocol , in their curre nt state of design , are often lim ited in their capacity to enable individual reali zation . The possi-, bilities of exis tence must be made real--so real that their very real - can be touched by the consc iousne ss of the indiv idual . And when this happens, as it wi ll , the new age of the real izat ion of indiv idual human potential wi ll flou rish. This is a rooted work. It is rooted, fi rst of all , in an all- consu mi ng concern for all indiv iduals --and in al l-consumi ng concern for1 all individ uals . Secondly, this work springs in angry , inform ed, del i- berative , and deepl y caring reac tion agains t a portion of the "what is"- -aga ins t that portion in fected by the bl ight of needl ess barr iers to the realizat ion of every individua l. Th irdl y , this work springs from a vi sion in to the in fini tely poss ible in human affair s, a vi sion affirmed by both the exis tence of hi story, and by eternity itself . Fin ally , and most im portantly , this work aspires to be based in the posit ive dreams of all those who have liv ed , and all those who are liv ing now. • Defi ni tion of Key Terms New theory creation resu lts, perhaps in many cases necessaril y, in new terminology (and when thi s is the case, ter mino logical br idges to exis ting com mon re fere nt terminology mus t be constructed). This work has resu lted in a subs tantial number of new ter ms . The higher levels of the defi ni tions of the more sig ni fic ant of these term s are pr esented below; it is not felt warranted to pr esent new meas urement terminology (Chapter V) here. In the prese nt work, at leas t, the only path into the concep ts im bedded in the theory is via the pr esented ter min ol ogy. Attributes . See individual human attributes . Basic individual human attributes . One of three main di visi ons of individual human attributes . Natural or acquired capacities or abiliti es for mental or physic al acti on. Table 1 lis ts suggested basic individual attributes/attribute categories . Composi te reali zable id eal . Certain individuals mani fest extraor dinary realizat ion levels on a by-developmental or by-gr atifi cational attribute basis . The composit e realizable ideal is a concep tual extrac t of these uniquely high rea lization levels, and their congea lm ent into a composit e reali zable ideal . Increas es as a functi on of the mi lieu . Cf. reali zable individual potenti al . Develop ment. Also individual human developm ent . Any change in the natural or acquired capacities or abili ties for gratificati on or for mental or physical actio n . Accrues to all attributes . One of two fu nda mental results of the life experiencing proc ess (the other being gratifica tio n) . 4 - -- - --- Experie nced st ream. The fl ow of experie nc� from the individual experi encing environment to the give n experi encing individu al . Origi nates in externals sensing and in self sensing, and culmi- nates in individual real iz at ion. Experie ncing envir onment. See externally percei ved experie ncing envi- ronment and individual experie ncing environment. Experie nt ial accessi bil i ty (to experie ncing envi ronment RCP) . Fi rst presumes physical accessibil it y. The relat ionship between the gi ven experie ncing individual's current state of realiza tion, and experie ncing envir onment RCP (where the lat ter mus t be inter- preted in lig ht of its degree of acti vati on versus la tenc y) . Externally perceived experie ncing envir onment. An experie ncing en viron- ment as perceived by an external observer. To be dis ti nguished from individual experienci ng envir onmen t, a dis tinc tio n of si gni- fic ance in, for example, RCP measure men t. Major deli neators of externally perceived and individual experie nc ing envir onment are equivale nt ; see defi nit ion of lat ter for ela borati on. Individual experienc ing envi ron ment. A given experie nc ing environment as seen or experie nced from the perspecti ve of a gi ven experienc- ing individual (and therefore to be disti nguished from externally perceived experie ncing envir onment) . Major del inea tors are content (see working defi niti on of realit y in secti on titl ed The Individual Experie ncing Envir onment), experie ncing peri od, and accessi bilit y to experie ncing (both physical and experie nti al accessi bilit y) . 5 Individual human attri butes. Also at tribut�s. All developed or deve- lopa ble ind iv idual human faculti es, capaci ties , or abilities. Subdivided into : basic individual human attri butes; individual grati ficational at tri butes ; and key realiz ation control at tribute s.: Individual (human ) potenti al. Everything we have become (reali zed potent ial) and can become. Bounds the fundamen tal results of the life experiencing process, i. e. , bounds all develo pment and all grati fic atio n, whether past, prese nt, or fut ure. Forms are realiz� ed individual potent ial, reali zable ind ividual potentia l , to tal individual potenti al, unrealized individual potent ial , and mille n- nial individual potenti al. Als o characterized by degre e of mani- festati on (see sectio n so titl ed) . ! Individual life experie nce . Includes the envir onmen tal exposure of the · individu al , at tribute inv ocat ion , any gratifi cation whic h resul ts from attri bute inv ocatio n , and any att ri bute developmen t which results from environ men tal exp osure /a tt ri bute invo cati on/g ratifi - catio n. Same as life exper iencing process; see for al ternativ e graphic defi nit ion. Invocatio n (of an at tri bute) . The using or bri nging into pl ay of a basic individual human at tribute, or the activ at ing of a gratifi- catio nal at tribute (wit h the pri mary result of gratifi cat ion) . Gratif ica tio n. Everything we feel; analogue of affect in psychology. Deriv es from inv ocatio n of gratifi cati onal at tributes , ei ther direc tly , or in directl y (as a result of associat ional status with now-being-i nvoked basic individual human attri butes). One of two fundamental results of the life experiencing process (the other being development). Gratificat iona l attri butes. One of three main divis ions of individual human attribu tes. Natural or acquire d abili ties to experience gratific ati on in any of its multi pl e manife stati ons. Tab le 2 lists suggested gratificat ional attrib utes/attri bute cate gories. Key realiza tio n control attributes . One of three main divi si ons of individual human attri butes. Descripti ve of several aspects of propensi ties and potentials to develop and achieve gratific atio n-- yet are themselves subj ect to development . Ta ble 3 lists suggest- ed key realizati on control attributes . Latent RCP (i n an experie ncing environ ment and/or individu al ). Paten- tial RCP . RCP lying ju st beneath the acti ve-status RCP surface of the environ men t or individual. Life experie ncing process. Th at comprehensively enveloping process, both int ernal and external , through which each of us walks acro ss the scope of the life span (or some ti me subset thereof) . See individual life experience for more expl icit defi nitio n. Millennia! individual potenti al . The sum of reali zed and unreali zed individual potenti al . Cf . total individual potential . Negati ve realizati on. Comprised of negati ve development and/or nega- ti ve gratif ic ation . Negati vity is a ju dgment which fl ows from the value frame (s) of reference and content thereof. Op timal individual realiz ati on. Requires the individu al 's exposure to a progress ion of experie nci ng environ ment RCP's; the rate of this 7 must result in continuous maintenance of an optimum realization gap between the individual's evolving realization base on the one hand, and the experiencing environment RCP chain itself, : on the other hand. Positive realization. Comprised of positive development and/or positive gratification. Positivity is a judgment which flows from the value frame (s) of reference and content thereof. Realization contribution potential. Realizable individ�al potential. The type (by attribute) and amount of realization practically assimilatable by a given experiencing individual under enveloping or specified (including optimal) experiencing conditions. Its upper limit is the composite reali zable ideal. Realization. In its primary meaning, equivalent to individual realiza tion and as well to realized individual potential (see latter term for definition). Secondary meaning of realizing process. Realization contribution potential. Also RCP. The potential to contribute to realization. May be the RCP of one or more indivi duals, of an experiencing environment exclusive of individuals, or of an experiencing environment inclusive of one or more indivi duals; the latter is presumed unless otherwise stated. This over all experiencing environment RCP is the sum of the RCP of the experiencing environment exclusive of individuals, plus the RCP of each included individual, plus an RCP interaction factor. Externally perceived and individual experiencing environment RCP diffe rs; see text di scussion . Realized indiv idual potenti al . Every thing we have become, have felt , and have at this moment the faculties and capacities to do and feel. More spec ificall y , the sum of reali zed development and reali zed gratif icat i on. Also the sum of the his torically realiz ed the current state of realiz ation, and the now being incre mentall y realiz ed (see sect ion ti tled Real iz ed Indiv idual Potenti al). To tal indiv idual potential . The sum of reali zed and realiz able indivi- dual potenti al . There is a sec ond total indiv idua l potentia l; see mi lle nnial indivi dual potentia l. !unreali zed indiv idual (human) potentia l. Potential not yet reali zed by the given experi encing indivi dual (this potential includes poten- tial not yet realiz ed--ins ofar as we are reasonably able to deter- mi ne--by any indiv idual ; unreal i zed indiv idual potential is there- fore an infin i te varia ble) . Cf . real i zable individual potential . 9 Summarr of Implication Domains The fi nal chapter addresses a series of imp licati on domains . In 'the case of each doma in , research and other direct experimental action ,is suggested where appro pri ate. Direct experimental acti on fl ows from I 'individuals thems elv es, but can as well be conceptualized as fl owing from social entiti es such as communi ties and organi zati ons . A fin al I ! category of possi bl e action , one which alre ady exist s in many in s tances is si mply the union of research prin ciples wi th direct experimental action. The workplace, the organi zation , and nation al pro ductivity are addressed in the firs t im plic ation domain. It is hypothesiz ed that the addi tion of the objecti ve of individual realiza tion to the tradit ional I ! objecti ves of organi zati ons wi ll have a positi ve imp act in a numb er of I ways . Action to explore and tes t this hypothesis is pro posed . It is expected that results of such acti on would benefit individuals, 1 za tions, societ y, and the nation al economy . · organi- � In the domain of education , it is hypothesi zed that in jecti ng the I j experie ntial as the basis for educati on would increase individual reali I zati on (and ulti mately, thereby, soci al product as well) . Research and direct experim ental action to explore this hypothesis is proposed. Ex- periential education, at leas t in many instan ces, can uti lize exis ting resources and RCP, and can offer a wide range of benefit s, inclu din g some tha t might be totall y unexpected ; several examples are suggested . The major im plic at ions, gi ven valida tion of the hypothesis by action , 10 include the transformation of educat ion , and sharply in cre ased indivi- dual realizat ion among the student popula tion. I A maj or hy pothesis fl owing from this work , and partially validat ed' by it , are that heal th and di sease are maj or functions of indiv idual 'realizat io n. In other words, for example , the cause of much mental and I I physical di sease may be found to reside in soc ial entities and protocol il l-d esigned from the point of view of indiv idual reali zation . Action to explore this hy pothesis is suggested. If the hypothesis is validat- 1 I ed , much of the conc ept of the cause of heal th and dis ease wi ll be transformed . Biomedi cal research and medi cal treatment could be sub- stantially im pact ed. 1 The next imp lication domain presents a series of hy potheses rangin1 acro ss fetal realiz atio n , chi ld realizat io n, adult real izat ion , and the ! RCP resident in the aged. It is hypothesi zed, wi th some support from I this work, that fetal realizat ion is a function of the familial experi- I I encin g envi ron ment; that the ch aracter of adult realizat io n flo ws from the character of adult experie nc ing ; that ch ild and infant reali zation has the potential to beco me a mi crocos m of adult realizat ion ; and that there is , in addition to al ready extant contribut ions , RCP resident in the aged which can be transformed to the benefit of all of us. Action to explore each of these hypotheses is suggested. Validation of these hypotheses would lead to a number of imp lications. The concep t of chi l lcare would be extended in an inf ormed way back through the enti re preg- nancy span . Protocol to assess realizat ion must be increasingly di ffer entiated to reflect the experiential. A new overar ching conception of ' I the inf ant and child would be established. And the I lives of the aged and of all of us can be tra nsformed for the bett er. It is hypothesi zed , with support from this work , that genetic ; factors are non- si gni fi cant predictors of the var iet ies of and depths i of individual realiza ti on, at least when compared with the pro found influence of the life experiencing pro cess . Additional research is suggested . Hypothesis validation would le nd additional suppor t to the theory of individual human potential and its reali zation , to the theory of equipot enti ality , and to theories and systems of political equal ity. The next hypothesis suggests that the quality and extent of an individual's unconstrained or free time activity (positive versus nega- tive self , inter person al , and soci al action) is a function of individua� I I I realiz ati on. In this general imp li cation domain , two other hypotheses are added. In the fi rst of these, it is suggested that individual defi � i cie ncies in interp ersonal or soci al intera ction can be overcome by rele� 1 1 I l vant , dominantly positive experie nci ng. The fi nal hypothesis in this i ! domain is that psychotherapy can continue its already self-i nitia ted l tr � nsfor mation into the therapies of develo pment and grati fi cation . i I 'Action for exploring im plica tion noted is these several hypotheses is suggested . The fi rst the revelation of a tool, already in the hands and I i minds of everyo ne, for "reading" unconstrained or free time acti vity; that is , unconstrained activity is the mirror of the soul , and directly reflects all of our accu mulated experiencing . Armed with this idea of why something is bei ng done, individuals could then act accor di ngly in reso lution (i n the case of negative unconstrained activit y ) or emula- • tion (in the case of positi ve unconstrained acti vi ty) . The form of ;such resolu ti on would be experie ncing whic h yielde d posi ti ve reali zation to equivalent or relate d attri butes. Increasing use of therapies of development and gratific at ion in psychotherapy would result in in creas- ' ing positi ve real izati on. It is hypothesiz ed that in creased entrepre neurial facilita tion l would resul t in enhanced realiza tio n of the individuals involv ed ; and, by providing a cl ari fied escape value to counter excessi ve co-optat ion of individual creativi ty by comp lex org aniz ati ons , effect in crease d creati vi ty and individual real izati on both wi thin and ext ernal to those orga niza tions. Follo w-up acti on is il lus trated by a venture type which 1would dra w both busi ness schools and the commun it y into entrepreneur- ship. Perhaps the most fundamen tal im pl icatio n, alre ady im pl ied, is that of in creased individual realiz atio n. Beyond this, however, si nc e entrepreneurship is perhaps the basic unit of soci al product innova tio n and efficie ncy, the economy itse lf would be invi gorated to the extent that such inc re mental faci litat ion occurre d. The catalogu ing and evaluation of ins t ruments currently availa ble for assessi ng individual realiza ti on is recommended, as is a honed inquiry into the utilit y of common referent crystallizatio n. Results would, in the former case, establi sh a base fro m which the rationale set for further assessment instru ment design would be, at leas t in part, I lder ivab le. Crystalliza tion of common refere nts of use to individual real iza tion would of course aid tha t realizat ion, and several examples are prese nted. It is suggested that a theory of dimensions of experiencing be elaborated. The vast possibilities of experiencing can perhaps be made more apparent by construction of experiencing environment and experienc4 ing environment RCP typologies. Experiencing environment boundary per ,meability analysis and realization barrier detection analysis is sugges� 'ed. A theory of dimensions of experiencing would assist in clarifying I l the dimensions of (or attributes of) realization. The other suggested J j inquiry efforts will accentuate both experiential network possibilities,\ l and facilitation of experiential migration itself. I i Several hypotheses supplemental to experiencing as means to indivi 1 I ! dual realization are presented. It is first suggested that there is an !"impulse to experience". It is further suggested that full experiencin� ! ! environment shifts are to be preferred over any partial shifts which I � � might establish internal experiencing environment inconsistency, incom- 1 patibility, or confusion. The final hypothesis in this domain is that 1 !individuals can develop the ability to optimally realize in hyper-comple1!x I :experiencing environments. Actions and observations related to the testing of these hypotheses are offered. Validation of the impulse to experience hypothesis would support the basic themes of this work, and as well inform principles of designing experiential RCP networks. Ex- :ploration of the partial versus full experiencing environment shift !hypothesis will inform our abilities to migrate across experiential I ! jboundaries in an optimal way. Validation of the hypothesis that indivi- 1 duals can develop the ability to optimally realize in hyper-complex experiencing environments would credit the individual with the capacity 14 experient ial RCP network desig n, and contri bute to the confide nce of the individual in confront ing his ,or her own real izati on enabling ju dgment sit uat ions. Further at tribute research is ind ic ated, including in the concept i of at tri bute invo catio n, and in the possi bili ties for posi tive modific a� ! tion in the key real iz atio n control att ri but es. For example, the abil- ! I ' iti es to sus tai n and recall positi ve gratifi catio n may be developable ' i at tri butes! It is sugge s ted tha t the research holds im pli catio ns for stre ngthening both the theory of individual human potential, and it s realiz atio n. Existi ng social ent it ies and si gnific ant social protocol can be profile d in rel ati ve RCP terms . Such profil es can be amended by RCP I late ncy assessments on a by-experie ncing enviro nment basis. The late nc� I factors themselves can be weighted by la tency acti vatio n cost assess- 1 ment, by RCP relat ive value scales, and by a factor reflec ting the scar� ci ty/av aila bilit y of equivalent or relate d RCP wi thin the accessi bilit y domain under consideratio n. The imp lic at ions include the exposure, on 1 a relati ve scale, of our mos t inhuman and our most re warding experienc- [ing environ ment s. Envir onmen t eli mina tio n or enhancement decis ions can be accor d i ngly informed, an acti vit y which would supple ment the desig n- ing of new high RCP envir onments and experi ential mi gratio n networks. The cons truct ion of the composite reali zable ide al is su ggested, parti cularly in lig ht of peak reali zations as manifes ted in anth ropolog and complex societ y. The result coul d be tangib le insp iratio n. ("You see? It is possibl e".) 15 ,--�-it� i ;hypothesi zed that the ori enta tio n and scope of government . ·1 would change gi ven concrete and effecti ve act ion to the end of the I 1 experie nt iall y fl uid socie ty. Gover nment programs currently designed · to admi nis ter to the fallout from negati ve realiza tio n would be in creas� ! ingly less necessary. Given gro wing positi ve realizat ion, indiv iduals would increas ingly engage in posi tive self, in terperso nal, and social act ion, reduci ng selected government func t ions which currently endeavor to encourage such action. On the other hand, govern ment might acquire a small new function of facilitato r of individual realizati on. This work suggests, by it s character, the ri ght of individual realizatio n. This rig ht is seen as a concreti zing formulation of ri ght, long advocated by our herit age. The fi nal im pl ica tion domain concerns the future of democrary. Freedom of speech mus t be balanced by the freedom to be heard. It is hypothesi zed tha t a sense of inc reasing control over the external envi- ronment dire ctl y in creases positi ve realiza tio n. The artic ula tio n of what are cal led the social statement and the self statement--b oth made by individua ls --could consti tute the mand ate for government, and infor m our act ions . Organization of the Dissertation Subsequent to the introduction, this work immediately turns to its · central hypothesis--that individual realization is a function of indivi� dual experiencing--and to related evidence. This reverses a common procedure of presenting a theory, and only subsequently the evidence related to the theory. I This "experience first n order not only reflects • the theme of this work, but it is suggested as the "living" entry--made more alive by the activation of analogue experiences in your own mind-- into the theory material. Core theoretical material is in Chapters III , IV, and V; these three chapters, at least, should be read in the indicated sequence. The preceding section defining key terms may prove useful. The final chapter elaborates implications summarized in Chapter I. I ' CHAPTER II REAL IZATION AS A FUNCTION OF EXPERIENC ING : HYPOTHESIS AND EVIDENTIAL SUPPORT This chapter explici tly prese nts a hypothesis im plicitl y in tegral to the theoretic al dis cussion of the following chapters, namely tha t :re alized individual potenti al is a functi on of individual experie ncing . The bulk of the chapter concerns itse lf with a prese ntati on of evidence i relate d to the hypothesis . The evidence prese nte d is appr opria tely !dra wn from di verse envir onmen ts, ranging from a generalized group ing of studie s to more speciali zed grou pi ngs . The fi nal group ing considered is that of negat ive experie ncing . In the studies prese nted here, a variet y of asses sment ins trumen ts are referenced. These ins truments can be vie wed as ins t ruments for assessing aspects of realizat ion, for assessi ng levels of attri bute development, or for assessi ng types of and degrees of gratificati on . Central Hypothe sis: Individual Reali zati on Is a Function of Individual Experience Thi s work hypothesiz es that realized individual potential is a func ti on of individual experience . An alternative and equivale nt state� ment of the hypothesis is that individual realizati on is the result of that life experie ncing process which comprehensively envelop s the indi- vidual for every second of his or her exi st ence. This experie nce is rooted in externals sens ing and in self-se ns ing, and increas ingly augmen ts the base of individual reali zation. The base of individual real iz ati on, as it becomes enlarged, is increas ingly capabl e of advanc- • ing its own realizat ion, a conceptio n whic h permi ts us to relegate the husk of a determin is ti c behavi oris m to a posi tio n of merely early st age : realizat ion. As a butt erfl y lea ves its cocoon, so behind these words lies the legendary magic of the human soul . Here 'experien ce ' is used in th e sense of 'realize d experience ', in that potential experiencing whic h an individual 't unes out ' or otherwi se effectively bl ocks is no t experie nced . Thus typic al kinds of experie ncing generate typ ical kinds of reali[ zatio n. Fuller, ric her, and more varied experie ncing establi shes a greater breadt h and depth of individual human realizati on ; conversel y, limited or constric ted experie nci ng yields net zero or negative reali- zatio n. Impact of Environment on Realization: General Studies A great deal of research has been performed with regard to the influence of socioeconomic status (SES) and/or family structure on the mental development of children. More recently, however, it has been ;increasingly well-established that specific aspects of a child's experiencing environment are significantly more predictive of mental jdevelopment than is either SES, or the SES/family structure variables i ;combined; these experiencing environment aspects are often called "environmental processes" in the literature referenced in this section. Results supporting this relatively greater role of environmental iprocesses in the development process have been reported by, for example Bayley and Schaefer (1964), Beckwith (1971), Bloom (1964), Bradley and ' !Caldwell (1976a, 1976b), Caldwell (1968), Elardo, Bradley, and Caldwell i (1975, 1977a, 1977b), McCall, Appelbaum, and Hogarty (1973), Marjori- banks (1972), Moore (1968), Plowden (1967), Wachs, Uzgiris, and Hunt ; (1971), Walberg and Marjoribanks (197 3), White and Watts (1973) and ::::.::::•i: ) �ev::::.:::·:::·�:.: r :::::t:: g :: f :::: c :n::p:::::: n :: n :::. I vs. female status and black vs. white status (see Elardo et al., 1977a)1 Some of the more recent among these investigations of environmenta� I impact on development have used a 45 item inventory structured into six i subscales. The inventory, called HOME for Home Observation for Measure1 I ment of the Environment (original version by Caldwell, Heider, and I Kaplan, 1966) has been indicated by research to be a realible and valid i i Elardo, Bradley, and Caldwell, 1975, 1977a; Hallenbeck, 197 8). The six environmental process subscales are: provision of appropriate play material; emotional and verbal responsivity of the mother; maternal involvement with the child; opportunities for variety in daily routine; organization of physical and temporal environment; and avoidance of restriction and punishment. In the latest study cited here, the correlation coefficient between IQ 1 as the criterion variable and the aggregation of the six environ- mental subscales was .7 4, while that between IQ and the four socio- economic status subscales was only .56--a difference which reflects "much better" prediction capability on the part of the environmental process variables (Elardo et al., 1977a, p. 699) . The several criterion variables used in the research results reported here (e.g., instruments for assessing cognitive, psychological, or psycholinguistic development) are, in the terms of this work, instru- ments for the assessment of individual human development across the indicated attributes (see Chapter III) ; they are in the same way instru• ments for the assessment of aspects of individual human realization. The six subscales of the HOME environmental process inventory are one effort at describing influential aspects of a child's experiencing environment. Several measures of cognitive development were employed in the various studies cited. More uncommonly, Elardo et al. (1977b) used the Illinois Test of Psycholinguistic Abilities; Wachs et al. (1971) measured the impact of environmental stimulation by means of the Infant Psychological Development Scale. r--- ------------- ------- --- ---------------- - -- - -------, I Various studies indicate that shifts from deprived to enriched 1 I I I I 1 environments result in very substantial IQ shifts. Ferguson (1973) has catalogued some of these results in the case of young children for I studies covering periods of from one to several years. In these studie�, positive IQ shifts on the part of the group moving into the enriched I environment are, for example and vis-a-vis the control group, 20, 23.5,1 I I 30, and 46. A positive IQ shift of 46 points is "the difference betwee� I near-moronic and gifted intell igence" (p. 264). 1 I Eye blink response has been used to study the rate of infant develi I opment of the intersection of two infant attributes: that of becoming I accustomed to a visual, and that of responding to a sudden movement of I that visual (as judged by eye blink) (Greenberg, Uzgiris, & Hunt, l968)j i Infants awarded an opportunity for visual accustomization (to a stable I pattern) beginning at five weeks of age developed the blink-response i after an average of two weeks; infants offered no opportunity for visua+ I accustomization to the same stable pattern developed the blink-response ! after 5.4 weeks of testing. The authors conclude that "Here is one mor+ bit of evidence of the importance of circumstances encountered on develf I opment during infancy, one more bit of evidence of the plasticity of infant development" (p. 172). Further, the authors suggest, because the experiment was conducted in an uncontrolled home environment, that I the variables studied nhave ample strength . . . to dominate the uncontro t- 1 led factors" (p. 174). In a study of tactile-kinesthetic stimulation given to premature I infants, an experimental group made significant gains in neurological I - ------------- � development, weight, and mental development as measured by the Bayley scales (Rice, 1977). Gains were contrasted against a limited gain control group. A defined protocol of stimulation was administered by the mother for a period of one month, but only began upon discharge from the hospital's premature nursery. Assessment occurred 9-11 weeks after cessation of treatment, or at four months of age; thus gains were maintained beyond the treatment period. Similar results, derived from tactile, kinesthetic, visual, and auditory stimulation of premature infants, have been obtained (Neal, 1968 ; Scarr- Salapetek & Williams, Note 2). Even quality of eyesight is now recognized to be a function of experience. For example, in a recent study of a test group of 822 children, control group children developed a myopia incidence three times greater than that for the experimental group (New, 1977 /1978, p. 11-5) 2 . A recent animal study supports this contention that ''the effects of different visual experiences on neural connectivity in the brain [and therefore on the quality of vision] are well-established" (p. 11 -5). Researchers recently conducted a study wherein a middle-sized community (Harrisburg, Pennsylvania) was rated along a number of environmental dimensions (both social and physical) by two groups of individuals. One group of raters had recently moved to Harrisburg from, a small town or rural environment, whereas the second group of raters The reference source cited here employs a dual number hyphenated pagination scheme. had moved to Harris burg fro m large metropolita n areas. The lat ter category of new Harrisburg residents "f ormed a more accurate and more full y articula ted cognit ive map of their new enviro nment compared to the newcomers fro m small er communi ties" (Wohlwi ll and Kohn, 1976, p. 50). The Harris burg st udy thus suggests tha t the abilit y to compre hend and approac h mast ery over an enviro nment (in this case, a complex environ- ment) is a func tio n of pre vious related experience. Si milarly in a study which correl ated hi ghly creative architects wi th aspects of their life his tory, MacKinnon (1962) establ ished that The fami lies of the more creati ve architects tended to move more frequently, whether wi thin a si ngle communi ty, or from com munit y to commu nity. Thi s, combined wi th the fact that the more creati ve architects as youngsters were gi ven very much more freedom to roam and to explore widely, provided for them an enri chmen t of experie nce both cult ural and personal which their less creative peers did not have. (p. 492) An unusual analys is of 400 eminent individuals was recentl y concluded (Goertzel and Goertzel , 1962). Individuals selected for the designa tion of eminen ce had to be descri bed in a standard refere nce work and have a minim um of two bi ographical books (one if born outside the Unit ed States) on the shelves of a lib rary in a prospe rous New Jersey communit y. A fi nal selec ti on cri terion was that they must have lived in to the twentiet h century. The purpose of the anal ysis, refle ct � ed in the titl e of the book (Cradles of Emin ence) was to precipitate ou� ! of the extens ive readings cat egoriz atio ns of the emotional and intellec� tual cl ima tes in which these dis ti nguished perso ns were reared. The anal ysis spans 300 pages, but the category summary merely 2 1/2. Pondering over these 2 1/2 pages at length, the al most unexpectedl y 24 I common rearing environment themes which this writer extracted are flux, contrast, adversity, and variation. For example, most of the 400 drift- ed to progressively larger urban areas. Two - thirds of the physicians, lawyers, and scientists experienced early exploration, freedom, and responsibility. Parents were characterized as curious, experim ental, restless, seeking; one or both parents exhibited a strong drive toward intellectual or creative achievement. Three - fourths had childhoods described as "troubled" ; fully one - quarter were handicapped; 14 percent experienced what was characterized as an "extremely traumatic" loss of a sibling; 60 percent disliked schools and teachers. Beyond the four characterizations of flux, contrast, adversity, and variation, almost all of the 400 exhibited a love of learning, physical exuberance, and persistent drive; these characteristics may come with the territory. -- --- ----��----- ---�--�----�- The Case of Adoption The case of adoption, where there is an abrupt shift in the quality of the experiencing environment, directly supports the hypothesis that realization is a function of experiencing. Moreover, the results of the first study presented here suggest that inherited genetic differences across children are inconsequential in light of the massive influence of the experiencing environment. In a recent well - controlled French study, a subject sample of adopted children whose biological parents were certifiably unskilled workers was obtained (Schiff, Duyme, Stewart, Tomkiewicz, & Feingold, 1978). All adopted children were adopted into families of high socio professional status. Subsequent performance of the adopted children using three distinct measures -- school failure rate, the French ECNI (Echelle Collective de Niveau Intellectuel ) IQ test, and the WISC (Wechsler Intelligence Scale for Children ) IQ test -- revealed essential equivalence between the performance of the adopted children and the children in the adopting social class, a level of performance sharply higher than would have been expected from the social class of origin. The control group consisted of non - adopted siblings of the adopted children. The control group was therefore the biological equivalent of the subject sample. The performance of the control group revealed essential equivalence with the performance of children of the unskilled working class. For example, the adopted children had a 13% failure rate and the control group a 56% failure rate; and for purposes of ------ -· ·--·· ---- assessi ng consist ency of resul ts in lig ht of rear ing soci al cl ass, average perfor mance of chi ldre n of the adopti ng soci al class was a 15% fai lure rate, while the average perfor mance of unskil led working cl ass childre n was a 55% fai lure rate . Contrasts were si milar for IQ resultst The si x researchers conclude that "the mos t economi cal interpre- tati on •.• is that there are no im portant genetic diffe re nces between ' soci al grou ps" (p. 1504). That is, becaus e of the degree of genetic : equivalence between the subject group and the si bli ngs in the control 'group, genetic factors are estab li shed as non-s igni fi cant predict ors of school fail ure rate and IQ tes t perfor mance. In contrast, the exper- ienc ing environ ment is here seen to in effect exclus ively determine the degree of att ri bute realizat ion, a degree the measure of which was 'app roxi mated by the school and intellec tual perfor mance and development .ins truments empl oyed. A si milar st udy (though no t cont roll ed for genetics) was conducted in the United States with infants who were pl aced in fos ter homes prior to si x months of age, and who were tracked and periodi cally tes ted into adolesce nce. The intellec tual level of the childre n "r emained consist- ently higher than would have been predic ted from the in tellec tual, educat ional, or socioec onomic level of the true parents" (Skodak & Skeels , 1949, pp. 116-117). Further, the at tained intellec tual level met or surpassed that which would have been predic ted as a result of the intellec tual, educatio nal or socioec onomic level of the foster pare nts . Ferguson (1973) reports on Henry Oleric h, "who so belie ved in innate human potential that he decided to prove-his theories-onvioi � an eight-month-old orphan of apparently average development and in somewhat poor health. By age three Viola was a wunderkind, described as 'the most advanced juvenile scholar on record"' (p. 255). These cases of adoption clearly suggest that realization is a 'function of experiencing by providing us with instances of abrupt shifts in the experiencing environment, shifts wherein the children rapidly and without significant exception assumed rates of and levels 'of development which would be expected from an analysis of the new environment alone. Adult Realization Most developmental analysis has been done with children, and not with adults. Moreover, when adult development has been assessed, it has most frequently been assessed on a basis which assumes there is no change in the character or quality of development over the life span-- and that therefore it is only relevant to measure quantitative increase in those aspects of development by means of which we assess the young. 1I n the terms of this work, techniques for assessment of adult realiza- tion assume that the same attribute grouping used to assess the young :should be used to assess the middle-aged and old. Thus revelation of I the impact of the results of experience on adult realization is hidden, 1 at least in part if not in the main, by virtue of development or reali- 1 I zation assessment techniques used. A major exponent of these insights ·is Schaie (e. g. , Schaie and Gribbin, 19 75; Schaie and Parham, 19 77; Schaie, 19 77 -78). Schaie, after several decades of research and res- ponsibility in the area, quite simply argues "that the processes which have been documented for the acquisition of cognitive structures and functions in childhood and during the early adult phase may not be relevant to the maintenance of functions and reorganization of structur4 es required to meet the demands of later life" (Schaie, 19 77, pp. 130- 131) . Flavell (1970) observes that the most important adult cognitive changes are probably the result of life experiences; Schaie agrees, extending the principle to children as well. Schaie (1977) proposes a -�-�- --------- .. - ------ ---- ------------------------�------�----- model for adult cogniti ve develo pmen t. The model is a sequentiall y staged model, wit h stages termed acquisi ti ve, achie ving, respo nsib le, executiv e, and rei ntegrati ve. Schaie is led to his model by his feel- ing that "our search should lead us to an analys is of changes in cogni- ti ve require ments posed J?.y envir onmen tal press" (p. 13 2; it alics added) ·• In this context, "e nviro nmen tal press" might be interp reted as the inf luence which the environment exercise s over the individual. Schaie's anal ysis, im bedded as it is in stages of development, might benefit from an overlay of individuated develo pment, such as in the emphasis pl aced on this perspective by Dabrowski (Dabrowski & Piec howski, 1977) . Ulti mately experience is not only individu ated, but 1 in finite in its experie ntial chain combi na tions. Beyond this problem of the inadequacy of techni ques for assessi ng adult development, there is the more pervasive proble m tha t, most commonly, assessment is merely assessment of de facto development of the in dividu al. The measuremen t is a descrip ti ve one; it does not address potential. Thus all adult develo pment profiles must be adjus ted for, or inter preted in lig ht of, the individual 's reali zed chain of experiencing envir onments . Thus an occupatio n-bound cl erk or factory worker, for example, has li ttl e opportu nity to develop or sel f-realize rel ative to more occupatio nally or experie ntiall y mobile individu als. It is no t at all cl ear to this inv estigator that such a perspecti ve is I I I yet mani fest in life span develo pment lite rature; but even so, prelimi- i nary critic al revie w of the ol der life span decre ment research leads Horn (1976) to fra me the new life span development emphasis as "a move-! ·· ·--��---�-- �---- - -----------------------�- ment which may herald a major shi ft in emphasis in the entire fi eld of psychology, parti cularly in the study of human abili ties " (pp. 461- 462) . Thus for two major reaso ns--inadequ ate asses sment techni ques, and the tendency to si mply assess development descri pti vel y--adult develop- men t, to say nothing of its potential, has gone virtu ally unnotic ed . This state of affairs is reflecte d in our social ins tit uti ons, and in their in terli nkages or lack thereof. The concept of real izat ion dra ws into it self both at tribute deve- lopme nt , and gratif icatio n . It is thus inte nded to be an encompassi ng construct, extending in scope beyond the more conventio nal uses of the term develop ment to the full arra y of results of the individual life experie nce. It is im portant that the lif e process opti mize both development and gratific ation . In the context of our overall hypothesis tha t reali za- tion is a function of experie ncing , both develop ment and gratific atio n are taken to be functions of experie nc ing . In this, Bradburn (1969) , on the basis of study resul ts, has concluded tha t "e nviron men tal par ti- • cipat ion and variab ility appear to be highly related to positi ve affect ", or to what we might call posi tive gratifi cation (p . 14) . Si milar results have been reported by Phi llips (1967) . Romans (1961) concludes that inte ractio n leads to lik ing . Here we approach research whic h concerns it self wi th what might be called the "i mpuls e to experie nce", and whic h is in part addr essed by the optimal st i mulation hypothesis work noted in Chapter III. Support from Anthropology The hypothesis of experiencing as means to individual realiza tion can also be scru tinized from the perspectiv e of anthropology. First of all, sharp new types of reali za tion resul t from abrupt shifts in the character of the experiencing environmen t. Secondly, cross - cul tural . comparisons illus trate the overwhelming dominance of the cultural set - ting, or macro experiencing environmen t, in framing the reali zation profile of the individual. Mead (1956) observes : I used to marvel at an ind ividual Samoan, accus tomed at home to go about barefoot, clad (exce pt on Sundays ) in a loinc lo th, and to sit cross - legged on the ground, who would turn up in my office perfec tly and comfortably dressed in Western clo thes, speaking English with grace and style. (pp. 450-451) In reflec ting on the rapid and comprehensive change experienced by the people of Manus (an island off the north - east coast of New Guinea ) , over the period of her study of them (1928-1953) , Mead (1956) observes, [ ,i n her Chapter "Implications for the World", that a major contribution of the Manus experience was the sugges tion that rapid change (in both environment and cul ture ) is quite possi ble . She even goes so far as to add that rapid change may be very desira ble . Mead's main qualifying , Point here is that, in the terms of this work, given experiencing envi ronments are each likely to have inte rnal consiste ncy and cohesion, and that under such conditions , full experiencing environment shif ts are to be preferred over any partial shif ts which might est ablish in ternal experiencing environment inconsis tency, inco mpatibility, or ... ��····- -· ···- �-·-��- � confusion . Partial experie nci ng envir onment shi fts are acceptabl e or desirab le as long as they avoid these pitf alls . A study by Geber (195 8) in dic ates that childre n who recei ve more intense and vari ed attent ion and environm ental exposure experience in consequence more rapid mo tor and in tellec tual develo pment . The Ugandan child is the center of the mother's attent ion, both before and after birt h . The unborn child is "the chief object of (the mother's) life , especi all y as she believes tha t any other in terest may have an adverse ·effect on him" (p . 194) . The mother is in no way upset by the preg- :n ancy ; the arri val of the baby is "al ways looked forward to with great 'pleasure ••• and is not a source of anxiet y " (p. 194) . The mother li s acti ve up to the moment of delivery . After birt h, Geber rep orts tha t the Ugandan mother never leaves her child, and takes it every place she goes, frequ ently carr ying it on ! I her back. The child is cont inu ously sti mulated by the mother's various ! occupations and unend ing conversations . The child is al ways passed to vis it ors (unle ss it seems displ eased by this), and it is the center of attention for the visit ors as well . The mother feeds the child on demand (day or nig ht) , never chides it , forbids it nothing, and exhib itS warm and loving behavior . I As a result of this treatment, the Ugandan infant is more advanc ed : than its European counterpart in both motor and intellec tual terms . The Ugandan child could hold its head erect at bir th--the fig ure for I I the European child is si x weeks . Between the fift h and seventh mont hs, 1 the Ugandan child was as developed as European child ren two or three motor developme nt. In contrast, a small sample of Ugandan childre n brought up by methods more common in Europe did no t reveal the preco- cit y of their Ugandan reared counterparts. Thus chi ld-rearing protocol establ is hes patterns and levels of realizatio n. Further, Ugandan childre n are weaned abrupt ly, somet imes with the ,aid of geographical separation between mother and child. "I nevi tab ly ", says Geber, "t he child becomes mis erable •.• " (p. 194) . For those 'Childre n no t weaned abruptly, however, their li velin ess was retained, and they developed without interru ption. Again, the influence of the I ' i child 's enviro nment appears para mount in det ermining the child 's realizatio n. Of course it is patent ly obvious to all of us that a young Ameri can is far more likely to be like other young Ameri cans than like !y oung Chine se. The cul tural , or macro experie ncing envir onment is 1 I sweeping in it s infl uence. Edgerton (1971) imp roves upon this observa- . I it ion as a result of his study of four east Afri can tribes, the Pokot, Hehe, Kamba, and Sebei. Each tribe is characterize d by two dis ti nct 'economic live li hood patterns, farming and herding. Yet the cul tural is ,more profound in its mold ing influence than the economic in that, for example, a Pokot pastoralis t is more like a Pokot farmer than he is 'l ike a Hehe, Kamba, or Sebei pastoralist. Edgerton concludes that "t here can be no doubt" that the most accurate predic tor of an indivi- dual 's responses is that of knowing the tri be or cul tural set ting to whic h he or she bel ongs (p. 271) . From his observati ons, Edgerton develops the thesis that while physic al habit at, economic factors, and technolo gic al factors have some influence on experie ncin g pat terns , ulti mately ideo logy and perso nalit y are formed by soci al ins tit utions . In our terms, realiz atio n is framed by the cul tural or macro experie ncing envi ron men t, all of which anthro- pology justif ies terming a varia bl e . Then, wi thin this overall macro experie ncing envir onment framework are the subordinate le vels of reali- zat ion influence, e.g., the economic, the te chnolo gic al, the physical habita t, the fami lial, the associ atio nal, the varietal . Krippner (1977) notes the dif ferent ial develop ment of human abil i- ties across cultures. His exampl es of sharply developed abili ties inclu de : the subtle discri mination of snowy topogr aphies by Eskimos and of sandy terrai n by desert dwelle rs, the compl ex struc ture of much 'pri mi ti ve' mus ic, the hearing of dis tant drums by ju ngle peoples , appare nt tel epathy in some cul tures . (p . 11-8) Krippner conclu des that "we can choose fro m a cross-cul tural smor- gasbord those abili ti es and potentials we would like to develop" (p . 11 -8). What we experience det ermines what we become, whether we are Samoan , Ugandan, America n, Chine se, or Pokot. A paragon of wis dom, anthropolog ist Klu ckhohn (1949) of Harvard concludes : II perhaps the greatest lesso n whic h anthropology can teach is that of the bound less pl asticit y of 'human na ture"' (p . 280) . Support from the Phys ical Scie nces The propositi on that the human brain and body is amen able to successi vely hig her levels of develop ment is clearl y supported by the cl assic al theory of long- term human evolut ion. This proposi tion is also recei ving increas ing support for the short-term (wi thin the bound- aries of given individual human life span) fro m the emergence of new ' perspecti ves in the physical scie nces. The fol lowing dis cussion is ; dra wn from the work of Prig ogine, Nico lis, and their col leagues . (Nicolis and Prigogi ne, 197 7). Prigogi ne was the winner of the 197 7 I iNobel Priz e in chemi st ry. � In contrast to the formulation of Claus ius that the entropy of the !u niv erse is inc reasi ng (to homogeni zed uniformity or equilibrium death) ,contemporary physics now sees conti nuous divers ific atio n and evolutio n ; toward compl exi ty . The pre vious focus of physics was on : equilibriu m states (e.g., a crystal, an undistu rbed liqu id); the perturbat ions and ,f luc tuations associated with oscill atio n arou nd an equilibr ium state; I ! and, corre spondingly, on oscil lati ng or for ward-backward ti me. Increasl I :ingly the focus of physics is now shifti ng to change; to the transiti on1 al or trans cend ing st ructures 3 im bedded in such change; to the pri nc i- I I ples envelop ing such trans cendence, including that of the "s elf -organi- ! I zation" of these transit ional or transcending st ructures; to directi ona� 3 Nicolis and Prigogi ne unfortunatel y use the term "diss ipa ti ve struc ; tures", but these structures may or may not dis si pate wi thin the time frames of concern to the life and social scien ces. r------- �---�-· · · -l ' or evolutio nary ti me, a ti me associata bl e wit h dynamic open-ended i i evolutio n; and to the range of appl icat ion of such perspectives and 1p rinci ples . "S elf- orga nizatio n" is ascri bed to each subsequent trans- ! it ional or trans cending structure, fro m the for mat ion of convect ion I ! ,cells in a pot of water brou ght to a boil, to the human brain it self as it ass imi lates the effects of external perturbatio ns . Nicolis and Prigogi ne cont inue by observing that the transit ional 'Or transcending structures manifes t coherent behavior, or order. I I The new structures that appear in this way are radicall y differe nt from the equilbr ium structures studie d in clas s ical thermodynami cs, such as crystals or liquids . They can be maintained in far-from-equilbr ium cond itio ns only throug h a suffici ent fl ow of energy and mat ter. An appro priate il lus tratio n would be a town tha t can only survive as long as it is a center of inf low of food, fuel, and other commodities and send s out products and wastes . (p. 4) Further , "A new molecular order appears that corresp onds basicall y to a macroscopic fl uctuatio n st ablized by exchanges of energy with the outside world ••• We call this order 'order through fl uctuatio ns ' II to contras t it wi th the order pri nciple of equilbriu m structures (p . 5) ! Fluctu atio ns generate new functio ns and structures , whic h are in their l awn ri ght ordered . Nic olis and Prig ogine conclude, wi th E.R. Leach 1( 1961, 1968) that "c hange is no longer something that is done to us by na ture but something we can choose to do to nature--and to ourselv es", and "it alrea dy clearl y appears that self -orga ni zat ion is an evolving paradigm of scie nce " 4 (p . 474) • Of course the perspecti ves prese nted in this sect ion are no t new to the life scie nc es or social sci ences (to wi t, bi ologic al evolution, soci al/ cul tural evolutio n, individual developme nt ), but the trans disci pli ne di alog ue and evi dent ial support is refres hing and useful . learning occurs more effic iently when the brai n's fl uctuations are [ augmented has been expl oi ted by the use of "m usic, im agery, medita tion, rhythmic breathing and relaxation techniques, all of whic h tend to inc rease brai nwave ampli tude" (Theory, 19 79 , p. 4-3) . Bridgi ng termin ol ogies, one of the purposes of this work, then, is . to suggest that the ent ire fl uctuat ion fi eld rele vant to an individual approaches in content the individual 's experie ncing envir onment i (although the experie nc ing envir onmen t, at le ast for periods of time, 'e mbodies both fl ux and non-f lux content). We might also speak of I i fl uctuations in the space envelopi ng an individual which can otenti all ' ;impact that ind ividual, and contras t them with the subset which actuall Jt im pacts the individu al ; corres pondingly, this work presents the exper- ;i encing environ ment RCP (realiza t ion contribut ion potenti al ; see ' !C hapter IV) on the one hand, and the reali zed experience of the ind ivi- dual on the other. Thus empir ical observations from the physic al scie nces suggest, by analogy, that fl uctuatio ns in, or variatio ns in the individual 's experie ncing envir onmen t become the precondi tio n for increas ing human develop ment and gratifi cat ion, wi th the qualif icatio ns of both an I approp riate ly gapped mesh wit h the individual 's curre nt state of reali- : I zation, and gratific atio n which may be continuingly deri ved from non- fl ux aspects of the experi encing envir onment (such ma tte rs are ela borat l ! i I ed in the theory chapters) . i ! -·-- ···--· -·- --··- --- -·· ----- -- -·· -- -· ·-� Negative Experiencing, Negative Realization ! ' Evidence has been presented in this chapter in support of the hypol thesis that individual realization is a function of realized individual experiencing. The bulk of this evidence could equally be said to support the hypothesis that positive individual realization is a func- tion of positive forms of individual experiencing. We now turn expli- citly to studies which relate negative individual realization (see Chapter III) to negative forms of individual experiencing in order to 1 insure a more eclectic and generalizable result. In an Australian study (Tiggemann and Winefield, 1979) designed to provide insight into helplessness, half of the study group was put into a situation where nothing they could do would generate the result they were asked to achi eve, while the other half was placed in a similar .test environment--but one structured to enable suc cess . Subsequently a new task was introduced, and both groups were equally requested to perform it; solution in the new task was readily achievable. The group that had experienced initial suc cess had a failure rate in the new task of only 1.6; the group that had experien ced initial failure had a failure rate of 10.9, or a failure rate--for an identical task--of almost 7 times as much! Finally, as a check on results, new tasks dissimilar from the original tasks were given equally to both groups, and success rates were the same for both. Thus negative experien cing-- in this case the experiencing of failure for reasons totally beyond the control of the failing indivi duals--st unts the ability to perform in i s1milar tasks; that is, -it stunts"a evelopment". The failing lndivi- duals were also, in relative terms, displeased with the activity and its results (negative gratification) , at least until they were informed of the reason for their failure! Keen (1977) reports that the most common symptoms of psychiatric 'patients are boredom and depression (p. 81). Results from a recent I 'Study at the University of Michigan correlate the most routine jobs :with high levels of dissatisfaction, depression, poor appetite, insom- ! nia, and other physical problems. Physicians, though they worked long hours, reported few such problems (Horn, 1975, p. 92). Frankenhaeuser of the University of Stockholm based her study of "stimulus underload" !work on the fact that the human body reacts to stress by means of heigh1 lt ened production of catecholamines. Workers in monotonous, unchalleng- I ing jobs exhibited high catecholamine production, as well as "many psy- 1 ! chosomatic complaints, a high rate of absenteeism and other stress symptoms" (Horn, 1975, p. 92). Frequently, work in America is, unfortunately, a negative exper- 'ience. "Significant numbers of American workers are dissatisfied with 'the quality of their working lives. Dull, repetitive, seemingly mean- ingless tasks, offering little challenge or autonomy, are causing dis- content among workers at all occupational levels" (Department of HEW , 19 73, p. xv). Further, "Many workers at all occupational levels feel locked-in, their mobility blocked, the opportunity to grow lacking in .their jobs, challenge missing from their tasks" (p. xvi). Quinn (1972) 'observes that workers who feel locked-in to their jobs suffer from it ension and poor mental health. I ··-- ---- � ····· ·-- -�-- ········ -- -�--····- - .,.., -- ----.A T.S=- ye ar - study of aging concluded that the strongest predictor of ; I longevity was work satisfactio n/dissatisf acti on; the sec ond best predic t tor was overall happin ess. Predic tors of lesser si gnific ance were ratings by examining phys ic ians , the use of tobacc o , and genetic in heri + tance (Palmore, 1969). Moreover, "workers in these low level jobs adapt (sic) by limiting their aspirati ons and their expectations and that, in effe ct, the greatest mental healt h deficit suffered by these workers is lack of invo lvemen t in the job and, conseque ntl y , lack of self-f ulf ill ment" (Department of HEW, 1973, p. 82). Again in terms of negative reali zation , the inf luence of an un- 'h eal thy family environment may even affect unborn children . From a study conduc ted at Henry Horner Childre n's Center in Chicago , Center Director Ward concludes that chr onic prenatal anxiety may be a cause of i l i autis m. In the study of mothers of autistic childre n, 32% had experie ni ced "fa mily discord" during pregnancy . In the control grou p of mothers i wi th normal childre n, only 3% had experienced such discord ; and the disc ord in fact reported by this 3% was relati vely more based in an I identif iably emergent reali ty sit uation (such as a death, jo b lo ss, ill � ' ness) (Behavior , 1977-78 , p. 11-2). A recent survey of 80 general cli nic research ce nters by the Nati onal Instit utes of Health reveals that hostile family environ ments dwarf the chi ld , yiel ding retarded physical gro wth, delayed puberty, im paire d in tellec tual growth, biz arre behavio r, di minished response to pai n, and al ienation and wi thdra wal . Th ese outwardly visible signs of "psycho-soc ial dwarfi sm" are acco mpanied by depl eted levels of growth hormone. If the child is pl aced in an emoti onally heal thy envir onmen t, , the growth hormone can return to normal levels within two or three days � And even retarded physic al growth is thereby reversi ble (Natio nwi de , 19 7 9 ' p • 4- 3) • Direct confirmation of these NIH results can be seen in results reported by researchers at the Unive rsit y of Iowa. Robert Thompson ide ntifie d 25 cases of "psyc hosociogenic dwarfism" wherein the mean chronological age was si x years, but the mean heig ht age only three i years. As long as the children remained in their ori ginal home environ � ment , cal oric supplemen ts were unsuccessful in correcting the physical growth defic iency. But upon movemen t to foster homes or hospital care, and even wi thout any special diet supplement s, the chi ldre n gre w a mean of six inches in four months , their IQ's imp roved, and they began func- tioning at levels close to the ir chronological ages. Then, when the childre n were returned home , the gro wth stoppe d (Emo tion , 1977-1978, p. 11-3) . To conclude this section , we revie w a st udy of comparati ve experi - ! enti al depri vat ion in children in two dif ferent Western hemi sphere coun� tries (Spi tz, 1945) . Merely to read the results of the relat ively more I depriv ing environ men t is to brutalize the senses ; the prese nt writ er begs your indulgence. In the Spitz work, chi ldre n in a nursery were compare d with child- ren in a "f oundling home". Of the two envir onmen ts , the nursery was far superior in terms of its potent ial to cont ri bute to realizat ion. Speci fi call y , there was a lig ht, warm , friendly atmosphere fi lled wit h I ···· -- ---·-- ·····- · ----- �-····� ·- -·····-----�·····---··-·····- --····· --- - bustli ng acti vi ty, toys, pl ay, and chatting among mothers, chi ld ren, I I and nursery staff . Landscape , trees, and sky were vis ib le from all I areas. Childre n, when in their cri b , could observe the acti vit y around i them. Each child had, in effect, more than a full -ti me mother; the nursery staff provided guidance in mo theri ng. The mothers themselves constit uted a "markedly negati ve selection" •all of them ins ti tution alized for del inquency (p. 60). Neverthele ss, 1a nd in part becaus e they no longer had the opportunity to engage in the · types of physical appearance competiti on and sociali zi ng char acte rizi ng . their previous experie ncing environme nts, these young mothers turned to ! I competi tio n for excellence in mothering , at leas t by and large ; the guidance role of the experienced nursery staff was also si gni fic ant in this transition to mothering . The nursery children mani fested an unim pressi ve development quo- tient of 101.5 at the outset of measure ment (over the first four months of age); this was, however, to incr ease to 105 by the las t third of the ifirs t year. In sharp co ntrast were condit ions in the foundl ing home . At out- set of measurement (over the firs t four months of age), the development quotient was a relat ively im pressi ve 124. Spitz attri butes this higher level of develo pment to the infant s' mixed familial backgrou nd , extend- ing even to childre n of "s oci all y well-adj usted, normal mothers" who •were si mply unable to fi nanciall y provide for their children (p. 60). I i In the foundling home its elf , nursing personnel took the pl ace of ! mothers, but there was only one nurse for every eight children . The firs t im pression of the inves ti gator was of no toys in the home. The , - �t;��ph�--;;� � :i. s described as bl eak and deserted , and "m ost of the ti me ' nothing goes on to attract the babi es ' attentio n" (p. 63). Sheets were i :draped over the side s of the cri b , and "t he only obj ect (the child) can 1 :see is the ceili ng" , ef fectively yi eld ing "so litary confineme nt" (p. 63). Moreover, "t he babies lie supine in their cots for many months and a ! hol low is worn into their mattresse s"; by the ti me they might otherwi se ! I be able to turn, the dep th of the hollo w effectively prevents it (p. 63 � . I Thus babies who survived to age 10 or 12 months were seen lying on their i backs, "p laying wi th the only obj ect at their di sposal , their own hands I and feet" (p. 64). Even so, biz arre stereotyped motor patterns were obser ved. In spite of "i mpeccable" hygenic conditio ns , there was extreme susceptib ility to ill ness in the home . Th ir teen percent of the 88 j foundli ng home infants died before age 1 1/2, and 40% of those remainin died by age 2 1/2. Only 2 of the survivo rs (aged 18 months to 2 1/2 years) could walk and "sp eak a cou ple of words"; "all are incont inen t" (p. 59). The develop men t quoti ent of the survivo rs sank to 72, an average taken over the ages 8-12 months. And this from the outset measure ment of 124! The chi ldren's behavio r, by the last third of the firs t year, varied from "e xtre me friendlin ess to any human partner ! combi ned with anxious avoidance of inanima te obj ects, to a generalized anxiet y (sic) expressed in bl ood-curdling screams which could go on indefinitely" (p. 72) 5 . It is clear that the enveloping experience of the children was responsible for thei r (negative) reali zation, and even death. In this context, it is almost imperative to note that both Kulka, Fry, and Goldstein (1960) , and Rothschild (1967) hypothesize that inc ubator isolation may be a major contributing factor in the high incidence of emotional disorders seen in premature children . CHAPTER III THEORY OF INDIV IDUAL HUMAN POTE NT IAL This chapter presents the theory of individual human potential per se. In contrast, Chapter IV prese nts the theory associated with reali- j zi ng that individual potenti al . Central to the theory of individual 1 I hum an potenti al are its two fundamental manif estati ons, individual human Bridgi ng termino logies !wi th the previous chapter, individual human development and individual I l II,! human gratific ation are, as well , the fundamental resul ts of the indi- devel opment , and individual human grati fi cati on. vidual human life experien ce. Both individual human develo pment and 'individual human gratif icat ion come to be reali zed acro ss an array of individual human attribut es; the chapter introduc es , categorizes , and bounds these attri butes. Individual human potential is disc ussed in 't erms of its degrees of manifesta tion and the related forms of realized unreali zed, and reali zable potenti al . The chapter concludes wi th a discussi on of posi tive and negative individual human potential . Individual Develo pm ent; Individual Gratific ati on Fig ure 1 ill ustrates the forms of individual human potential . Th ese forms not only include the more basic forms of realized , unrealiz � ed, and reali zable individual potenti al , but two aggregating forms as well , that of total individual potential , and mi l lennia! individual potential . The two fundamental manifes tati ons of individual human potential ' are individual human development and individual human gratific ation . I Figure 1 arrays these fundamental mani festati ons of individual potentia � agai nst the forms of individual potenti al ; each form of individual human I potential is thus seen to be consti tuted of both fundamental manifes- tatio ns, i.e. , of individual development and individual gratific ation . Individual human development and gratif icat ion , when actu all y ' ' reali zed or made mani fest in an individu al , are here respectively terme d reali zed development and reali zed gratific ation . Correspo ndingl y , I I reali zed development and reali zed gratific ation are collect ively refer- : red to as individual realizati on or reali zed individual potential . Figure 1, then, ide ntifi es the several forms of individual human poten- tial disc ussed by this work, and presents them in lig ht of their maj or realiza ti on components of individual development and individual grati- ficati on. Individual human develo pment and individual human gratific ati on are the two fundamental results of the individual human life experience+ This statement is a more concr etize d form of the central hy pothesis of ! + i= ! Form s of Individual Human Potential Individual Component s ------ """'-- -------. ' r \I In dividual Develop ment Component In dividual 1 Gratifica tion Component Realized Realized Individual ------------ In dividual ------------- Y e s -------- Y e s Po tential Realizable Individual Po tential To tal Individual Potential Potential ------------------------------------- Y e s -------- Y e s ------------------------------------- Y e s -------- Y e s + Unrealized In dividual --------- ---- Y e s -------- Y e s Potential = Hillennial Individual -------- ----- Y e s -------- Y e s Potential Figure 1 Form s of Individual Human Potential with Hajor Realiza tion Component s I -�� --- �- Mlj -this work as presented and supported in tlie preceedrng-cnap ter·�-In the 1 i process of the creation of individual development and individual grati-i i fica tion by means of a broadly defined life experience , this individual ! human life experience flows through (and emplo ys, invokes, develops) human attributes to the specified ends (both of individual developme nt 'o f these attributes , and of the individual gratif ica tion which results from their invocation). :Individual Human Attributes All individual human attribu tes, as noted here, are held to be :subject to individual developm ent, whether that development be positive .negative, or value-balanced . In addition, individual gratifica ti on, whether it be positive , negative , or value-balanced , is held to result from the invocation of individual human attributes . Individual human attributes are viewed as subject to developm ent-- and, as a result of invocation, capable of yielding gratification-- independent of how these attributes are categorized or configured. For ,purposes of this work, however, it is useful to suggest a working con-j figura tion of individual human attributes. Such attributes are initial f i i ly grouped into basic attributes , gratificational attributes , and key i ! reali zation control attributes. For frame of reference purposes, Tables 1-3 list the speci fic attributes or attribute categories suggested to comprise the three major attribute groupings. The attribute s/attribute categories present f I ed in the three tables are discussed in turn in the following sections . I In order to set an appropriate tone for review of the attributes _____ .. ________ ------ ------ -- - -- -- - ---�--� --�-�-- -- -- -- --- -- --- --- i --- � 49 i -- --- - lis ted in Tab les 1-3, two point s must be made . Jaspers (1963) speaks well for the first poi nt when he cond emns Heideg ger's work as mani fest- ing the phi losophical error of presenting a total sc heme as if it were knowledge ; and that it mus t ins tead lead the reader on to phi losophi ze in his turn (pp. 758 and 77 6-77 7). The attributes and their configura- tio ns as presented here are suggested . Secondly, the suggested attri- butes/attribute config uratio ns deri ve from both a variet y of sources , and from the present writ er's own experie nce and observations . Altho ugH what is prese nted here goes beyond the work of Dabrowski and Pie chowski (1977) , it neverthel ess remains the case that their work (and in parti - cular that of Dabrowski as senior author) represents the closest analogue, of whic h the present writer is aware, to the work prese nted here. The related aspects of Dabrowski 's work referenced here include his fo rmula tio ns of individua ted development (as contras ted wi th staged development); attribute categories (" types of developm ent" and "d imen- si ons of mental functi oning ") ; and mul ti levelness (the developmental lev el, the emo tional level, and the guid ing , determining , or fil tering influence of emotio ns on develo pment). Basic Individual Human Attri butes Basic individual human attri butes (see Tab le 1) refer to developed i or developab le human action facul ti es--to natural or acquired abilities i for a parti cular kind of actio n . "H uman action" is used broadly here, and encompasses both the mental and physical real ms , as well as cases of their inte rsecti on. Reference here to the gratificati onal attri butes is not inten ded; nor is reference to the invo cation of any individual Table 1 Basic Individual At tri butes/ Att ri bute Categories o The physic al faculties or abili ties . o Motor, sensory, language faculties . o Int ellec tual fa cul ties, learning, reasoning, understanding, ins ig ht, creati vi ty . o Self knowledge. o Skills , including artis tic skil ls . o Motivation (other than that mani fest in the key realiz atio n control at tri butes) . o Moral and ethical reasoning facul ties . o Int erpers onal and social int eractio n faculti es. o Personalit y attri butes . o Memory and memory management . o Expectatio ns and goals structuring . from at tribute inv ocatio n . The working conf igura tio n of basic individual human attri butes suggested here includes : the physical facul ti es or abilit ies ; motor, sensory, language faculti es ; in tellec tual facul ties, le arning, reaso n- ing, understanding, ins ight, creati vi ty ; sel f-knowl edge; skil l s, : includ 1 ing artist ic skills ; motivation (other than that manifes t in the key realizat ion control at tri butes) ; moral and ethical reasoning facul tie s ; in terperso nal and soci al interac tio n facul ties ; perso nal it y at tri butes ; memo ry and memo ry management ; and expectatio ns and goals structuring . Individual Gratifi cat ional Att ri butes Individual gratif ic ati onal attri butes (see Table 2) refer to developed or developable abilities to experience gratif icatio n in any of its multipl e mani festati ons . Reference to the invo catio n of these abilities is not intended, nor is refere nce to the result of invo cat ion namely gratific atio n itse lf, in tended . Gratific at ion it self is tha t component of human experie nc ing which we, as individu als, directl y sense or feel , as in, e. g., pl easure , pai n, love . For purposes of th is paper, the suggested working configuration of gratifi cat ional attri butes includ es the physic al, the sensual, the aesthetic, the in tel lec tual, the imag inational, the emotional, the moti vatio nal (other than as mani fested in the key realiz atio n control I •attri butes), the moral, and the transcendi ng/i nspirat ional . The fol low t ing section ela borates on the deri vati on of gratific atio n as a conse- :q uence of attri bute inv ocatio n. I I r I i 0 0 0 0 0 0 0 0 0 The The The The The The The Table 2 Gratificational Attributes/ Attribute Categories physic al. sensual. aesthetic . intellectual. imaginational. emotional. motivational (other than as manifested in the key realization control attributes) . The moral. The transcending/inspirationa l. S , imple Analytic Profile of Real ization Realization of individual human potent ial--or more simply, reali- zation--is first of all development, whether of basic, gratific ational, ' or key realization control attributes, and whether considered by attri- ,b ute or by group of attri butes. Then, given developed attributes (faculties, abilities ), invocation of those attri butes is a major fact of the life experie nce. The second aspect of realization is that of gratif icati on. Gratific ation is coincident with the invocation of gratific ational attri butes. Beyond this, however, gratif icational attri butes can be either l invoked directly, or derivatively as a consequence of the invocation ,o f basic attri butes. Hence in the case of basic attribute invocation, we have two clearly separable stages, that of invocation of the attri- .b ute (e. g. , the executing of a job skill, or singing), and that of I derivative gratification (what you experience or feel as a result of • your action ). Key Realizatio n Control Attributes i I i I The key realization control attributes (see Table 3) are individua� I human attributes held to be keys to wider individual developmen t/ grat i- 1 fication- -that is, they are held to be keys to the wider realization of j i , individual potential. It is useful here to describe the key realizatio q I I control attrib utes as variables (the other individual human attributes i I are variables as well ). The key realization control attributes are key in that any small change in these variables--for any given individual-- and gratif ica tional attri bute developme nt , and in gratific ati on. In the fol lowing presentation of key realizat ion control attri- butes , it wi ll be useful to keep in mind the si mp le analyti cal profil e of realiza tio n as presented above. The key real iz ation control at tri- butes suggested here include , first of all , development propensity (by :each basic and gratif icat ional attribute for the individu al , and in :total for the individu al) , and develo pment absorbti on potenti al (by eac !b asi c and gratific ational attri bute for the individu al , and in tota l) . I !D evelopment prope nsit y is the individual 's existi ng in clin ati on/mot!- I vati on, at that general poi nt in the individu al 's life span, to develop�- 1 again measurable by attrib ute and in total (the phrase "at that general 1 I :poi nt in the individu al 's life span" is intended to enable us to rise I lo ne level above the moment-to-moment or day- to-day im pact of mood in ' our assess ment of this parti cular propensity ; there is a profi le of ,t his propensity as a function of mood and mood frequency). This curre nt ,level of the development propensit y attri bute has been realized by a I proces s of developme nt ; and fu ture levels will also come into bei ng by i a process of development . Development absorbti on potenti al is the specific individual 's capacit y or abilit y to develop , as measured at that general poi nt in the individual 's life span, both by attribute and in total . As a :v ariable , development absorbti on potential is defi ned as independent of development prope nsity. The next pair of key realiza tio n control attri butes suggested here Tab le 3 Key Real izati on Control Attri butes 0 Attribute develop ment propensit ies . 0 Attri bute development absorbti on potentia ls . 0 Attri bute invo cation propensi ties . 0 Attri bute invo cation potenti als . 0 Direct gratif ica tio nal propensities . 0 Direct gratificat ional potenti als . 0 Derivative gratificatio nal propensities . 0 Derivative gratifi cational potential s . are the attribute invo cati on propensiti es and potentia ls . Attri bute invo cation propensit y is the individu al 's exis ti ng incl ina tio n/moti va- tion to invoke a given attribute at that general poi nt in the indivi- dual 's life span. Attribu te invo cation potential is the specific individu al 's capacit y to invoke a gi ven attri bute at that general poi nt in the individu al 's life span. As wi th development propensities and absorbtion potentia ls , invo cation propensities and potentials apply to one or multiple attri butes of one or multi pl e individua ls , are them- sel ves subj ect to develo pment , and appl y both to basic attributes and :to gratifica tio nal attri butes. But reflecti ng the dis cussi on of a 's i mple analytic profile of realizati on, invo cation of basic attributes has a dif ferent meaning in terms of gratifi cation that does the invo ca- tio n of gratif icati onal attri butes . Specif icall y, direct invo cation of gratificat ional attri butes is theoreticall y possi ble; on the other hand inv ocation of basic attri butes is a dis ti nct phenomenon not directl y contri butory to realizat ion--but a phenomenon which nevertheles s (generall y) tri ggers gratificatio nal attribute invo cation . Hence the fi nal two pair of key realizat ion control attri butes are the direct and deri vative gratifi cational propensiti es and potentials-- "deri vative" by reason of reference to gratif icati on whic h derives from ! ! the invo cation of basic attri butes. Specific all y , the deri vative grati l I ficat ional propensit y is the individu al 's existi ng inc lin ati on/motiva- i tio n to derive gratifi cation from the actual invo cation of specific basic attri butes , whereas the deri vative gratific ational potenti al is the specific individual 's capacity to deri ve gratif ic ation from the actual invo cati on of specific basic attri butes, both for that general poi nt in the individual 's life span . By way of summary of the key realiza tio n control attri butes , then, we have: development prope nsi ti es and absor bti on potentials (ac ross all attri butes); invo cation propensiti es and potentials (across all attri- butes); and direct and deri vative gratificati onal propensit ies and potentials . Looking momen taril y ahead, there are two other variables viewed as keys in contro lling the level of individual reali zation , namely experi- • encing ti me , and the realizati on contri bution potential of the experi- encing envir onment ; si nce these varia bles are not individual human attrib utes, they are discussed elsewhere. Degrees of Mani festati on of Individual Human Potential Individual human potential is equated wit h individual human deve- lop mental/g ratific ational potenti al . This potenti al is mani fest in four degrees: the purely potential (and thus not now or at any ti me in the past--in sofar as it is known--manif est in any individual ); the pure� I ly potential vis-a-vis a given individual (and thus not now or at any time in the past manifest in that individual ); the realize d but not-at- the-present-ti me-being- invoked potenti al (this degree includes his tori - ; ' call y realize d gratifi catio n , just as it includ es exis ting develop ment which was formed in past tim e); and at-the-prese nt-ti me-being- invo ked potenti al . The las t two noted dimensions of mani festati on of individua j I human potentia l--reali zed but not invoked , and presentl y being inv oked-4 �--------- -- ····--··- ····�··-····-·� ····-- ·- · --- 'are states whic h may be referenced as exis ting in a or as existi ng in many or all individu als, depending si mply on the fra me of refere nce and the attri bute (s) under consideratio n. ,Individual Human Attri butes and the Life Experie nce Individual human attri butes are to be cont rasted wi th the life experience of the individual. An individu al 's reali zed potential, at any given point in tim e, describes and in part defi nes the individual. iThe individual life experience is the process through which an indivi dual , so described or defined, proceeds . The individual life experie nci thus inc lu des : the envir onmental exposure of the individu al ; att ri bute i l invo cation ; any gratific atio n which derives from at tribute inv ocation ; I ! and any at tri bute development whic h I ! at tribute invo catio n/g ratificat ion, results from envir onmental exposure) for cases of both new att ri bute I !d evelopment, and exis ti ng at trib ute enhancement. I In addi tion to bei ng contrastab le one to the other, individual !h uman att ri butes and the individual lif e experie ncing process are integral to each other. The att ri butes influence or in some cases 1 determine the character of the li fe experie nce to which the individual subjects hims elf or herself. Alt ernati vely, al lowing for more deter- min istic sit uat ions, the at tributes inf luence or in some cases deter- .m ine the character of the life experie nce to which the individual is 'subjected . Thus the at tributes and their levels of develo pmen t are in a sense respo nsi ble for the character of the life experie nce, even as the character of the life experie nce is responsib le for at tri bute deve- , I I ! - ___ _J lopment, attribute invocation, and resulting gratification. Moreover, individ ual human attributes are actually activated or invoked--brought to life--by the life experience process itself. Thus the individual human life can be viewed as consisting of elements which stand in contrast to each other--attributes and life experience--but which yet preserve a unity born of mutual interaction and influence. Real ize d , Unrealize d, and Realiza ble Individual Potential The degrees of manifes tation of individual human potential have been briefly discussed. Thi s sectio n uses the concep t of degree of mani festatio n of potenti al ; in addi tio n , it clarifies the concep ts of realized and unreal ize d individual potential , and introduces a conc ept :bri dgi ng the two, namely the realiza bil ity of individual potential . !R ealized Individual Potenti al Realize d individual potenti al ide ntifi es potenti al whic h has been reached or achieved by the individu al . More specif ica lly , realized 'i ndividual potenti al is the sum of two components: realized (ac hie ved) ; development, and gratific ation which has been experienced as a result •of attribute invo catio n . Realize d individual potenti al therefore does not include the state or con ditio n of attribute inv ocation per se; it includes ins tead the gratific atio n which flo ws from attribute invo cation--as well as attri- bute devel opment itse lf. Thus there can be attri bute inv ocatio n , yet wi th no resulti ng in crease in the realiz ati on of individual potential . An example is a jo b or a function which does not contribute to attri- bute develo pment , and yet at the same time yields net gratificati on of zero. This work frequently uses the term "r eali zed individual potentialu For some purposes, however, it becomes increas ingly necess ary to ti me- : diffe rentiate the term and the underlying construct. Thus we have -h is toricall y realized ind::lvidu aT potenti al , the current state of� reali- l I I zation , and the now bei ng incr ementall y realize d . The se are la bel cate � I gories superi mposed over pure cont inua , and partly in consequence have defi ni tional boundaries which sit uationally fl oat to a limited degree . Thus for example, in cre mental reali zati on is perhaps best defi ned in terms of the realizat ion which accrues to the individual over the cours � of the duration of the individual exp erie nci ng environ ment under consi- I I deratio n--whic h of cou rse could be a second, hour, day , year, or other J ! 1 ti me period . It is possi ble , therefore, for "current state of realiza - J ; ti on" to overlap "i ncre mental realizati on" unless precise boundaries 1 are specif ied for each si tuation . A si milar floati ng-unless-situationally -specified boundary condi- tio n separates his toric al ly realized individual potenti al from the ' !c urrent state of realiz ati on. A skill acquired ten years ago may be retained in its full form , and thus concep tually exis t in both cate - gories . Alter nati vely , the skill may have, under non-in vocation condi- tions , decayed to half its ori ginal peak le vel in the 10 years (yield - ing , by way of inte rest and parentheti call y , a non-invo cation deca y hal f-life of 10 years). Again alte rnatively , a skill acquired as an infant may have disa ppeared entirel y by poi nt-of-assessment ti me , and yet in the course of its existe nce provided a base from which enhanced or related skills grew; in this ins tance, an in direct mani festati on of the origi nal ski ll is st ill present. Althou gh the examples here have been in terms of "s kills "--and therefore in terms of development--the analogue boundary deli mi ters are si milarly situ atio nal in the case of gratif icati on; related matters are disc ussed under the secti on whic h addresses positi ve and negative individual gratific ation . Unreal ize d Individual Potential Unrealized individual potential is pure potential , that is , poten- tial which is late nt , or not yet develo ped, experie nced , or realized by the given individu al . Unreal ized individual potenti al is potenti al whic h is reali zable across all mani festati ons of human development and gratific ation ; the scope of this construct extends to include any theo- ,r eti cal development/gratif ica tion manifestati ons not yet in evidence in . : any individu al . By vir tue of this defi niti on, unreali zed individual ,p otential is an infini te variab le ; and it is reflec tive of ulti mate, 't i me-free lim its . Contemporary real-world co nstraints im posed on the individu al , constraints whic h li mi t the degree of individual realizat io � possi bl e , are considere d by the construct "reali zable individual poten- 1 i ! tia l" . Si milarly wi th realized individual potenti al , unreali zed individua 1 • potential is diffe rentiated into unrealized individual development and unreali zed individual gratificatio n. Over ti me , of course, an indivi- I I dual 's realiz ation can be constit uted largely of development , largely of gratific ation , or of some approxi mate balance between the two . Jaspers (1963) is noteworthy in the context of unreali zed indivi- dual potenti al : "Through the vario us modes of encompassing experience-+ ! each wi th unlimi ted possi bi lit ies- -and through their mul ti plicit y we come to understand the unrestricted openness of the human individual .•. ; man •• . is pl astic and capab le of infini te transformation" (p. -------- ........ --------� 76 1). Reali zable Individual Potential Realiza bl e individual potential is the type/amount of realiza tio n ·p racticall y assi mila table by a give n individual under envelopi ng or specified constraint condit ions . Reali zable individual potenti al , as wi th realized and unreali zed individual potential , is split into deve- 1lopment and gratifi cation components. The factors or variables which lc ontrol the nature and extent of realiz able individual potential in the case of each individual are the type and level of exis ti ng individual I !h uman attri butes, the realiza ti on contribut ion potenti al of the experi- 1 encing environ ment, and experiencing ti me (the latter two are disc ussed �b el ow). Of these the key va ria bl es determining the nature and extent of reali zable potential in each case are the realizat ion co ntri bution 1p otenti al of the experie ncing envir onment , experi encing ti me , and the key real iza tion contr ol attributes . Over the course of human development , what is "r ealiza ble" has ;c hanged its character and has been enlarged (see , e.g. , Kaplan and Kaplan , 1978; and Ardrey, 1967). It is reasonable to assu me that this wi ll continue to be the case. Thus in the lon ger term, reali zabilit y is wi thout li mit , and approaches convergence with unreal ize d individual potential (i .e. , wi th infinit y). But in the shorter term as relevant to the life span of conte mporary individu als , reali zabil it y becomes , as noted , a function of the base (i ndividual 's current state of reali za- .t ion) , the exposure (chains of experie ncing environ ment realiza ti on contri buti on potential relati ve to the base), and ti me (experie nci ng ' tim e). The limit of contemporary life span realizability ISembodr ea:--1 ! in the composite realizable ideal (see Chapter IV), which itself evolves as a function of the milieu. Total Individual Potential There are two "total individual potential" variables, each with its own distinct frame of reference . The first we may call the total millennia! potential; it is the sum of realiz ed and unrealized indivi- dual potential. As such, it is an inf inite variable. Its use is quite appropriate for as yet unborn future individuals and, thereby, for the 'future of the species; of course if we speculate � about the potentia � : of future individu als, the realized component of that potential is zero, and emerges into signi fic ance only with the emergence of that life or generation . The second total realization potential we simply call total indivi4 1dual potential. This total is the sum of realized and reali zable individual potential for each individual. It is a practical, finite variable, yet elastic in its extent, and capable of growing as a result of individual growth itse lf. This total individual potential can be viewed as a set of sums derivable from the variety of reali zation- eliciting alternatives--where this variety might include, for example, 'a postulated variety in experiencing environments, and hence in experi- encing environment realization contribution potentials. Each total in I this set of sums not only varies as a function of variation in specifie 4 ! i 'realization conditions; but it as well varies as a function of the ! augmented realization base which the individual continually achieves over ti me. ed as an ideal theoretic al lim it . The total mi l lennia! potential is by defi ni tio n infini te in its possi bilit ies . It is an ideal limit in , first of al l, the techni cal , theoretic al sense; that is , it is a cons - truct, li ke Weber's ideal type of bureaucracy , taken to the extre me form of its development for heuristic , clarify ing , and contrast purposes . It is an ide al lim it , seco ndly , from the poi nt of view of human values, and from the poi nt of view of the structures which seek ;t o elicit optimum extension , enhancement, and dispe rsion of human values--e.g. rel igion . The second total , that of total individual ! potenti al , is also an ideal li mi t from the poi nt of view of the same two perspec tives . Fin all y , it is appropriate to dis cri mina te here between an indivi- . dual 's obj ecti ve potential , on the one hand, and that individu al 's degree of awareness of that potenti al , on the other. Of the forms of potenti al presented in this work, these discri mina ting qualifiers appl y in partic ular to reali zable individual potential (and therefore to total individual potenti al as wel l) . In the case of realiz able individual potenti al , then, the given individu al 's "o bj ecti ve potential" is that type/extent of potential which the individual could actuall y reali ze , ! as approximated by ap propri ately knowledgeable observers. Such assess-' ment mus t of course take into account the individual 's own attit udes (e. g. , development propensiti es by attri bute); and there may be cases of substantial ly realize d individuals , each of whom has a self- and ; i worl d-awareness of such qual it y that each is his or her own "most approf ! priat ely knowledgeable observer" for purposes of approximating obj ecti v¢ potential: .. Aiia, even furt her , wem 1g1itrT rid== in future fo rms or ·�3ocial org anizat ion-- that self -assess ment of potential is the predominant and dri ving force behind a vast individu al/s ocial mobilit y and vi talit y, a mobilit y and vitalit y the scope of which we can now only di mly conceive Indivi dual Human Potenti al : Positive and Negative Indivi dual human potentia l, in all its forms, exists along both positive and negative dimensions. These dimensions are human value based . Individual development and individual gratification each in its turn has positive and negative manifestations • . Positive and Negative Individual Development Positive individual development can occur in the case of basic 'individual attributes, in the case of gratificatio nal attributes, and in the case of key realization control attributes. Positive individ ual development is here defined as, first of all, positive in a value sense Each individual has a set of values, the society has a set of 'values, and the variety of organizational and institut ionalized forms intermediate between the individual and society each manifests a set of : i i 1values; all of these value set s exist independent of their degree of ! ! I :explicitness or implicitness . Not only do these value sets differ, but ) I they are in dynamic interaction and change over time. Whether an indi- 1 I vidual's realized development is judged positive--and to what extent it j is judged positive--is therefore a function of the value frame of refer� ence and content thereof. In addition, positive development is generally characteri zed by some attrib ute scope and/or depth enlargement or enhancement. In fact , in the process of a value judgement being ascribed to development, the expected sequence is first of all some discernab le change in develop- ment ; the value ju dge ment would onl y subsequemtl y be ascribed to t7 h-; i� s - 1 in cre mental change in develo pment . Examples of posi tive individual development can be given in the case of basic attribute s (e.g ., enhanced language, artis tic , or inter- personal skill s); in the case of gratif icati onal attri butes (e. g. , enhanced ca pacit y to experience imagina tio nal or aesthetic gratif ica- ,t ion) ; and in the cas e of the key realizati on contr ol attri butes (e. g. , enhanced development propensiti es and absorbti on potentia ls ). Such enhanced attributes may of course be applied negati vely , as jwith the interpers onal skills of the con artis t. What arise s here is 't he dis tinc tio n between attribut e development on the one hand (e.g. , enhanced interpers onal skills ), and invo cation of developed attri butes on the other, a dis tinc tion previous ly noted. What is addressed here under the heading of develo pment is attri bute development valu atio n. By way of reference, in addi tion to material product or result , attri- bute invo cati on by a given individual manifes ts two forms of yield : positi ve or negative gratif ic ation accr uing to that individual (see next sectio n); and an inc remental contr ibut ion to experie ncing environ- ment realiza tion contributi on potential (i .e. , potential im pact/i mpact on others; see next chapter). Thus what we are terming positi ve attri bute development is the development of attri butes valued as positi ve . Attri butes valued as posi tive can also undergo the opposite of enlargement , namely shrinkage di minui tio n , decay , or atrophy . Attri butes can also be valued as negative ; hence negati ve indivi- ! dual development can be char acterize d as enlar gement of attri butes valued , by some value frame of reference, as negati ve . Here again the disti nction between (negative ) attri bute development on the one hand (e.g. , an enlarged capacity to hate), and the applic ation of that developed (negati ve) attribute (e.g. , vio lence deriving from the hate), must be made. In additi on to becoming enlarged , negati ve attributes , like posi tive attrib utes, can shrink or atrophy. Posi tive and Negative Individual Gratifi catio n As wi th individual development, individual gratificati on may be negative or posi tive ; and such cate gorizi ng ju dgment fl ows from the value frame (s) of reference and co ntent thereof. Gratifi cati on, once felt, can be continuingly felt for a shorter or longer period at ei ther higher or lower levels of intens it y . Moreover, gratific ation once felt can be "set asid e" , then refelt . The direct and deri vative gratifi ca- ti ona! propensi ties and potentials can thus be seen to manifes t several facets centeri ng on ini tial lev el , sustain men t level and duration , and retentio n/recall level and duration . Beyond this , it may be desi rable to maxi mize these factors in the case of positi ve gratific atio n , and mini mize them in the cas e of negati ve gratific atio n. For exampl e , the abil it y to purge negative gratif ic ation from unin vite d recall is a developab le sub-attri bute, as is the abilit y to "recall" positi ve grati _; ficati on at high int ensit y lev el s . The ap parentl y profound im pl ica - i tions of this paragraph are referenced in the suggested research sectioq of the fi nal cha pter. CHAPTER IV THE ORY OF EXPERIENCING AS MEANS TO INDIV IDUAL REALIZ ATION This chapter ela borates and supports the theory that real iz ed .i ndividual potential results from a broadly def ined life experie ncing . 'G enetics , of course, establ ish the individu al 's life substratum ; the i P resent work takes this genetic all y established life substratum as a given , and speaks to the transformations which accrue to it as a resul t I I .o f the life experienc e--and to those factors which determine the nature I of the transformations . Emphasis is gi ven in the chapter to the experie nci ng envir onment, 'a nd to its potential for contributing to individual realizat ion . Pro- ceases of conte mporary individual realizat ion are contrasted with ,o pti mal real iz atio n proce sses , partic ularly in light of the composite i I I reali zable ide al . A brief assess ment of phil osophical and psycho logica 4 �thought with regard to experie nci ng is presented for refe�ence purposes ; the chapter conc ludes with the theory of equipo tenti alit y . I The Individual Ex perie ncing Environ ment Experie ncing envir onments are, most si mply, comprise d of some de- limited aspect of the worl d, including , most commonly , one or more i individu als . It is possi ble to look at experiencing envir onments eit he� I from the perspec tive of an external obser ver (resulti ng in cons ideratio 1 1o f an "e xternally perc eived exper iencing environ ment") , or from the i perspec tive of an experiencing individual in tegrall y invo lved in the experie ncing environment (the "i ndividual experie ncing envir onment") , though of course both concep ts share much in common . Thi s work makes !p redominan t use of the individual experie ncing environ ment , and the defi niti on of experiencing environ ment wi ll be ela borated from this perspective. Each individual experie nci ng environment has an associat ed experi- i encing ti me , whether that time naturall y fl ows from the real-wo rld character of the experienc ing envi ron ment or whether it is in stead stipula ted or assu med . In any event , this experie nci ng period may be ei ther a poi nt in ti me , or over time . Beyond the above framing statements, the two most critic al factors I to be considered in the defi niti on of an individual experie ncing enviro � - I ment are its co ntent , and its acces si bilit y to experie ncing (both physi � cal accessibil ity and experie ntial accessibi lit y). In terms of content a given individual experie nci ng environ ment is a mi crocos m of reali ty. A working defi ni ti on of realit y ini ti all y elabo rated from the (individu al) human perspective is useful for our purposes. The framing and raw, perceived, and comm uni cated . The conversion of the future into the prese nt is the ins tant-by- ins tant real iz ati on of the world . Even more fundamentall y, the con- ' I versi on of the future into the prese nt is the ins tant-by-ins tant reali- ! zat ion of every individual. This is the ins tant of experie nc ing--the living edge of real it y. This most sig ni fic ant ins tant in our lives is a perpetual in stant, an in st ant which conti nuously envelo ps us as reality fl ows out of the fl uid future, through our senses and fi ngers, and into the soli dif ied past. This living edge of realit y is that link between a realit y yet to : be det ermine d, and a realit y whic h has been determined. The real it y :y et to be det ermined (which we call the future) is defined as inf ini te 1 possi bilities, infi nite possi bilities in an infi nite unknown, infini te possi bil i ties in an infini te fronti er. Although not yet solidif ied, it ;i s constructive to label this reality yet to be det ermined as reali ty i nevertheles s. It is in this real it y yet to be determined that the ' future of individual human potenti al lies . The present researcher (Hagler, Note 3) has observed that the I individual human consci ousness, armed with its current st ate of realiza 1 tio n, can fl ow into these real ms [of real it y yet to be determin ed ] and sl ide among them as carefreel y as a bi rd chasing the sun and the flowers and the winds over a hillside on a spring day. These are the real ms of the unchained mind, of deeply sensed artistic cons tructio ns of the conceivab le and of the possi ble . The mind imm erse s it self in these crystal waters, and darts about, as if wi th wing s, marvelling at the architec tures among pl ays, architec tures which can be and parted, estatic all y experie nced, and sens i tively record- ed ••• (p . 11) Under such condi tio ns of project ion of or mental branching of the mind, the experie ncing individual remains rooted in real time, or in what we have here calle d the liv ing edge of reality . Being so rooted, the individual has consci ousness of and access to his or her current .s tate of realizati on vie wed as tool for pro bi ng the future . Thus the future here is suggested to be a di mens io n of reality; and moreover, a di mension accessi ble to a form of expl oration ••• that is, to a for m of experie ncing . The future is therefore, in this sense, a part, to some degree, of every individual experie ncing environ men t, even though the experie ncing enviro nment is ostensibl y experie nced in .r eal time (that is, in living edge of realit y ti me) . We have dis proportio natel y ela borated the future dime nsio n of realit y both because of the unique ness of this perspecti ve, and because .o f the perspective 's potential contri but ion to self- accel erated reali- zat ion of individual human potential . Thus real it y has prese nt, future, and past (and of course there- I I Past realit � fore ti me, the static yardstick past which realit y fl ows). is si mply realized real it y, the scenario which actually occurred out of ! I all those possi ble . This is equally true for the individual and for our world . Beyond prese nt, future, and past, realit y is elu cidated by taking it to be raw realit y, percei ved reali ty, and commu nicated reali ty. Here, raw real it y is the to talit y of what is (could be, was); it is the real it y net. We perceive aspects of this net ; these perce p- ti ons of raw reality consti tute, both individually and aggregati vely , perceived realit y . Comm unicated realit y is the communicatio n , wi th greater or les ser fi delit y , of aspects of our percei ved realit y base, most commonly by means of the tools or translators of la nguage, facial , and body expression, and other interpe rsonal sensing . Beyond these framing dime nsio ns of realit y (prese nt , future, past, raw, perceived , commu nicat ed) are suggested realit y aspects of: the •natural envir onment, inclus ive of life forms; physical human creations ; orga ni zatio ns and ins ti tutions ; culture; and the dyna mics of the life ,p roces ses, social process es, and inte rpersonal int eractions . These realit y aspects have realit y mani festati ons in the present , future, past, raw, percei ved, and commu nicated di mensions . It is on this base of reali ty aspects and dime nsions that the uniquely human-- its elf an aspect of reali ty--becomes manife st. Beyond the corporal, the uniquely human includes experie ncing , individual human attribut es, attribute develo pment, attri bute inv ocation , and both direc tl y sensed and deri- 'v ati ve gratif icat ion . Thus , for example , the development of individual human attributes has, both individually and aggre gati vely : an at-this- ins tant profil e ; a future (i nfin ite in possi bili ties ) profile ; a past (variable and chartable across ti me) profil e ; and raw, perceived , and communi cated realities , each in present , past, and in fi nite -in-po ssi- bilit ies future manifes tatio ns . Analogous statements can be made for attri bute invo cation and for gratif icati on. The "fl ow" of experie ncing from the experiencing environment to I 75 i . ··· ·• ·• ---�--- -1 the individual is called the experienced stream . This fl ow, or experi- enced stream, ori gina tes in both externals sensing (that is , in the sensing , by the experie ncing individua l, of aspects of realit y external to the sel f) , and in self sensing . The experie nced stream culmi nates in individual realiz atio n . The bridge between the ori gin of the experi- enced stream and the culmi natio n of the experie nced stream is attri bute , invo cation (though, as noted earli er, it is possi ble to have both directl y sensed gratifica tio n (without attribute inv ocat ion ), and attri- bute in vocati on wi thout net development or gratif ic ati on). Thus the individual is revealed as in part of the source of the experienced stre am (as in , e.g. , the invo cati on of the individual 's memory, or the invo cation of analytic and interpr eti ve attributes ). Social interac tio n notwi thstanding , the individual is the ulti mate desti ny of the experie nced stream: social forms have no experie ncing ca pabilit y in the sense referenced here; moreover, social forms are qui te si mply tools in the service of the real izati on of both the indivi- dual , and the aggregat ion of individu als . Gi ven actors of self , others, and envir onment, the int eracti ve nature of experie ncing is clearl y revealed . The broader the reali za- tio n base of the individu al , the greater becomes his or her interac tion potential . The reali zatio n functio n is a potentiall y geometric one, and it assu me s such a form providi ng the enviro nment is esc alati ngly responsive in real izat ion contributio n potential (RCP) terms (see next , section). Following content of the individual experi encing environment, we turn to the accessibility to experi encing of that environment. Such experi ential accessibility is in terpreted in this work on a by-indivi- dual basis. Experi ential accessibility has imbedded in it the pre- condition of physical accessibility , though the term "physical accessi- 1 bility " is not intended to preclude environments made "accessible" by the more modern means of reality reflection/communicati on. Beyond considerations of physical accessibility , experi ential accessibility is a function of the immediacy and comm unicability of the I I experiencing environment's RCP, relative to the experien cing indiv i- dual's current state of realization. The im mediacy/communicability of the experi encing environment's RCP is a variable, and with cultivation an experi encing environment can generally be made to yield increasing ,realize d experience flows (the degree to which an experiencing environ- ment can be so persuaded varies as a function of the experien cing environment, and as a function of macro variables such as the level of technology , and issue awareness across a sufficien tly catalytic aggre- gation of individuals) . By way of example, a noise-laden factory environment characteri zed by routine and non-rotated work tasks could immeasurably enhance its RCP with the addition of a headset communica- tion system with music , worker inter-communicat ion, and learning channels. Prior to installation of such a system, it was of course simply absent from the experi encing environment; or more precisely for our purposes, it was present in potential form, a latency merely waitin & to be recognize d and realized. Realization Contribution Potential (RCP) Each experiencing environment has a potential for contributing to the realization of individuals. This potential is called the reali za- tion contribution potential of the experiencing environment, or RCP. This overall RCP of the experiencing environment is, in the case of an externally perceived experiencing environment, the sum of the RCP's of the environment's components, plus a situational interaction (or gest- alt) factor. The major components of an externally perceived experiencing environment are the individuals that populate it, plus the environment ' itself exclusive of individuals. Thus the RCP of an objective experi- ' encing environment is the sum of the RCP's of both the included indivi- duals and the environment exclusive of individuals, adjusted by the interaction factor. The realization contribution potential of an individual is simply his or her current level of development across all human attributes. Gratification itself is not included in the RCP of any individual, I gratification being the self-felt sensations which are not in and of I themselves transferable or exchangeable. The developed abilities acrosd the gratificational attributes--e.g., the ability to love--are however included in the RCP of any individual . The experiencing environment itself, independent of the indivi- dual(s) who may populate it, also has a reali zation contributi on poten- tial. Thus, for example, a specific job or activity (along with the 78 ------ ---- - - --- - --- -- ------· -- - -- -------- -- -- -- ------ --------- -- -'-- -=- I im beddi ng environ ment) has an inherent potential of contribu ting to the : I realiza tion of individu als ; that is , of contributi ng both to the deve- lopment of individual human attributes , and/or to the gratifi cation of individual s. This RCP of the experi encing envir onment (environ men t exclusive of individu als ) is of cou rse, depending on the experie ncing envir onment in questi on, potenti all y contributory to the development of 1a ny individual human attri bute , and/or to gratif icat ion associated wit h any gratificatio nal attribu te (whether directl y invoked gratific ation , or gratific ation in voked as a consequence of the invo cation of basic !h uman attributes ). Thus associated wit h each experiencing environ men t there is a real izat ion contributio n potential for each individual included in that environme nt, and a realizat ion co ntri bution potential i for the environ men t exclusive of individual s. In addi tio n , and perhaps J I most im portantly , there is the realiza tio n contribut ion potential of th� I I i entire experiencing envir onment, inclus ive of the individual (s) wi thin the given environ ment , and reflec tive of the real izati on contri buti on potentials which fl ow from the intera cti on of the envir onment's compo- nents (that is , which fl ow from the interac ti on of the included indivi- I duals with their environ ment, and wi th each other). This overall reali � zation cont ri bution potential of the experie ncing envir onment is more I than a si mple sum of the RCP 's of the envir onment's components; the int eractio n of the components create their own dimension of contribu- I tion . It is this overall experie ncing envi ronment RCP that is referenc� ed in this work (unl ess otherwise sti pulate d). The overall experiencin � i environ ment RCP ide ntifi ed above is that for the externally percei ved experiencing envir onment. Th is same overall RCP is also in it iall y appli cable to the individual experie ncing environ ment , but it must be adj usted to reveal what realization the experie ncing environment would offer to the experi encing individual over and above what he or she alr eady possesses . I For exampl e, assu me that a group of 14 specific individuals has anj ·a verage level of performance ("develo pment") of 750 uni ts for some face of a basic human attri bute (i .e. , for some sub-attribu te); that this grou p is prepari ng to begi n a progra m of acti vity , one result of which .i s expected to be an average level of performance of 800 in this parti - cular sub-attri bute; that a specifi ed 15th partici pant (our focal experi encing individu al) has an entry performance level of 780 ; and that the degree of in teraction in the progra m is such that the inc lusio � of this 15th individual boosts the overall expecte d fi nal average level of performance to 810 units . The average ex pected incremental realiz a- : tion is 60 units (actually 58, si nce the average entry level of perfor- ; mance is boosted to 752 by the inclusion of the 15th individual ); in contrast, the expected incre mental reali zation for the focal experienc- ing individual is 30 (or 28 in light of the adjus tmen t just noted). Thus, beyond the factors determining externally percei ved experi- 1 encing environment RCP , the individual experienci ng environ ment mus t I consider : 1) the experie ncing individu al 's current state (l evel by type) of developm ent ; and 2) the contributi on, if any , of the experie nci ng individual to the environ ment's overall RCP . Then , to establish the particular experie ncing environ ment's realizati on contribution potential I i :to the given experiencing individual, the individual 's current level of development must be netted out, yielding the expected or actual incre- mental realization accruing to the experiencing individual. Thus the quantification of the experienced stream flowing to our example indivi- dual is 28; and this is also the incremental realization flow to that individual for the sub-attribute in question. i --- -- - ----- -- - ----- -- --- --- -- --- - -- -- --- ---- ----- _______ 8] The Composite Realizable Ideal In an intricate theoretical work, salient ideals (ideal in the sense of the crystalline defining limit of a concept) are useful in order to elicit clarity in the contrasting of concepts, and to establis � I an anchor or standard from which relative interconcept distances can be I guaged. The composite realizable ideal is such an ideal, such a tool ; I it is briefly described here. I I Each individual has a current realization profile, segmented by individual human attribute/sub-attribute, addressing development in the .case of all attributes, and addressing gratification in the case of ·gratificational attributes. In the case of a particular attribute (or ! sub-attribute), the level of realization varies from individual to individual, from low levels of realization to high levels. The highest levels of realization for the given attribute establish a target agains which the existing levels of realization of other individuals can be . measured--a target the pursuit of which can be taken into consideration for example, in the design and construction of experiencing environment RCP's. If we take these highest levels of realization across all indi- vidual human attributes, we create a composite of high levels of reali- zation. It is a composite which is presumably manifest in no single individual--it is instead simply an illustration of what each of us as an individual can, in the present historical period, aspire to; and the illustration serves regardless of the attribute (s) we reference . This composite realizable ideal is a framing limit in the estab- i I -- - -� _a_zJ lishment of realizable individual potential. -- -- -- In fact, and for each ' individual human attribute and at any given point in time, the composite realizable ideal ident ifies the limit of realizable individual poten- tial. The actual determi nation of realizable individual potential in the case of a particular individual is of course essentially determined · by other factors, including the individual 's current state of realiza- tion, the RCP of the experiencing environment(s) posited for inter- action, and the naturally derivative or assumed experiencing period. 8 3 ' ----- � Experiencing Environment Evolution: Implications For Realization As we have seen, the experiencing individual is not only a part of his or her experiencing environment, but derives benefi ts from it (in the form of incremental realization), and contributes to it (in the form of both an RCP deriving from the individual considered in isola- tion, and an RCP deriving from that individual's contribution to experi- encing environment componen t in teraction). The individual undergoes continuing change as a result of experi- encing environment exposure. Just how much change, and just what the character of that change is, is largely determined by the experiencing environment--or more specifically, is determined by the succession of experiencing environments to which the individual is exposed, by experi� encing time in each, by the RCP of each, and by the degree of mesh between these factors on the one hand, and by the individual's ever- evolving state of realization on the other. Optimal individual realization (see section so ti tled) requires the individual's exposure to a progression of experiencing environment RCP's; and the rate of this progression must result in continuous main-· tenance of an optimum realization gap between the individual's evolving state of realization on the one hand, and the experiencing environment RCP chain its elf, on the other hand. Stagnancy in or atrophication of this progression of experiencing envir onment RCP's--as related to the experiencing individu al's state of� i realization and as perceived by the experiencing individual--is directly linked to stagnancy in or atrophication of the individual 's realization.! With insult following injury, this stagnancy or atrophication is follow4 I ed by negative realization. Both these statements constitute the rationale for the re-casting of what is along lines of an optimized future of individual reali zation (see Chapter VI, Implications ). The individual reali zation which flows from the evolving interface between individual and experiencing environment can perhaps be simply compared to the yield which flows from the interaction of farmer and cropland . If the cropland is acidic, boulder-strewn, in harsh climate, and overly steep of slope, even the most far-reaching efforts of the farmer, given his limited resources, may be doomed to failure. The case is similar for an experiencing environment with limited or stagnan, RCP. Ideal cropland, on the other hand, may yield abundantly given .reasonable effort. 1 Cropland can be ranked in terms of its potential for abundant I yield; similarly, experiencing environments can be ranked in terms of I their potential for human yield--that is, in terms of their RCP's; and I they can be so ranked both with respect to one another, or with respect to their relative RCP's for a specific individu al. These implication- laden concepts, aspects of which we all continuously consider intuitive 1 I ly and occasionally analytically, are operationalized at a theoretical J ' level in Chapter V. At this point the cropland yield versus environmentally contribute I . realization analogy fails from the point of view of further usefulness, \ I because individuals outgrow experiencing environments, even high-yield 1 i �� ----- -�� -�- -- ��- -�-� --�-- _ _a_sj job initially perceived as challen ging and late r viewed as routine and I not subject to innovation from wi thin) . As indi cated, an experiencing environment may range in duration from a point in time to extended duration; in the case of an individual the duration limit is of course the life span experiencing environment. A great deal of attention could be paid to experi encing environment boundaries, to discrim inating between natural and contrived experien cin � I environme nts, and in general to an effort to distin guish among experi- encing environments. Such an effort is not warranted at this point, 'however, because even more fundamental to individual realization than experiencing environment evolution per se is the RCP evolution or pro- • gression to which the indiv idual is exposed. Hence we turn to the theory of optimality of individual realization from the perspective of : the progression in RCP to which the individual is exposed; and once the need for progression in RCP exposure is theoretically established, then ,the need for an experie ncing environment evolution which embodies this RCP progression auto matic all y follo ws. To set the stage for a consi- deration of optimal individual realization, we first overview the nature of realization in contemporary socie ty. I ! 86 i �-----� "-' Contempo rary Individual Realizati on Contemporary individual realizati on is tha t which each of us deri ves from life in today's worl d , both in terms of individual develop ment , and in terms of individual gratif icat ion . Contemporary individual realizat ion is a functio n , in part, of conte mporary realizati on enabling ju dgments, as well as of the subsequent imp le mentation , to whatever degree , of those ju dgments . Contemporary reali zation enabling ju dg ments are in the nature of what the individual would like to do, beco me , achieve , feel, experien ce, whether in terms of a career , entertai nme nt , special personal interes ts, or other types of involvement or acti vi ty. Perhaps it can be most si mply and constructi vely said that the individual makes his or her own real izat ion enabling judgments in lig ht of his or her perce ptions about what the world off ers (that is , in light of both a perce ption about what is avail able , and a perceptio n about what is experi entiall y acc essi ble by hi mself or herself as the indivi dual he or she is ). There is therefore the questi on of the degree to whic h these perceptions reflect the raw real ity of experie ncing oppor tunity . Cl earl y th ese perce ptions operate from a base of im perfect inform atio n . Beyond the problem of the degree to whic h realizatio n enabling perce pti on reflects the raw realit y of experiencing opportunity , we encounter the raw realit y of : 1) social structures (e. g. , orga ni zations ; and ins ti tutio ns); 2) the de facto operati ng protocol of these struc tures (and here we are mos t in terested in that protocol which enabl es , potenti al ly enabl es, or disa bl es individual realizatio n); 3) the body ---------- ---- ----- of social perception--in all its variety , nuances, and communication manifestations--of these social structures and their protocol; and 4) other overarching cultural and social values, perceptions , traditions , and dynamics related to the enablement, potential enablement, or dis- ablement of individual realization. This imposing amalgam of social structure , operating protocol , percept ions, and culture is no less imposing to the individual perceiver than it is to the reader, and not infrequently it is more imposing. "Here", the individual perceiver might intuit , "is an awesome, extant, and therefore legitimated reality ,and, given that, these are the things it offers, and these are the things it tells me ••• " The point being made here is the degree of massiveness of the influence which the "what is" exerts over the individu al, over his or her perception of experiencing environment availability and personal accessibility , and therefore over his or her perceptions of personal realizability. This influence function is , parenthetica lly, a function which would appear to increase with increasing societal complexity. Let us briefly reflect on the character of the "what is" from the I i I perspective of the degree to which the RCP emanations of this backgroun d social structure/linked social aura offer the potential for catalyzing , I ' i in each individual , a genesis of inspiration with regard to experientia � I possibilities. Because of the vastness of the subject , the following I I I can only point to it. In education we learn about, we do not experienc�; I i moreover it is commonly done within four walls, and often the same four 1 walls at that; there are few perceived alternatives , and of course even I I 88 1 fewer that are imp lem ented. By and large , educatio n is treated as .thing which happens to us in the firs t part of our liv es, while the balance of our li ves is reserved for ••• "a caree r" , or, worse yet, .j ob". "C areer" and "j ob" are terms for isol ate experiencing enviro n- ments, environ ments truncated off from the vastness of "ot her" raw i reality . The isolat ion is buttressed by a myriad of social structure operating protocol which inhib its or often precludes experie ncing 'e nvir onment mobilit y . We might note in passing the ina bilit y of the ol to get hired ; the general non-transferabil ity of pension vesti ng; the i ' � agonizingly cir cu mscri bed and undernourished nature of employee developl ! ment and transfer progra ms wi thin given organi zations--to say nothing o� i in terorga nizat io nall y ; the con venient default reali ty of retention of 'r el ati vely eff icie nt workers in job slot s of low complexity or challeng1 ; i ! the vir tual absence of policies and prog rams to enable transference of I I !p rofessional grade workers acro ss dis ci pl in es; the ubiquitous phenomenoJ I of retire ment (is it any wonder that the urge is there?); the paucit y la nd obscuri ty of entrepre neurial facilitati on for the individu al , and the co- optati on role of corpo rati ons in the results of individual creati vi ty; the essential non-involvement of workers in the design of , goals structuring for, and management of organi zatio ns . Beyond this are other dimensions of the soci al which as well fail to I insp ire indivi- duals to percei ve and pursue the experie ntiall y possi bl e. Two fina l example s of thi s soci al failure to in spire come from, respecti vely , .society's taboo domain , and from the politic al domai n. In the taboo �d omain , the range of in ti mate relatio ns between the sexes remains 1 constricte d , especiall y in the mains tream adult strata of the popula ce. And fi nally , there is the cir cumscri bed protocol for involvement of individuals in the is sue decis ions of our politic al sys tem, a sys tem yet to fulfill its promi se of democr acy . Thus conte mporary individual realizati on judgements are generally , bounded by, firs t of al l, the nature of raw social realit y and the deri vative social perce ptions of that real ity . Thus raw reali ty as it is currentl y organi zed is far from opti mally desig ned to facilitate individual realizat ion ; the use of the term raw reali ty here, from the perspective of the individu al, can be taken to include social percep- tions of that realit y. Secondly, not only is raw realit y a mediocre facilitator of individual realization, but in addi ti on the individual has access to only im perfect inform ation about that realit y as it is . Thus actual individual realiza tio n ju dgments themselves are constrained , in the degree of reflecti on fidelity vis -a-vis raw realit y . I I We are lef14 i wi th individu als , who while patentl y capable of outreaching and dis cern l I ing comprehension and judgement, are realizatio n inhib ited pri soners of I i our own devices or lack thereof. Such a chara cteri zatio n of the bi rthing and "fr uit ion" of indivi- dual realiza tio n is to be contrasted wi th a more opti mal one. Optimal Individual Realization The term "realization" refers to both the reali zed, and to the reali zing process. Eman ating from the former context, for example, is "the current state of reali zation" of the individual--that is, achieved I I levels of development and gratifi cation. "Realization" in the context of realizin g process refers to the conversion of the realizable to the realized. Optimality in the realizing process may oscillate with periods of non-optimality; thus optimality in what is realized becomes i I a rarely achieved ideal limit . In contrast, optimality in the reali zing process can apply to brief or moderate-in-length reali zing periods (alsd I called experiencing periods), and hence is a phenomenon of higher pro-1 bable frequency. It is this latter optimality in the realizing process that is referenced here by the term optimal individual realization. Optimal individual realization can be viewed as the optimal type (by attribute/sub-attribute ) and amount (or degree) of development/ grati fication per unit of time. Thus optimal individual realization can be viewed as optimal incremental realization, or as optimality in the rate of change in, or growth in, realization. ! Optimality in individual realization is not a constant, but dynami; cally evolves--and it evolves as a function of its base. That is , opti� mality in individual realization evolves as a function of the enlarging ! reali zation base of the individua l--as a function of the enlarging development and gratificational base of the individual. If, for example, development of certain attributes to certain extents is postu- 1 Iated as-opEima l fo r-a � giVel1 �:indi vid ual at - a-giv el1 point in ti me , then after that development has been realize d , the new optimal for the indi vidual becomes consti tuted of eit her development of new attri butes to certain extents, and/or development of the same attribute config uratio n to new extents . Opti mal individual realizati on is enab led by optimal realiza tio n judg ments, and tri ggere d by the subsequent imp leme ntation of those ju dgments . Optimal realizat ion judgments are not made in light of per- ' cei ved experie ncing envir onments; they are not made in light of experi encing envir onments which are percei ved as readil y avail able and person all y accessible; they are not made in light of perceived experie ncing environ ment RCP's. Opti mal realizati on ju dgments are instead made in li ght of the com posite reali zable ide al , in lig ht of the individual 's current state of real iz atio n, in li ght of the "value scienc e" of pro gressi on from the lat ter to the former, and in li ght of a social para dig m which inco rporate s the perspective of the necessit y of ins ti tu tio nal responsivity to individual realizati on. Here the term value science is intended to refer to a zone in raw realit y chara cterized by both human values , and in dis ti nct and essen tiall y non-overlap mode, scientific technique . The value scienc e of opti mal individual reali zatio n addresses, among rela ted matters, his tori cal , opti mal , and expected rates of progress ion in individual reali i zatio n , for both clusters of individuals and for the given experie nci ng : individua l. Further, it addresses such rates of progress ion in ter ms of both the full arra y of postula ted and actual evolving experiencing ·--- --- --------- ·�-- �-·-- · environment exposure, and in terms of the logic of pure realization pro� gression (by pure realization progression is meant progression outside of the context of any specific environment or cluster of environments) . The results of the application of such a value science include : reveal- i in light of their relative contributi ons to human realization, both across environments and for specific individuals; providing the clear motive and impulse to continuously redesign and create experiencing environments and experiencing environment progression paths at both the social and individ ual levels to the ends of optimizing the realization of individual human potential. There is an optimum distance or separation gap between the RCP of the indivi dual's experiencing environment and the individua l's current level of realization, both by attribute and in total for the individ ual It is useful here to call to mind the research done with what is called the optimal stimulation hypothesis, a hypothesis that the environment can overstimulate (overload, present overly complex stimuli, confuse) or understimulate the individ ual; and that between these two domains is a balance point of optimality . A good intr oduction to and summary of this work is found in Wachs (197 7) . The individual could therefore be said to have an optimum gap in light of current realization status; but it is an optimum which evolves--as is the case with optimal individual realization its elf--as a function of evolution in the realization base. When realization is in fact being experienced, the individua l's current level of realization is evolv ing or progressing (at some rate in the case of typical realization, and at an optimal rate in the case of optimal realization). Therefore--when reali zation is in fact being experienced--either the experiencing environment must evolve, or it must have sufficient RCP depth vis-a-vis the individ ual's current state of realization that there is manifest an evolving penetration of that experiencing environment's RCP by the experiencing individ ual with the result of reali zation. This perspective readily admits the possi bility that an experiencing environment can offer more than an individual can absorb all at one time while at the same time not being confusing or overloadin g. This credits the individual with the capacity of selec- tivity . It is not clear that this perspective has been admitted to the ! optimal stimulation hypothesis work. If the environment can offer no more development to the individual � and if the individual is not deriving positive gratification from it, I then either the experienc ing environment must be replaced, or its bound � I aries extended. In the case of gratification, an experiencing environ- ment's RCP may in fact continue to gratify an indiv idual across one or more gratif icational attribut es, perhaps even indefinitely ; this would constitute one compelling reason not to alter the elements of the experiencing environment which contribute to this ongoing realization. In the case of an experiencing environment having RCP mixed across developmental and gratificat ional attributes , as of course most are, the degree of full realization of the environment's development poten- tial must be balanced against the degree of gratificat ion satiation in any decision regarding experiencing environment exchange or alteration. In a complex societ y, the environ ment approaches as a li mi t a � l � � I mediu m in fi nite in its sets of realiza ti on contri bution potenti als . i i I Herein li es the beauty of and salvatio n of complexi ty. The theory of individual human potential aspires to build recogni tion of this infi nitY: at-our-fi ngertips realit y , and to enable passages through it to the endS of the fulles t realiza tion of all individu als . 95 i -� --- --- ' --- --- -----, Experiencing and Individual Realization Individual human experiencing results in individual human realiza-' tion--that is, in attribute development and in gratificat ion; develop- ment and gratification can be, vis-a-vis current realization state, net ' zero, negative, or positi ve. Not inconsistent with this work, Dewey derived the substance of .art and literature from a concept of experience (Muller-Vollmer, 19 63) . :Dewey asserts that experience occurs continuously (Dewey, 1934 , p. 35). !Beyond this, he suggests that an experience can be aesthetic, or it can I be non-aesthet ic . By aesthetic, Dewey refers to a quality of experience which this writer would synthesize as interaction immedia cy (always !o ccurring in the present moment), and freshness (not recycled old !experienc e). In the present work, continuous or recurrent gratifica"'- _ i I 1tion, however, does exist, with, in some instances different, and in some instances the same experie ntial linkages (e.g. a pattern of love between two individua ls). Dewey's aesthetic experience seems to fall somewhere within the domain of positive gratification, and perhaps even approaches congruence with it . Dewey's non-aesthetic experie nce is perhaps analogous to the sum of net zero and negative gratification (though it is defined in terms which this writer does not find illumi- : nating) (p. 40) . Rollo May, in speaking of the contributions of existential psycho- therapy, references "the classical distinction between knowing and knowing about" (May, Angel, & Ellenberger, 1958 , p. 38) . To May and his ' ·colleagues, "knowing �b out" constitutes a technical, based-in-data, I once-removed-from-the-experiential component of reality, whereas "know- I ! ing" is referenced, as is the case with Dewey, as a quality of experi- ence with implied interaction immediacy . The object of the May et al. I work is to expand psychotherapy boundaries in the therapis t/client set- I ting from an interaction pattern characterized by "knowing about" on th� ]part of the therapist, to an interaction pattern characterized by both ] knowing about, and knowing. May applies his "knowing" to therapi st/client interacti on. This I I !work would seek to apply it to every element of the experiencing envi- I I I I I ' ronment, whether that be, e.g., other indivi duals, activit ies, or physi i i cal settin gs. This work not only exhorts individuals to "know"--it als •places a requirement on the experiencing environment to continuously .manifest a potential (RCP) which will enable optimal experiencing (and therefore optimal realization) on the part of the experiencer. Wilhelm Dilthey is a major philosopher rooted in the centrality •experience to life. "Experience" says a recent interpreter of Dilthey, "makes up life [and] is the basis of all science and all study of the human world and provides the starting point of all philosophizing" (H.P. Rickman, 19 76, p. 21) . In the study of human life, "What comes first :are experience s" (p. 17 0) . "For Dilthey the category of 'experience' is from the very beginning a key to his theory of the cultural science s' and "mankind •.. ceases to be a merely physical state of fact and .becomes an object of the cultural sciences as soon as 'human states' are experienced" (Habermas, 1971, p. 14 5) . Extending Dilthey, he views understanding--achieved by means of experience or reproduced experience--as the proper method of the human sciences (Abbagnano, 19 76, p. 74) . Thus Dilthey is able to speak of the wellspring of individual human studies or arts: "As is true for any other activity of the human mind, poetry must also take its material from experience"; and "The man of action, the philosopher, and the poet have to rely on the same constitutive elements of experienced reality " (Muller-Vollmer, 19 63, p. 97) . In the terms of this work, understandin � is also a consequence of experien ce, and it has its manifestation in , development and/or gratification. The development aspect of under- I I standing is not uncommonly the qualitative front-end aspect of specific 1 developed attributes ; in alternative perspective, all understanding across attributes can be conceptually abstracted out of those attri- butes. Binswanger (1933) viewed the origin of mental illness as a failure · in the existential possibilities that constitute human existence (Abbagnano, 1976, pp. 74-75 ). This is a critical insight into the psy- chological problems of individuals , an insight which must be elaborated Binswanger drew from the thought of Heidegger and Jaspers; Jaspers in turn from Dilthey (Hodges, 1944 , p. 49) . Jaspers concurs with Jares that changed psychophysical conditions of life , and especially those associated with the incr easing mechanization of li fe, are predominently if not exclusively, responsible for the illnesses of civili zation (Jaspers, 1963, p. 71 7) . "The cultural milieu, the prevailin g views and values, are important in that they foster certain psychic abnormal- ities and prevent others from developing" (p. 733) . This suggests that psychic illness and psychological probl ems are functions of the overall , cultural and social experien cing environment, where both this overall experie ncing environment, and therefore psychological illness and psy- chological probl ems themselves are subject to continuous evolution. In ' the terms of this work, the fit or misfi t between the experiencing environment RCP and the individ ual's current state of realization is responsible for how we develop and what we feel. Jaspers, beyond seeing a source of psychic illness in the structure of the social order and in ; culture, sensed the need to penetrate, and thereby understand, the wor1 1 of the mental patient by means of a sympathetic participation in his experience (Abbagnano, 19 76, p. 74) . ("Mental illness" can be defined as any of numerous sets of negative gratifi cation, with each set derive� ! from specified attrib utes, each of which is characterized by a certain range of magnitude; in add it ion, there is a linked developme nt status.) Using Dilthey's phrase of the "maternal soil" of common human experience (Muller- Vol lmer, 196 3, p. 99), we emerge with experience as the source of the negative and the positive (i .e., negative and positiv� realization); and we conclude by returning to the maternal soil in orde � to understand. The mis sing ingredient in social analysis is that of suffi cient concern over the continuous quality of the individua l's experienc e. ······-- -- . -- �-- - ____ _22] Theor y of Equipo tentialit y "All men are create d equal" is not si mp ly an expressi on of a poli tical philos ophy-- it has a basis in reali ty. Chapter II presents evidence that individual realiza tio n is a functio n of individual experi; encing . Beyond this , however, the evidence of Chapter II suggests the ' possi bi lit y that, when compared to environ men tal influenc e, the rol e of genetic dif ferences among individuals is insigni fic ant wit h regard to substanti ve individual human diffe renti atio n . The influence of the domain of experie ncing environ ment variatio n (variabl es) extends to neurologi cal development, gro wth hormone product ion (thereby im pacting , for example , height and weig ht), muscular develo pment and coordination , and even qualit y of ey esight . Given verifica tio n of the hy pothesis that individual reali zatio n is a functi on of individual experie ncing , it foll ows that individual human potential is equal acr oss individu als . Th is must of cou rse be qualified for the cas e of patentl y obvious genetic mutation--but this would appear to be, for all practical purposes, the only qualificat io n necessary . Substantive individual human diff erenti ation is therefore a resul t of experie ncing dif ferences. Such experie ncing diffe rences begin in 1 I utero; Chapter II presents related evi dence, but more researc h is neede4 in this area. Neverthele ss, experiencing diff erences imm ediatel y begi n l I to superi mpose their im pact on the ini tial condi tio n of equipo tential! � . Actual (achieved) realizati on vari es across individuals from opti- ��--� --·- ----· · -- ----·CC" ·· -- --�- mal through typic al to the nadi ral (or extreme) negativ es. This reali- zati on can, in addit ion to continuing on an enlarging posi tive path , atrophy or be supplanted by negative realizati on. Conversely , negative realiza tio n can, in addition to continuing on an enlarging negati ve path , atrophy or be supplanted by positi ve realizati on. The degree to which such pattern reversals are possibl e is a functi on of , at leas t conte mporaril y , the magni tude of change required (c urrent state of realiz atio n vis-a-vis proj ecte d state of reali zatio n), and of key reali 1 zatio n co ntrol attributes . Key realiz atio n contro l attri butes in turn: 1) are functi ons of social perce ptions of pattern revers ibil it y , and 2) determine (along wi th current and proj ecte d states of realizati on) the magni tude of and char acte r of effort and resources required to effect the pattern reversal (whether these efforts and resources be expended by the individu al , by soci ety , or by both in uni son). All of cours e is ulti mately a functio n of the value frame (s) of reference and its conte nt . Thus real iz ation patterns are al terable and even reversibl e as a function of tangible varia bles amenable to int ervention . Such al tera- tion or reversal can move in the directi on of re-establ ishing essential equivalence in realiz ation levels across individuals or groups of indi- vidu als ; such movements are reflec tio ns of underlying equi potentia lity . --�-- - J,Q!j CHAPTER V THEORY OF MEASUREMENT OF INDIVIDUAL HUMAN POTENTIAL AND OF ITS REALIZATION This chapter in troduces certain perspecti ves and considerati ons relevant to measurement of individ ual human potential and it s realiz a- tion. The subject addressed by the chapter is a very large and complex • one which has the capacity to absorb enormous effort. In consequence, the perspectives presented here are suggested, limi ted, and at higher levels of generalization. The chapter begins by identification of the more fundamental domains to be measured. Subsequently, and as relevant to the domains to be measured, types of measurement, modes of measurement, and special considerations in measurement are discu ssed. Finally, the contrast between direct measurement and measurement of an individ ual's uncon- strained activity is made explici t. Direct measurement seeks to direct: ly measure, e.g., realized indi vidual potential. In contrast, measure- ' ment of an individ ual's unconstrained activity seeks to establish reali � - ed indivi dual potential by assessing the individual 's activity in si tu- • ations that are relatively free of type of behavior enforcement proto- col. 102 1 -- -� Fundamental Measurement Domains The theory of individual human potential and its realizati on is intended to be used in the real world in a practical way. From this point of view , then, the maj or measurement domains which must be consi- dered ini tiall y are realized individual potenti al ; the realizati on contribution potential (RCP) of experie nci ng envir onments; and realiz- able individual potential , a varia ble deri vatively measured . Realized individual potenti al , as noted in association with it s earlier defini ti on, is comprise d of his toricall y reali zed individual potential , the current state of realiza tion , and the now being incre- mentally real ized . Th ese aspects of reali zed individual potential and their relat ionships wi th eac h other were ela borated in the secti on titl ed "Re alized Individual Potenti al" . There is a common measurement base which overlays these domai ns. Realizati on contribut ion potentials are potential contri butions precise - ly in terms of development and gratifi catio n of one or more individua ls � RCP 's are contri butions of experie ncing envir onments, and development and gratific ation are the fundamental results of experie nce. The poten� ' tial contributio ns , when they do fl ow or are con verted into reali zatio n � fl ow to individuals and are reali zed by individu als . Thus the measure- • ment base which applies to reali zatio n contri bution potentia ls of exper� iencing environ ments is precisel y the same as the measurement base whic h appl ie s to realized individual potenti al , as well as the same that whic � appl ies to realiza ble individual potential . Realized individual potential can be viewed in terms of attribute levels. The realization contribution potential of an experi- I encing environment can sim ilarly be viewed as the potential contributio J I to individual attributes in attribute level terms . And finally, reali-1 zability can be viewed in terms of attribute levels which are expected to be attainable under specified conditions. Thus perhaps the lowest common denominator formulation of the fundamental domains to be measure :is simply that of attribute level--whether realized (with its subsets iof historic , current , and incremen tal), realizable, or potential contri ibution to. I The realized individual potential of an individual has a raw real- 1i ty manifestation. Any attempts to reflect or concretize this raw real ity base, whether in absolute or relative terms , and whether in quanti- :tative or qualitative or value terms, can be subsumed under a generaliz I I ed rubric of measurement. The fidelity with which the raw reality base 'is reflected is commonly called measurement accuracy or validity . Any existing test or assessment protocol of any developm ental/ 'gratificati onal manifestation is one existing tool in the realization assessment repertoire. Thus we have, for example, physical abilities j 'assessment, language abilities assessment, skills assessments , personal ity development scales, and moral development judgments (the latter being based on intuitive moral scales reflective of a specific value 'frame of reference and content). Clearly protocol for assessing moral ;development is less well developed and understood than protocol for assessing , say, physical abilities. There are as well other areas of I I I I l0 4J real izati on for whic h assess ment protocol is undeveloped--for exampl e , expectations and goals structuri ng. Thes e obser vatio ns are not unrelat� ed to the is sue of partial vs. full assess ment of reali zed individual potentia l, an issu e addresse d later in the chapter. The realiza tion contribut ion potential of an experie ncing enviro n ment in its raw reali ty form can be approxi mated by the expected reali- : zati on contri bution of the envi ronmen t (i n order to li mit term prolife rati on, howev er, we wi ll conti nue to use "po tentia l" ). It is useful to , vie w the RCP of an experie ncing environ ment as the totalit y of the real izati on contri bution which that experie ncing envir onment could make to a theoretical realizat ion-e mp ty individual under opti mal contri bution conditio ns--yet subj ect to constraints imb edded in the en viron ment as it is curre ntl y def ined (that is , environ mental RCP late ncy remains late nt unle ss specif icall y acti vated by action or assumption ; this is dis cussed below). Thus if a certain program of activit y is expected to establish a profic iency for a certa in sub-attribute of 500 units over the duration of the progra m, then this be comes our esti mate of the reali zation con tri bution potenti al (of this particular experiencing environ men t for the in dica ted sub-attri bute). This is a generalize d contributio n poten i tial which mus t be derived from the sum of the RCP 's of both the includ1 ed individuals and the environment exclusive of individu als , adj usted by the in teraction factor. When con verti ng to considerations of incre mental realizati on on a by-individual basis , this generalize d contribu- : tio n potenti al must be in terpreted , for each given experienci ng indivi- , dual , in light of that individu al 's current state of reali zation ; that is , the given experie ncing individu al 's key realiza tion control attribu- tes pl ay a central role in determining the de facto magni tude of incre- mental real izat ion . Incre mental reali zatio n is of course si mply the amount , by attri bute (s)/subattri bute (s), of realizat ion per uni t of experie nci ng ti me or per specif ied experienci ng period , where a contri - buti ng experie ncing environ ment is necessaril y ind ic ated. Reali zable individual potential is deri vatively measured, then si tuationally in terpreted . It is deri vatively measured in two senses. Fi rst of al l, reali zable individual potential is defi ned in its limiting sense as the gap between the current state of realizat ion and the com po� site reali zable ide al (both in equivalent base measurement terms). This defi nitio n is of cou rse supported by both the theory of equi potenti ality, and by the vali datio n of the hypothesis tha t realizati on is a function of experie ncing . This limi ti ng co ncept defi nit ion must be adj usted--but only wi th extre me caution--by any apparently irre medial obstacles to realiza tion (e.g. , physical handic ap , in delible psychic sc arri ng, adva n� ced age, excessively retarded current state of realizatio n). It must then be further adj usted to refl ect experiencing environment duration , and in lig ht of any real world essenti al concess ions to experie ncing environment subopti malit y ("si nce you absolutel y could not get in to thatj I I opti mal progra m or acti vit y , the substitute progra m or acti vity is expected to yiel d ••• ") . (At this poi nt we have of course con verted from realiza bl e individual potential in its fulle s t sense to that indi- 1 ' vidual realizatio n maxim al ly deri vable out of some give n experiencing - - - - 1061 environ ment, cautiousl y adj usted for extreme individual real ization inhib iti ng realitie s). Seco ndly , and si mp ly providing a perspective variatio n on the theme of the above paragraph, reali zable individual po tenti al is deri - vatively measura ble as foll ows: si nce realizat ion is a functi on of experie ncing , then measures of unrealized individual experiencing (or inc rementall y lost experie ncing opportunity) are suffic ient to deli mi t realiza bilit y . 107 ! Types of Measurement Measurement is the assessment of anything in terms of anything el se, or their si multaneous rela tive intera ssessment--where "anythi ng" represents any combi nation of entit y, quantit y, di mension , phenomenon, pattern, and form 6 . Measurement is the perpetual reaffi rmation of relati vi ty, and its constant interpr eter . Mathematics endlessl y ins tructs us (along wi th other truths) in alte rnative ways of expressi ng the same thing--in fact, the "e quals " si gn is it s dominan t sym bol . It is nevertheles s the case that practical measurement generally seize s on a sc ale or other referent firs t, and then seeks to so mehow describe that whic h is to be measured in terms of it . Gil lham and Woelfel (1977), based on Hall iday and Resnic k (1966) note that "t he specific ation of a frame of reference is an im portant firs t step in any scientific analysis" (p. 231). Or, more generally fot our purposes, a frame of reference is an im portant firs t step in any measurement ; even si multaneous relati ve intera ssessment--necessaril y along certain dime nsions or in certain terms--embodies specific ation of a (shared) frame of reference. Thus that which is being measured is by defi niti on measurement in terms of something , whether that something be a scale (that is , a "r eferent" scale); a referent gratifica tional 6 If we are comparing a batc h of appl es to a batc h of oranges, we may fo cus first on the apples , or fi rst on the ora nges, or on both si mul taneously . The selecti on of one of these three approaches as opposed to another is likely to influence the form, but not the substance, of the expresse d results . Thus to say that an orange is more round than an appl e is equivalent to saying that an apple is less rou nd than an orange. ' I --- �--- -- --- --- __ lj)_aj in- tensity; - the-composite rea.I:Czahle �ide ai; ·-- an indiv fdually intuited ·--···· (yet referent) level of development; a model experiencing environment RCP; the speed of light; a personified referent (as with Abraham Lincoln or Chris t); a job slot; a set of expectations; and so forth. We in our individuality and in our aggregation have superim posed a set of referents on the body of raw reality . These referents are all perceptions of that raw reality. These perceived referents reflect that raw reality and are answerable to its true character with greater or lesser degrees of fideli ty. Thus, for example, we perceive our number system to have high integrity vis-a-vis raw reality , reflected in almo st unquestioning social agreement on this referent. Each of us has an enormous collection of referents at our immediate disposal and our retrieval and use of them is so accepted in our lives that we "scarcely give it a thought". These individuali zed referents could be profiled as a function of the confidence we have in them--a s a function of the realibility we ascribe to them. Some of these internal referents we feel deeply about, or are "firmly comm itted to" mentally- that is , we believe they are relatively accurate reflections of "what is" , of raw reality, and hence they stand out as strong tools in our mental repertoire (strong, that is , until altered perceptions in other areas cause us to reorganize our referent patterns at higher levels of development and at higher degrees of raw reality reflecti on precision; cf. Nicolis and Prigogine, 197 7) . Some of our individualized referents we share with others. Your perception of a given raw reality phenomenon may or may not be precis ely congruent with that of someone versa. The degree to which our perce pti ons of any given phenomenon are shared is dis cover- able ; such a pri ncip le of dis covera bi lit y appl ies to larger grou ps of peopl e as well. We have arri ved at the idea of the common referent . The degree to which percepti ons of a given phenomenon are shared of course establis hes the degree of the referent's co mmonali ty. A referent generally regarded as common is a shared perce ptual base in terms of which other phenomena can be assesse d or "m easured". Hence the frame of reference can be an individu alized perce ption , or it can be a common perce pti on; and here a common perce ption is si mply the aggrega tio n of high-de gree-of-congruence individua lized perceptions � It is suggested here that the measuring process is al ways employed toward certain goals , and that these goals can vary in their character from mechanistic classific ati on, through evaluat ion and assess ment , to heuristi c applicat ion . It is possible that, in the theory of individual human potential , this latter purpose may assume great im portance. Tha t is , more structured possi bilit ies and experiencing envir onment searches by individuals themsel ves for their own edificat ion and realizatio n , al though catalyzed, may assu me increas ing im portance. In a way, in order for the theory of individual human potenti al to achieve its own realizatio n , individuals must increas ingly become the actor s--albeit actors in formed and catalyzed by consc ie nti ously designed soc ial ref- erents and protocols. From the previous sect ion , what we want to measure, at leas t ini tiall y , is attri bute level (realized , realiza bl e, potential contri - bution to). These measurement domains are subject to measurement by means of the application of one of several types of measurement; these measurement types vary in their degree of suitability to address the measurement function over the indicated domains. For these reasons we turn, in this section, to the classification of measurement types, and to an evaluation of the suitability of these types for the domains of concern. Measurement types are highly correlated with referent types. In fact, a classification scheme of measurement types gradually merges with and becomes congruent with a classification scheme of referent types, as becomes apparent below. Figure 2 suggests a measurement hierarchy for measurement type. At the apex of the type of measurement hierarchy are the non-excl usive categories of absolute measurement and relative measurement. The second tier in the type of measurement hierarchy identifies six manifestations of the tier-one categories. The first manifestation is absolute measu- : rement itself. An example is an individ ual's pole vaulting ability specified in meters. Thus while what is here called absolute in fact uses a linear scale as the referent, the point remains that the pheno- menon or event is itself directly measured. Item and/or set comp arison based on absolute measurement (absolute · measurement as described above) is depicted by the second tier-two node "relative using absolute base". This is a relative measure, a conditio q also identified in Figure 2 by the positional origin of the connector line from tier-one. While it is possible to elaborate the measurement variations accommodated by this node, our concern is to avoid the ----�___!_]Jj Absolute Individualized Referent Relative Using Absolute Base Common Referent Simple (Uniform Separation Ranking Uni tary Referent Bipolar (Separation) Referent Pure Relative Ranking Individualized Referent Common Referent Indivi dualized Referent Figure 2 Type of Measurement Hierarchy Common Referent the measuremen t domains assures equal or superior measuremen t compreh en� si on and precisi on by the use of other types of measurement . The third ti er-t wo measurement mani fes tatio n , "si mple (uniform separation) ranking ", is a relat ive measure not dependent on absolute measurement. In this measure, ite m (or set) separatio n dista nce is constant or unspecifi ed, as in "fir st, second, third ". This manifes- tatio n would appear to be , of the si x tier-t wo measurement manifes ta- tions , the leas t preci se; nevertheless, if the issue confronting an individual is , for example , the selec tio n of the most opti mal experie n- I cing environment from the poi nt of vie w of his or her own realizat ion , then si mple ranking may be quite adequate . The fourth ti er-t wo manifestati on, "unitary referent", ide ntifies any unitary referent in any measurement endeavor. Thus we can compare I others to a favorite si nger in terms of qual it y of voice (i . e. , in term� of perceived level of development of this sub-attri bute); or, we can compare how much we like other si ngers relat ive to our favorite (whic h is a com parison of the total gratif ic ation deri ved). Si milarly , if we vie w all of our understanding of the process of learning to si ng as the uni tary referent , we can, parti cularly if we're trained to do so, eval- uate the potential of a child 's environment (RCP ) to contribute to the child 's si nging abilit y (and then, if we choose, com pare that to the analogue RCP in other environ ments perceived as availa bl e). Such ju dgements, in thei r current state of development , are readil y la bel ed intuit ive , and can be based in such an enormous range of understanding and consideration as to not infreq uently dwarf our more feeble efforts of numerical measurement precisi on. Chester Barnard (1956) writes in celebration of the intuitive, and in so doing quotes Wolf: "In every inductive investigati on, common sense, accumulated experience and know- ledge, some originality, and a spir it of adventure are indi spensable. Nothing, not even a study of the scientific method, can serve as a substitute for these things" (p. 306 ; italics in origin al). The unitary character of the referent in this type of measurement manifestation is highligh ted if we select, by way of example, the Western frontier in American his tory. This referent has both indivi- dualized referent and common referent manifestations . But while this referent can, for example, be heuristically used in your individualized 1 form of it to expose to presence or absence an analogu e set in your own� exist ence, its "unitary" character is quic kly seen to be differentiabl e.: Thus "unitary referent" is simply a way of temporarily freezing or bounding a perception set of the raw reality base; multiple other per- ception sets overlap and are interwoven with your indivi dualized refer-! ent of the Western frontier in American his tory. As old John Muir once! noted, all things in the universe are hitched together. But reverting : to the unitary referent perspective, each such referent can commonly be dimensionalized in numerous ways, and not uncommonly in innumerable ways. Individual human attribu tes are amenable to being cascadingly sub-i set and aggregated; the same applies to experiencing environments and to experiencing environment RCP's. Thus if a given experiencing enviro4- __ _ _____ ___ 114 1 -m ent's RCP fs id ent::lfied -Tn one context as a- model uni tary referent for' purposes of RCP comparisons with other environments, it nevertheless remains possible to subset the subject experiencing environment RCP to a by-attribute RCP profile. The fifth tier-two measurement manifestation, bipolar (separation) ' referent, focuses on phenomenon separation distance its elf. Here, "separation dist ance" can be defined in any way for any dimensi on. Some of early grade school relational training is of this type, for example, "people are to food as cars are to----- -- ". Later, mathema- 1 tics picks up the training (as a simple example, X is to X/2 as 2Y is to ----- ; IQ tests commonly express such inqu iries pictori ally . In the i above examples, the bipolar referents are, firstly, people and food and� secondly, X and X/2; the respective bipolar sets being relationally constructed are cars (and gasoline), and 2Y (andY). As bipolar referents become inc reasingly complex, it is more and more appropriate to differentiate them into individua lized and common. I I Perhaps it is the case that incr easingly complex (bipolar) referents are characteri zable by correspondingly incr eased dispersion of the indivi- i I dualized referents about their (aggregated or) common referent average. : Thus a common referent can be viewed either as a dispersion, or as its average; this applies as well to the focal separation dist ance of the bipolar referent. Moreover, in the common bipolar referent case, not only can the referent itse lf be viewed either in dispersion or average terms, but the separation dist ance of the bipolar set being compared toi the established referent can also be so viewed. We have at this point entered the dom ain of the Galileo system of measurement. The Galileo system of measurement, coming into increasing promi- nence in the social sciences, uses bipolar separation distance to compare one bipolar set (of perceptions) with another. What is uniqu e to Galileo, however, is, upon fi nding a commo n referent, the assi gnment of an arbitrary quantity to the bipole separation distance. This arbi- trary quantity is thus simply a number assigned to the averaged separa- tion distance (and here averaging does not usually refer to numerical or mathematical averaging). This arbitrary distance is called a Galileo (or 10 Galileos, for that matter), and the separation distance of other · phenomena pairs are estimated in terms of this base unit . The result i s a comprehensive numerical representation of all bipolar separation distance perceptions for all bipolar phenomena sets under consideration.: For example, given a common but low dispersion (and therefore wi dely acknow ledged) bipolar separation distance average, of, for sim pli- cit y's sake, the RCP of the university as compa red to the RCP of the factory, we can then query and derive analogue results for analogue bipoles: e.g., university RCP is to factory RCP as manager RCP is to clerk RCP . On the other hand, using the same common bipole referent, but applying it internal to a specific organization, it might be reveal� ed, by a query of employees of that organization, that the perceived averaged manager-clerk RCP separation distance was only half that of the referent university-factory separation distance; or alternatively, that the separation distance was in fact perceived as dou bly great. After employment of these entry concepts by Galileo, its results -- -- --- -- -- ------ ------ - --- ------ --- - ----- - become amenable to extensive mathematical treatment in both fi xed-time and over-time analysis cases. The contemporary stage of develo pment of the Galileo system of measurement is summari zed by Gillham and Woelfel (19 77) . In terms of the fi xed-time analysis case, the resulting average of differences in perception "may be expected to be both precise (since it is a continuous ratio scale) and reliable (since random and indivi- dual disturbances have been cancelled out by averaging" (p. 225) . In the over-time analysis case, after matricing of averaged perceptions, changes in relative meaning of the scaled perceptions can be decomposed · along the orthogonal reference vectors, yie lding "equations (which) provide very accurate descriptions of attitude and belief changes" (p. 231) . Gillham and Woelfel conclude that "The primary merit of the system, therefore, might be its ability to allow the formulation of atti tude and belief change theories in the form of equations in mecha- nics" (p. 21 3)--or in our case, equations concretiz ing and faci litating ! experiencing environment RCP evolution and the increasing realization of individual human potential. Measurement precision , however, should never interfere with, but only assist , and that quite secondarily, the role of all individuals in change, and the role of all individuals in the process of the realization of individual human potential. Again in terms of Figure 2, the sixth and final tier -two measure- ment manif estation is that of pure relative ranking . The explanations in support of this node are the most ambitious conceptual endeavor of this section ; much work indeed, beginnin g at the conceptual level, remains . It is within this node that the long-term future of rela tive measurement , in that it subsumes all forms of relative measurement · not previously identified in this section. Mathematics is the relational science. It is based on perceptions of relations and relation types as they exist in raw reality , and on its own efforts at internal consistency . It imbeds its perceptions in symbols. While mathematics is a set of relational reflections , via perception , of raw reality , raw reality itself of course retains the relations in their pure forms. These raw reality relations are directly perceived by individu als, whatever their degree of knowledge of the relational scien ce, and whatever the degree of accuracy with which raw reality is reflected in their perceptions. It is sufficient for our purposes to suggest that in general, individuals perceive and assess raw reality relations intuitionally . Thus raw reality relations have an abstracted manifestation in mathema- . ti cs, and a perceived , intuited manifestation in the mind of every individual. Said another way, mathematics exists in three forms : in the symbolic form we normally identify as mathematics ; in the pure relational mathematics as imbedded in raw reality; and in the intuited relational perceptions in the minds of individuals. We are all mathe- maticians; it is just that most of us interrelate our perceptions directly , bypassing the symbolic manifestation of mathematics--a mani- I I festation which is itself once removed from raw reality . Thus, in term� I of a previous example, a music teacher may be able to intuitiv ely, rapidly, and relatively accurately assess the potential of a child's singing ability --whe reas a mathematici an, restricted by requirements of ------ -- _____ _11,8] -�--�- ------- ---- --� -------·-------·----------.- -- --- variable formulation, modeling, precise measurement, and extensive, dire ct and comparative data gathering tasks, would find this to be a very formidable undertaking indeed. In fact, in this instance, the mathematician's results may never equal the flash intuitive judgment of the experienced individual ; and we could certainly expend much social product in such efforts. Thus we deal with many of the relations of symbolic mathematics on a daily basis. We simply deal with them in a non-symboli c, more direct manner--a manner which may not infreq uently transcend in quality the use of symbolic representation and absolute numbers. In perceiving and re- perceiving these relations from our vantage points within our own expe- riencing environments, we attain perception qualities of these environ-: ments (especially vis-a-vis our own current state of realization) not only not replicable by extra-environ ment observers, but which, more fundamentally, offer enormous potential for dire ct use in, for example, experiencing environment alteration or in the alteration of the RCP set to which the individual has access. Hence we are to be nexus of calling for the use of our own indivi- . dual relational perceptions in more extensive, systematic , and environ- mentally- interac ti ve ways. The Galileo system of measurement is simply : one manifes tation of such a perspective, yet it is limited to the bipo- j lar referent relational base. But what of all the other types of relations in raw reality? Here we cautiously suggest illustrations which may contribute to a; starting base for sixth node (pure relative-ranking) constitu ents. 1) 1 Simultaneous intui ti ve evaluation of mult iple experie ncing envi ronments directl y in conventional terms (e.g. , "what would you like to do?") . 2) Same as 1) above, but more consci ously in terms of RCP's. 3) Reali - zation traj ectory analysi s on a by-individual basis across experie ncing environ ments . 4) Direct intuiti ve assessment of the possi biliti es of continuous enhancement in the RCP fabri c to whic h the individual is exposed . 5) (and related to 3) above) the inc reasi ngly smaller incre- mental realiza tion deri ved from an experie ncing environ ment with non- increasing RCP (or from an experie ncing envir onment the RCP of which is ' increasing at a decre asi ng rate--directl y suggesti ve of an intu iti ve diffe rential calculus analogue). 6) Assuming which factors constitu te ! an experie ncing envir onment (analogue of factor analysi s in mathematics � , i fo llowed by intui ti ve assess ments of which factors might be best employ, ; ed elsewhere, and of which factors seem in need of strengthening in som� I I way. 7) Building on 6) above, the construction of a conceptual factor ! ' bank to be subj ect to recurrent sca ns for suggestions of factors avail - i able to enhance exis ti ng experie ncing envir onments (i .e , , why aren't learning /perso nnel interco mmu nica tio n headset commu nica tion systems in � pl ace in noise -laden routin e-task -based factor y environ ments? ) 8) The• I I superi mposi tion of a general systems model of realizati on (e.g. , in puts J of experie ncing environment RCP , outputs of realizati on) on experie ncing envir onmen ts for real izati on defici ency detectio n purposes . 9) Each individual can refl ect on his or her two most fulfi llin g perso nal relat ionshi ps, preferably fulfil ling in divergent di mensions . Given this three-pointed , two rela tionship individu alize d referent , evalua te expei·1 enci rig� envf roniii. enTs -Infe rms� or t:he1r � capaci ty-to -Yl.ei<r equ:i.. v� ale nt or analogue fulfill ment (i .e. , in terms of their ca pacity to yi eld development/gratif icatio n along equivalent or analogue attributes ). We now si mplif y the disc ussion considerably in noti ng modes of measuring applic able to the measure ment domains of concern . _____ 12l i Modes of Heasuring Four modes of directly or derivatively measuring attribute level (whether realized, realizable, or potential contribution to) are suggest- ed in this section . Domains of measurement address the issue of what is to be measured. Subsequently, the types of measurement technically structure measurement results and the measurement process it self. In this section, modes of measuring stand in termediate between what is to 1 be measured and configuration of measurement results. Specifi cally, modes of measuring are modes of access into the measurement base of what is to be measured; they further provide the initial framework and constraints for the measurement process. The suggested measurement modes are physiologic al assessment, observable activity assessment, self-reports, and derivative assessments. These modes are identified and illustrated here, but are not explored in any depth. Realization has a manifestation in the physiological. Assessment 1 ' of this physiological realization is limi ted to the indirect and partia+ assessment of realized indiv idual potential (as the term is defined to include the historical, the current, and the increme ntal). In certain circumstances the assessment of realized indivi dual potential supports as well the determination of potential contribution to (attribute level$ I by an experiencing environment), because what individ uals realize out i of existing environments is a to-be- interpreted indicator of what other� could expect to realize from the same environment. Physiological assessment can be subset into brain and body assessment subsets. Assessment of the state of reali zation as manifest in the body is assessment of, at least, the structural, muscular, nutritio nal, chemi- cal, and hormonal states. As an example, and as noted elsewhere in this work, the human body reacts to stress by means of heightened pro- duction of catecholamines (Horn, 1975) . Here, stress is a manifestation of negative reali zation. Catecholamine levels are thus one indicator of the presence or absence of at least one of the forms of realization. Similarly, assessment of the state of brain realization is assessment of, at least, the structural, nutritional, chemi cal, and electromagnetic states; correlation of alpha, beta, and theta brainwave emanations with states of consciousness is one example of assessment of reali zation as manifested in the brain, a domain the exploration of which has scarcely, begun. In a related vein, both health and disease are a major function of: reali zed potential. This work has not focused on this hypothesis; nevertheless some of the evidence presented is supportive (Behavior, 1977 -78 ; Horn, 1975 ; Palmore, 1969 ; Spi tz, 194 5) . Fuchs notes that "the greatest current potential for improving the health of the American. people is to be found in what they do or don't do, to and .for them- selves" (Fuchs, 1975 , as cited in Somers and Somers, 1977 , p. 20) . However this perspective is as yet limited in terms of the number of its adherents. More fundamentally, this perspective is limited in the degree to whi ch the nature of experiencing itself is identified as both ! a major etiological category, and an etiologi cal category under which is hiera rchically subsumed the substance of most, if not all, other eti- olo gical caE ego rles _"_(in the sense tliat Tf naturai'1- bod y - -r esista nce immun it y in crease as a functio n of increasing posi tive realiza tion , and 1 increas ing suscepti bilit y to dise ase is a function of increasing nega tive realiza tio n). In any event this work will merely treat the hypo thesi s (that healt h and dise ase are a maj or functi on of reali zed poten tial ) as such, suggesti ng at the sa me ti me limi ted im pl ica tions , imp li- ' cations which co ndi tionally depend on further research and validatio n . Observable activity assess ment is assess ment by an observer exter nal to the individual in fact performing the activit y . Observable acti vity assess ment can be consti tuted , first of all , of direct es ti ma tes of achieved or realiza ble devel opment and/or gratifica tio n . Alter natively , observable activit y assessment can orig inate more in direc tl y by means of referents preliminary to or int ermediate to esti mates of achieved or reali zable attribute lev el. For exampl e, esti mates of over� all qualit y of vision or of reali zabilit y in terms of a certain grati ficat ional attribute may be infor med by numerous preliminary or partial : assessments. Observable acti vity assess ments are, in contras t wi th self reports, rel atively lim ited in scope of appl ic ati on. Whi le gratifi ca tion can be observed to some degree, self reports of gratif icati on can be expected in most ins tances to be much more accurate and relia bl e. The same consideratio ns apply to many of the basic attri butes as well , e.g. , to expectati ons and goals structuri ng (see Table 1 for an ite mi zation of suggested basic attributes ). Level of development of some of the basic attribut es, on the other hand, is most appropriatel y subj ect to assess ment by means of observatio n . Level of development is frequently readil y observable as a result of invo cation of , for exampl e , physical abilities or skills . Care has to be taken , however, in deter- mining whether what is being observed is full or partial exposure of reali zed individual potentia l; this concern is dis cussed in the next section . Self -reports in this context are reports the substance of which derives from experie ncing individuals about their experie nce. Self- reports have as their subj ect attribute level --reali zed, realiza bl e , or potential contributio n to . Self -reports may of course as well be in terms of referents preli minary to or interm ediate to attribute lev el ; aggregat ions of self-reports are also possi ble . Self-reports can be unstructured, or structured or assis ted in any ! of numerous ways, as by the use of a designed ins trument . Thus an i extemporaneous report by an individual on hi s or her reali zed potential , is an unstructured self-report; the comple tion of a question naire or the taking of a test designed by others are examples of structured or assi sted self -reports . Even in the questionn aire and test exampl es, the substance of the report deri ves from the experie nci ng individu al . The deriva ti ve mode of measuri ng is so named because it deri ves from the phys iol ogic al , observable activit y, and self-repo rt modes . Thus, for example , psyc hologic al , anthropol ogical , and his torical reports which concern themselves wi th the domains of measurement indi- i cated in this work are all reports which owe their substance to phys io- I lo gical assess ment and/or observable acti vi ty assessment and/or self- reports. selves into three that are fundamental, and one, open-ended, that accounts for any assessment configuration in fact dependent on the three fundamental modes. The type of measurement mode which it is appropriate to employ varies as a function of the life span. Thus the physiological and observable activit y assessment modes predominate in the case of the very young (we know very little about translating in fant vocalization); and self-reporting gains increasing prominence with age. Special Consideratio ns in Measurement Three special conside ratio ns in the measurement of individual human potential and its realiza tio n are noted in this section . The firs t consid eration contras ts the validit y of measurement in contri ved experi� encing environ ments to that in na tural experie ncing envir onments; the sec ond cons idera tion suggests caution in the disc ri mina tio n between the measure ment of partial as opposed to the measurement of full reali zed individual potenti al ; and the third consideration rei terates a caution in the discri mina tion between overtness and latency in the reali zatio n contribut ion potential of experiencing envir onments. Certainly one of the most fundamental pri nciples of measurement as · appl ica ble to the subj ect of this work is that the assessing or measur- ing must spring from real li fe , day-to-day si tuati ons in which the bei ng-assesse d individu al (s) are involv ed . This applies to self-re ports as well as to the other measurement modes . Damon (1977) makes the point forcefull y, parti cularly in the context of social and moral developme nt j Damon orig inally observed that Kohlb erg's moral development measurement! methodology presented artic ul ated rather than experie ntial dile mma s to childr en--and that consequently the is sues presented seemed remote, of ten incom prehensible , and in short unreal (Kohlberg, 1963, 1969). Damon (1979) ela borates : What do hy potheti cal stories and subsequent verbal probe really measure? ••• The aspect measured is the child 's theoretic al-verbal reflecti ons •.• (which are) si gnifica nt ly removed from the child 's .•• everyday soci al encou nters ••• in all of the exis ting psyc hological lite rature, the evidence and theory linking the child 's theoretic al-verbal reflecti ons to his or her practical social conduct is at best ambiguous Now I do not think that there is much disagreement about the proposition that what we are most interested in is a child's actual everyday social development rather than his/her theo reti cal reflections upon hypothetical social problems. (p. 14 ) Further, and equally important, Damon's work with students suggests that "the child's actual engagement in a situation with real consequen-: ces is a far more powerful stimulator of discussion and self-qu estionin � than is listening to a verbal story, or even watching a third-person filmstrip (p. 15 ). Thus realized potential is perhaps optimally measured as a deriva- tive of real life experien cing environments as opposed to contrived experiencing environments. Finally, the preliminary and intermediate measurement referents used in establishing the realization contributi on 1 potential of experiencing environments (and consequently the potential contribution to individuals from those environments) should reflect the real life measurement approach where possible. The major problem with the real life situat ion measurement approach is that, all too frequently, it would not enable full exposure of reali 1 zed individual potential, even along a limited number of attributes . Some experiencing environments demand the invocation of all we have, along certain dimensions--and even more--and hence we grow. Other environments demand less than what we have (i .e. , less than what we have realized); and some demand almost nothing, even on a continuing basis . If we are to assess realized individual potential, we must assess it on a full basis, not on a partial basis . Hence we must "con trive" -� --�� -�-·· ···-- �� --·-·--···· - ---------- �--- -· ---· �- real life experie ncing environ ments which enable full ex posure of reaTi- zed individual potential . Of course measuremen t is not the ulti mate obje ctive ; in stead, reali zati on is . Thus , optim al ly , full exposure real life experiencing environ ments should be avai lab le and acc essi bl e as part of the natural social order when sought ; the is sue of "c ontrivi ng11 such experie ncing envir onments si mply for measurement purposes would then be appropri atel y reduced in sc ope. Overtness versus la tency in the realiza tion contribution potential of experie ncing environ ments has been previously noted . At min imum , the con version of lat ency to overtness in a gi ven experienci ng environ- ment requires the cre ati vi ty to detect the lat ency; beyond this , design effort and expendit ure of resources may be require d , as in the example of the additi on of a multi- chan nel headset comm uni cati on syste m to a routi ne-task- based , noise laden factor y envir onment. Latency cannot be conside red in measuring the RCP of an experie nci ng envir onment until it has been conver ted into ov ertness (setti ng aside , in this context, the larger and too-numerous-to-recount-here is sues rel ated to assessing I experiencing environ ment legi ti macy in lig ht of obje ctives of individua � realiza tio n ; such is sues would of course have to consider and even measure experie ncing envir onment RCP late ncy , and then cost out the activ ation of such late ncy on a rela tive basis . Measurement of Unconstrained Activity We have concluded the portion of this chapter which deals with the theory of direct measurement of attribute level (whether reali zed, realizable, or potential contribution to). In addition, attribute level is implied by the nature of and extent of an individual 's unconstrained activity. Individuals are both a product of their life experience, and a quality capable of transcending it and directing it . In either event, what an individual does reflects both: 1) the action-shaping power of the situation he or she is in; and 2) the essence of the individual (at . whatever level of realization that essence exists, and for whatever reasons). We thus see the possibil ity of revealing an individua l's realiza- , tion by assessing the character of action which, at least in part, emanates from the realization base. Before this can be postulated with 1 useful clarity, however, we must first penetrate, then differentiate what is here called the action-shaping power of an (individual's) enveloping situat ion. The action-shaping power of an enveloping situation can come ' directly from the immediate social context, or it can come directly fro� the life experience of the individual. Federico Fellini's (1963) captij caught in a traffic jam. As there is no getting out of it , the poor fellow's essence ends up floating up through the top of the car and - __ m ______ 13 0 i I drifting away in the clouds. In this example, the action-shaping power I of the enveloping situation is for all practical purposes total, and it comes directly from the immedia te social context. Getting caught in a traffic jam tells us nothing whatsoever about an individ ual's essence. In a second example regarding the action-shaping power of an enveloping situa tion, take a kindly old individual, child on knee, re- counting fables carefully calculated to germina te future transcendence. Here is apparently an individual whose essence had an oppor tunity to be positively realized in the course of his or her existence. The action- shaping power comes from within the old sage, and it had its genesis an growth in the course of a lifetime of experience. As a third example of the action-shaping power of an enveloping :situ ation, take an individual of an age equal to that of the salient spirit of the previous example, but instead lying prostrate in a drunke stupor. Too many traffic jams, too lit tle time given when he or she ,was a child, too many years on the industr ial rockpile. Oh when will i I [end, oh when will it end, oh when will it end ••. an individual whose I iessence became enslaved by negative realization in the course of his or I I : her exis tence. Here, as in the previous example, the action-shaping ipower comes from within the old one, and again it had its genesis and ;growth in the course of a lifetime of experience . We have presented ! :empirical evidence that, for example, previous "failure"--even when I :contextually absolut ely unavoidable--is followed by enormously higher :rates of unfolding failure strictly as a function of the preceding 'failure (Tiggemann & Winefield, 19 79) . Nothing succeeds like success, even though the initial success be unwarranted; nothing fails like l failure, even though the initial failure be unwarranted. Activity reflects the demands of an enveloping social context, or : I it is a reflection of the essence (i .e., reali zed potential) of the individual, or both. What is postulated here is that activity which is unconstrained by the demands of the immediate social context is the mirror of the soul--i.e., is the mirror of realized potential, whether positive, negative, or mixed. Thus realized indiv idual potential is in certain contexts left fre i I to do, to engage in unconstrained activity. What "it" does in such i texts reflects its essence. There is nothing else it can reflect, it i 'would seem, except role playing. As with the hypothesis that health and disease are a major functio :o f realized individual potential, this hypothesis that the quality and extent of unconstrained individual activity reflects reali zed individua potential wi ll similarly be treated here as hypothesis; consequently ,related observations are taken to be contingent upon further research and validation. We can elaborate this new hypothesis : the quality and extent of an individual's unconstrained activity (that is, positive and negative self, interpersonal, and social action--where positive and negative are ultimately in value terms as defined by the value frame of reference 1and content) is a function of that individual 's experience deficit or enrichment (here "experience deficit or enrichm ent" is taken as an equivalent but perhaps contextually heuristic phraseological variant of I I .. -- - -·-__d measures of the quality of an individu al's unconstrained activity support the determination of realized individu al potential. In the zone of negative (self, interperson al, social) action we find alcoholis m, drug add iction , crime , vandalism, delinquency, suicide ,: and similar negative actions. Some of these actions , in addition to reflecting realized individual potential, are imbedded in generative and/or sustaining action-shaping enveloping situ ations to some degree. For example, youth gang culture often shapes the actions of its consti-• tuents to high conformity degrees. The realizati on-related principle of self-respo nsibilit y nevertheless calls for hi gher levels of consciou�- ' ness to transcend both the negative enveloping power, and the force of negative habit. The youth gang culture example suggests that gang culture as culture (and/or as aggregation of individuals) exhibits negative realiz i ed potential. To some degree, the same may be said for the gang's enveloping community--the soil from which the gang springs. Analogous ly, alcoholism (and associated family neglect and abuse) ! which correlates with routinized factory or clerical work reflects both! the individual's realized potential, and as well the character of the realization contributions of his or her experiencing environment. Hence, depending on the sit uation and on a signific ant sorting out of I factors, a measurement of unconstra ined activity is : 1) a reflection of i ! realized indivi dual potential; 2) a reflection of experiencing environ- . ment contribut ions; and 3) (and subordinately) a reflection of force of! habit . In the zone of positive (self, interpersonal, social) action--i .e., in the zone where aggregated positive individual realization exceeds aggregated negative individual realization--we find amiable and intimate interpersonal interaction, direct and vicari ous involvement in the creative arts, volunteer social effort, and involvement in hum anistic move ments, to name but a few illustrations of ourselves at our best and of what we can become. Measurement comm ents for the zone of positive action are analogous to those noted in the case of negative action. We now turn to the implications of the theory of individual human potential and its realization. CHAPTE R VI IMPL ICATIONS This work is in the heart of all the great traditio ns of the earth : which reach out to be increasing positi ve real iz ation of each one of I us. It is the cou pl i ng of the vast range and dep th of our individual human potential with a visio n of the means by which we can increas ingly ! realize it. I J Optimal experiencing is tha t experie ncing which establ ishes opti mal realizatio n, in both its developmental and gratificat ional mani festa- tio ns . Opti mal experie ncing calls on us, draws us out, bec kons us into itse lf directl y , imm ediatel y , and continu ously . But in additio n, opti- 1 I mal experi encing calls on us to design soci al entiti es and soci al proto- 1 !c ol to the ends of opti mal reali zatio n . I l This fi nal chapter addresses a series of im pl ication domai ns . The !material in most of the domains is structured into ind icated hypotheses , !suggested action , and im plications . This presentati on structu re is dis- 1 pensed wi th in several of the domains when it seems appropriate to do so. Suggested action ca n of cour se take the form of tradi tional re- !se arc h . Further, suggested acti on can take the form of direc t and imme t ldi ate experime ntal expl oration or acti on by the individual (s), where the I cha racter of such acti on is info rmed by the individu al 's assessment of both his or her individua li zed referents, and common referents (i .e. , - - 1 judgment"). Finally, suggested action can come from the !marriage of the two action modes just noted, resulting in, for example, , researchers becoming community residen ts, and in teracting in patterns which flow from perfectly relaxed relationships. Implicat ion Domain : The Workplace, the Organiza tio n, and National Producti vit y o Hypothesis : The addit ion of the obje ctive of individual reali zatio n to the traditio nal obj ecti ves of organi zati ons wi ll , when inserted in to the operating protoco l of the organi zatio n : 1) broaden the worker's experie nce base; 2) broade n the worker's capacity to make cre ative (e.g. , producti vi ty enhanc ing ) contri butions ; 3) in crease emp loyee morale ; 4) in creas e individual realization; 5) enhance organi zation effici ency and effecti veness; 6) in crease national per ca pi tal productivity . This hypo thesis is intended to apply to the interor gani zatio nal as well as to the intra-organiza tio nal . Acti on: Direct experimen tal actio n in the workplace is calle d for . Such actio n would enable worker migra tio n acr oss the RCP network and--better--convert it in to an excit ing possibilit y (which it is ). Actio n must further eli mina te any existi ng threats to the worker's security when migra tio n is in fact effected. Interor gani zational worker migr atio n must be si mi larly facilitate d (as by, for only one example , establi shing pensi on portabilit y). Protocol mus t be desi gn- ed to increasingly permi t the worker to contribute from his or her broade ning experie ntial base, broadening creati vi ty potential , and broadening realiz ation base to, e.g. , orga nizat io nal efficie ncy . This suggested direct action must be cast in lig ht of the experi - ,----- ----- . mental, and informed by sound experiment management. i o Implications : Implications include, most fundamentally, an increased quality of life for the individ ual, including both increased develop� ment, and increased gratification . Mirroring this, organizational and national productivity will be positively affected. Finally, infl ation, being the child of poor productivity, and of degraded possibilities for realiz ation and for contribution, would in time be reduced or eliminated. 138 r-- --··-·-· ----···· Implication Domain: Education , o Hypothesis : The injection of the experiential as the basis for edu- : cation would increase individual realization (and of course ultimate- ly, therefore, social product as well). o Action : Dir ect experimental action by students, parents, teachers, school systems, and communities can facilit ate this transition to the experientia l. Interaction on a daily basis must be established with the elements of life outside the classroom. Thus education must become imbedded in the community and its functions, and in the natural environment, the expanded interpersonal, the intergenera- tiona!, the production sphere , the recreation of historical settings and activities, futuring scenarios, and almost always the real world project. Protocol for taking advantage of these vast resources, and others, must be dynam ically evolv ed. One approach to optimizing the use of these and similar resources would be to matrix accessible experiencing environment RCP against attribute to be developed/grati� I I fication to be derived. Further, given by-stu dent current state of I realization profiles, optimum experiencing environments could theorei tically be scheduled on an individual student basis. Two examples of experient ial education may serve to illustrate the enormous excitement imbedded in such education, the use of exist 1 ing--even idle- -resour ces, and the emergence of totally unexpected I benefits . It is possible that private watercraft could be volunteerl ed for educational outings, or let for a small fee, provided that: th� r·-- ·--- ----·-·--- group was small and respectful of the equipment; all water safety regulations were observed; the students cleaned and minimally main- tained the craft; and coast guard monitoring was in place and effect� tive . The skipper could be an old salt, perhaps retired, and capable not only of teaching boat ing, but of spinning tales out of the mists of time when the ocean was once infinite, or when the war gal leys insured the water pluse of the Roman Empire, or when the clippers always headed into the storm ••• Or take the case of periodic moun- tain excursions--there for free. Books can never expose raw reality , but survival training is another matter altogeth er. For our purpos� , ! however, we might focus on visual distance activities. Research ! tells us that we might thereby sharply reduce the incidence of myopi�. That is living preventive medicine . o Implications : Negative box education would be transformed, along with the negative realization poured into our children from such stifling contexts. Positive individual realization of the students would correspondingly increase. It can be expected that there would be a transformation in the character of the educational budget, possibly including a reduction in the use of and need for fixed facilities. Im plication Domain : Health and Disease 'o Hypothesi s : Health and dise ase are maj or functions of individual real izati on. An alte rnate phraseology of this hypothesis is that healt h and dis ease are maj or functions of the im pact of the indivi- dual 's experiencing on that individu al . That is , the caus e of much mental and physical disease may be found to reside in soci al enti- ties and protocol ill -desig ned from the poi nt of vie w of individual reali zation . Natural resis tance to disease increas es wi th increas in& realiza tion ; suscepti bilit y to dise ase increas es wi th increasing negati ve realizati on. o Action : Provided that the central hypothesis of this work (namely i that individual realiz ation is a functio n of individual experie ncing � is seen as valid , two correlation approac hes may then be used for purposes of inquiry into the present hypothesis . In the fi rst ins tance, healt h and disease status can be corr elate d with other measures of realizat ion . In the sec ond approach, healt h and dise ase status ca n be correlated wit h di mensions of experie ncing (see imp li - cation domain on researc h into the theory of experie ncing). Beyond--or perhaps integrated wi th--formal researc h , howev er , individuals should evaluate both their own experie nce, and their kno - ledge of others in assessing this hypothesis . There is si mp ly no better nor comprehensive source of data anyw here. Then individuals must orga nize the colle ction and anal ysis of the inform ation . o Implications : If researc h and direct intro spective in vestiga tio ns hypothesis that health and disease are major functions of individua l realization , it will provide a major impetus to the new age of experiential fluidity and optimal indivi- dual realization . The etiological classification of disease causes would be restructured. A shift in a portion of the nation's bio- medical research effort-- from symptom analysis to cause analysis-- would be indicated. The implications for the medical care treatment establishment could of of large scope, and might definiti vely resolve the issue of perpetually rising health care costs. The dispensation j of drugs as the cure for what ails us would be perceived in new light. Individuals could perhaps increasingly write their own expe- riential prescriptio ns, in consultation of course with the other individuals or environments they desire to interact with. Implication Domain: Individual Realization From the Fetus to the Aged o Hypothesis : Experiencing diffe rences of the fetus, for example as a' result of familial conditions, whether they be of discord or harmony� determine the at-birth status of individual realization. o Hypothesis : The types of attributes characterizing adult realizati od ! 0 0 flow from the character of adult experiencing (see especially the work of Schaie, Chapter II). I Hypothesis : This hypothesis is required as a balance to the previo� one, lest we give short shri ft to the young. I Child and infant expe- riencing, and therefore realiz ation, has the potential to become a microcosm of adult experie ncing and realization. I Hypothesis : The aged, having experienced much, embody high RCP; this l high RCP constitutes , in many instances, a major resource which can be tapped (in other instances, of course, we find many of our great- est individuals among the aged, and many of our most vital contribu- tions flowing from them). o Action : In assessing the impact of familial and mother experiencing differences on the fetus, the previous highly valuable research (see Chapter II) might be extended at its current level, a level which uses a single overarching descriptor to contrast divergent expectant family atmospheres (e.g., "discord" vs. "harmony"). Extending this contrast analysis approach, expectant families with sharply divergent current states of realization for a given attribute cluster could be 143 .-�- - -- - - - 1 ' tracked (or track themselves) across the pregnancy and infant period J and then contrast infant realization in the indicated cluster. In examining the hypothesis that adult realization is a func- tion of adult experiencing, we are essentially assessing a subset of the central hypothesis of this work (that individual realization is a function of individual experienci ng). The focus is useful, how- ever, because so little attention has been given to the issue of adult development. Adult realization must be correlated with adult experiencing, and in this context the overwhel ming pervasiveness of already existing individualized and common referents must be taken into account. In exploring the hypothesis that both child and infant experi- encing, and therefore realization, have the potential to become a mi crocosm of adult experiencing, we must first place this idea in a golden cradle--or fortified castle if you prefer--then explore it with great patience and a great willingness to learn, always remem- bering that any change in the cultural milieu is possible only by means of a collective decision. I saw an old man in Washington, D.C. once, so old that I was uncertain of his age. He was lean, dressed in a suit, and walked down the street at a brisk pace. Our eyes met momentarily in pass- ing, and his were filled with communication and perhaps even inten- sity. At the moment of passing, several time s in rapid succession he clicked together what must have been a pair of castanets--and the he was gone. The fruits of cumulative experience can be served in so many, many ways with the other members of our human family. Such 14 contributions of the aged would most naturally flow in consequence of their own vo lition . But perhaps it is equally our responsibility ! to ask; it is after all true that our experiences are often different , and our hand-on knowledge of social entities and protocols might enable particularly pertinent suggestions. ' o Implicati ons: Exposure of the relationship between familial experi- i ' encing , on the one hand, and the at-birth status of indiv idual reali � I zation of the fetus , on the other hand, has the potential to vest in I ' us a much greater sense of responsibil ity for the unborn child, and either adjust or safeguard our practice accordingly. Confirmation of the hypothesis that 'the types of attributes characterizing adult realization flow from the character of adult experienc ing' would constitute one more window of confirmation into the main themes of this work. We might in addition note the contri- I bution this makes to understanding intergenerational differences. I The need for evolution of realization protocol not simply generation� I I ally stratified , but instead experi entially interpreted , is thereby indicated as well. Confirmation of the hypothesis that 'child and infant experienc� ing has the potential to become a microcosm of adult experien cing an 1 realization' may vest in us new and arti culated question sets about child rearing . For example, is responsibility training possible or appropriate with infants? We might discover, for instance , that by placing a bottle several centimeters away, or on the other side of the crib , that the infant learns to crawl earlier , and to develop a r - - - feeling of responsibility for securing his or her own food . Among the aged there is often the feeling that they do not belong, that they have no place or purpose. A rebirth of the sense of belongingness and purpose would transform their lives, their health, and patterns of care to patterns of both contributions and experienci ng. ,---�- -�------ Implication Dom ain: Genetics and Individual Realization :o Hypothesis: In comparison with the inf luence of experiencing, gene- tic factors are non- sig nific ant predictors of the varieties of and depths of individ ual realization. '0 Action: Additional research, perhaps at least in part informed by the work of Schi ff, Duyme, Stewart, Tomkiewicz, and Fein gold (197 8; see Chapter II), should be undertaken. o Implications : In addition to lending support to the theory of expe- i riencing as means to individual realization, validation of this hypo � thesis would support the theory of equip otentiality as well as thea- ries and systems of political equality. Validation might further permit us to stand a little taller, see a little further, aspire a little more, and succeed at it--sensing freedom from any invisible chains across the growth potentialities of our beings . : Im plicatio n Domain : Unconstrained Activit y , Interpers onal Inter action , and Psycho therapy .o Hypothesis : The qualit y and extent of an individu al 's unconstrained . acti vit y (posi tive versus negati ve self , in terperson al , and soci al action) is a functio n of individual reali zation . Here positi ve and negati ve are ul tim atel y in value terms as defined by the value frame of reference and content. This hy pothesis suggests that by "r eading' ) i I an individu al 's free time activi ty, his or her past experie nce can b� i revealed both to others and to themsel ves. o Hypothesis : Individual deficiencies in interp ersonal or soc ial interaction can be overco me by appropriate inte rperso nal or social interact ion-- that is , can be overcome by rele vant, dominant ly posi- tive exp erienc i ng. o Hypothesis : Grounding psyc hotherapy in the theory of individual human potential and in the theory of experie ncing as means to its reali zatio n provides the rationale for the fulfill men t of the trans- formatio n of psyc hotherapy into the therapies of development and gratific ati on (cf. Roszak, 1975). o Action : The unco nstrained activi ty hy pothesis suggests that uncon- strained activi ty is the "na tural output" of the individu al 's life system, where the entire life experie nci ng process constit utes the inpu ts. To test this conceptual relatio nship , an individu als ' un- l const rained acti vi ty must be assesse d in terms of his or her his tori cal experiencing . Such assess ment might be approac hed in several ways, as by correlati on analysis ; by the in terpretation of common 1- ---- - -" - I bi pole referents, where one pole is rooted in the individual 's hi sto� ric al experienc ing , and the other is rooted in unconstrained activ- ity; and by self-assessment. Independent of assessment mode, how- ever, the elaboration of a theory of dimensions of experiencing should inform the structuring of both domains being relatively inter � assessed (see below). Finally, the text notes that it might prove i useful to factor this analysis by an int erpretation of force of habit. The hypothesis that indivi dual deficiencies in interpersonal or I social interaction can be overcome by relevant, dominantly positive I experiencing can simply be directly tested, ei ther by research, indi i vidual experimental action, or their union. An army of volunteers I I ready to manifest positive RCP could constitute the corrective force 11 (see, e.g. , implication sections on education and the aged); and it I is perhaps optimal for those desiring a transformation of experien c- : ing into the positive realm to meet them halfway. It would be highly useful for the psychotherapy hypothesis to continue to be explored by members of that distinguis hed profession, though of course individ uals themselves have much to offer (see, for example, the above paragraph). o Implications: Realization, whether positiv e or negative, can be assessed in any one of several ways (see Chapter V). "Reading" un- constrained or free time activity , howev er, may be an assessment mod readily and uniqu ely ava ilable to family members, community counse- lors, workers--and in fact available directly to indivi duals in any setting where unconstrained activity is normally observed or ' observed. Validation of the unconstr�;n�-� � ctiv ��Y hy;othesis �� thereby augment the meaning of the observable activity assessment mode; see Chapter V. Given this widespread social tool of realiza- tion interpretat ion, individuals could then act accordingly. Such action might be broadly constituted of, in the case of negative realization, self-resolution or cooperative resolution. In the case of positive realization, such action might be constituted of emula- ti on. If the hypothesis that relevant, dominantly positive experienc- ing can transform individual deficiencies in interpersonal or social interaction is validated, then each of us has in hand another pres- cription to remedy that which seems in need of remedy in interperson al and social interaction . If pursued, the application of such a prescription would result in increasing positive individual realiza- ti on, both immediately and cumulatively. Increasing use of the therapies of development and gratificatio in psychotherapy would of course result in increasing positive indi- vidual realization . ---- , Implication Dom ain : Entrepreneurship o Hypothesis : While entrepreneur ship is only one experiential path out of a vast array, it is perhaps the basic unit of social product innovation and effi ciency . It, like many other activities in comple� I I society, is an intricate and excitin gly demanding experience for the I i individual (or group of individu als) who undertakes such a real worl 4 project. It is here hypothesized that enhanced background (e.g., inf ormational, financial lending, organizati onal) entrepreneur ial facilitation would, in addition to the economic benefi t of lean, innovative, small scale production centers : 1) sharply enhance aspects of individu al realization for the individu als involved; and I I i 2) by providing the escape value or constant balance to any excessiv , co-optation by complex organizations of the creativity of the indivi l dual, maintain and even increase levels of indivi dual creativity in I organizati ons, thereby enhancing the related attributes of realiza- tion (and corporate product in the bargain) . o Action : Increased entrepreneurial facili tation might be approached in a number of ways, but what follows is an example of facilitation which would simu ltaneously increase realization in the community . I I Busin ess schools could solicit innovative and socially useful product ideas from the community, and organize and create successful business entities centered on them. Business students, while guided and advisr ed, would be tested by the real world; and the community would no I doubt nearly flood the marketplace with its creativity . ------�---j , o Implications : In the case of our example, selected attributes of realization, and often critical attributes at that, would be augment � ed--perhaps even created-- in the community, and in those assuming the more direct entrepreneurial role. The implications would vary some- what depending on the type(s) of entrepreneurial facilitat ion used. Independent of the type of facilitation used, however, the invigora- tion of the economic sphere would be a beneficial by-product. Implicatio n Domain: Measurement Research o Action : It would be useful to catalogue and evaluate instruments currently available for assessing individual realization. Further , the degree to which our perceptions are shared is discoverable. It is possible that concentrated and informed attention can develop a honed inquiry centered on the crystallization of common referents or other measurement princ iples of use to individual realization . In this context, it is presumed here that self reports will always occupy center stage. It is what the indiv idual feels that is ulti- mately important (provided, of course, that the rights and realiza- tion of others are taken into account). o Implications: Comparing assessment instruments across attribute clusters might reveal patterns of instrument design , and also patterns of non-availability of instruments. Design rati onale for existing instruments might thereby inform the design of instruments for realization attributes not yet subject to signific ant measurementi scrutiny . Crystallization of common referents could permit relatively quick and direct assessment, by individu als, of such factors as the l relative value, in RCP terms , of alternative yet still essentially latent technol ogies . Many such assessments might be made by popula- tion subsets , as by union members in a particu lar industry identify- ing the lowest RCP yie ld task for elimination. Implication Domain: Research in the Theory of Experiencing o Action: Since the central hypothesis of this work is that indiv idual 0 realization is a function of individual exper iencing, it is suggested that a theory of dimensions of experiencing be elaborat ed. It will be useful to explore the vast possibilities of experi- encing in systematic ways. Typologies of both experiencing environ- ments and experiencing environment RCP's, both by type and by level, would no doubt prove informative and useful. Experiencing environment permeability analysis, whether of per- 1 I meability to RCP migration or of permeability to the movement of the I I individual, is critical, and is related to reali zation barrier detec1 tion analysis. I Implications : A theory of dimensions of experiencing would assist i � clarifying the dimensions of (or attributes of) realization. The several research suggesti ons abov e related to exposing the possibilities of experiencing all contribute to revealing the vast- ness of experiential network possibiliti es. Given cataloguing of these possibilities, they can then be matrixed against individuals categories of individuals, and experiencing paths, at least for the short term, can be identified . (It is not desirable to permit such cataloguing to become a complex task; moreover, individuals of bear the major responsibility for threading their own way through the experiential network). I Im pl ic ation Domain : Theor y of Experie ncing, Supp lemen tal Hypotheses o Hypothesis : There is an "i mpulse to experience". Such a hy pothesis ' 0 0 mus t be carefull y assessed in lig ht of the opti mal sti mulatio n hypo-, thesis work and exploratory behavior research. Perhaps the synt hetic hy potheses would be that first there is the im pulse to experie nce ; and that, gi ven this , there is an im pulse to experie nce, via opti mal , sti mula tio n , in a manner which results in opti mal realizatio n. As histor y has al ways sho wn, individuals thrive on challeng e. I Hypothesis : Full experie ncing envi ron ment shifts are to be preferre� over any partial shifts which might establ ish internal experiencing environ men t incons iste ncy , incom pati bil it y, or confusion (see Mead , 1956, as disc ussed in Chapter II) . Hypothesis : Individu als can develop the abilit y to opti mally in hyper-co mp lex experie nci ng envir onments. reali z, I I o Actio n : Ethology may offer clear evidence of animal im pulses to experien ce, especiall y in new or dynami call y evolving envir onments. The hint is here, addressed from another perspective else where in this work, that the magni tude of the im pulse to experie nce is a func tio n of the level and type of RCP exposure rela tive to the organi sm's current state of realizatio n . For those who have notic ed, the confi - matio n exists in the common and latentl y com mon observation of the desolation in the eyes of certain zoo anim als . Exploration of the im pulse to experience in the cas e of ourselves might be best grounde by first assessi ng our own individual referents , exis ti ng relate d research, and the more sal ient common referents; subsequent research and mental explorat ion could then be opti mally info rmed. Mead's (1956; see Chapter II) reservatio ns about partial expe- riencing envir onment shifts might in the future be interp reted as the tension which emerges from trying to straddle two cultures. Perhaps this tension only exis ts, however, when one submits to soci a� pressu re or peer pressure to be pulled into the new cul ture, or to b � retained in the old. Moreover, even given such tension in inter- cultural push and/or pull migra ti on, the tension can be transcended by absorbing both cul tures. The se refl ecti ons, and no doubt related ones, seem to bear explora tio n in the context of the issu e of the desired degree of experiencing environ men t shift . Exploratio n of the hypothesis that individuals can develop the abilit y to opti mally realize in hyper-com pl ex experienci ng environ- ments might be explored from a variety of directions . One such direc tion could be realizat ion selecti vit y trai ning ; it is likely that untrained control groups would be more suscepti bl e to environ- mental confusion and overload in hyper-com pl ex environ ments . o Im pl icat ions : Vali datio n of the im pulse to experience hypothesis will in form the range of experie ncing environ ment possi bi lities open to the individu al . It will further contribute to pri nciples of ! designing experie ncing environ ments--that is , of desig ning experie n tial RCP networks, where other social product is often a desig n cons� deratio n as well . (That there is , at leas t ini tiall y , substantial focus on such desig n is appropri ate , though as barriers to reali za- tio n fall away, it is possibl e that there wi ll be di minishing need for such cons ci ous designing .) Exploratio n of the hy pothesis which fo cuses on the desire d degree of experie ncing environ ment shift will in form our abiliti es to mi grate acr oss experie ntial boundaries in an opti mal way. The chara cter of this shift and the actio ns envelopi ng it may be si tua- ! I tion al ; for example , the shi ft may be partia l or full , and the qual- i I ity of the transit ion may be enhanced by encouraging the old environ � ment to rele ase, and the new environment to attract. Th ese are in fact salient characte ris tics of the fl uid societ y . Finally , it seems I im portant to keep Mead's affi nit y for full environment shifts in mind . Validat ion of the hy pothesis that individuals can develop the abil ity to opti mally realize in hyper-complex experie ncing envir on- ments would credit the individual wi th the capacity for realizatio n selecti vit y . Along with other advances in understanding , this in- si ght would im pact experiential RCP network design, and the confide nc of the individual approaching his or her own realizat ion enabling ju dgments. Implication Domain: Attribute Research . o Action : What are referred to in this work as individual human attri- butes have always been, in one form or another, the subject of anal- ysis--perhaps particularly in contemporary psychology . This research wi ll no doubt continue, and deservedly so. The concept of attribu te• invocation would seem to require elabora tion. There is a need for an expanded understanding in the possibilities for positive modifi- cation in the key realization control attributes . It is possible, to varying degrees, to both sustain positive gratifica tion, and to retain it in "recallable" mode; it is essential to assess this. I I Beyond this, the abilities to sustain and recall positive gratific a- 1 ! i tion may be developable abilities ! While it may be appropr iate for I the knowledge of or understanding of negative gratifica tion to resid e in the basic attributes, it is also important to explore the possi- bility that the ability to purge negative gratifica tion from recall - able status is a developable attribute ; or alternatively, that the ability to easily bypass negative gratification recall is a develop- able attrib ute. o Implications: Continued research in individual human attributes can do nothing but benefit the theory of individual human potential and its realization, or so it would seem. Positive modifi cation in the key realization control attributes would enable increased rates of positive realization. If positive gratification sustainment and recall capabilities are developable attribu tes, then for example 15 8 �- - pleas ure can high intensity levels. These are pro- found ideas . Similarly, we may be able to attack negative realiza- tion by disabling its recallability in its negative gratific ati on manifestation . Im pl ication Domain : Assess ment of Existi ng Social Entitie s and Protocol o Action : Existi ng social entiti es and si gnific ant social protocol can be profil ed in relati ve RCP terms . RCP late ncy can si milarly be assessed or profil ed . The via bilit y of the late ncy can then be approxima ted by esti mating the cost require d to con vert it to active status, perhaps by late ncy type (i .e. , by type of attribute the la tency is expected to make a contri butio n to) . The se la tency acti - vati on estim ates might then be, as feasi bl e , weighed by: 1) an RCP relati ve value scale , as info rmed by the app ropri ate value frame (s) of reference and content; and 2) a factor reflec ting the scarcity/ availa bilit y of the RCP within the acce ssibilit y domain under consi- deration . The resul t is a relati ve profile , across exist ing social enti ties and si gni fic ant social protoc ol , of both acti ve RCP , and casted-out acti vatable RCP . Such assess ment could be in formed by experie nci ng environ men t and experiencing envir onment RCP typol ogies referenced elsewhere in thi s work. This inquiry can be along tradi- tio na! research li nes. Alt ernati vely , in the imm ediate time frame , indivi duals can evalu ate their own individua lized referents or the common referents at thei r disposa l--i .e. , they can use their own ju dgment about what of fers the most to their reali zation , and can act accordingly as possi bl e . Impli catio ns: The chaff of our societ y are the sl ots that strip us of our humanit y by off ering us lit tle or nothing in return. Wi th a proper fil teri ng me chanism and a gentl e breeze, they can be away without disturbance of the grain . (And in the meantime, of course, we will be busy developing new hybrids.) Im plic ation Domain : The Composite Realiza ble Ideal iO Action : The construction of the com posite realiz able ideal in common referent terms is indi cated. To this end, it is im portant to i catalogue , in anthropol ogy and in complex socit y , both the di vergent forms of reali zatio n, and the leve ls at which they can be reali zed . A posi tive extract of such a catalo guing , by peak level for type of realizati on, would produce the com posite reali zable ideal . o Implica tions : The composite reali zable ideal is a tangi bl e , inspira � ti onal goal for each one of us. "You see?" you might say. "It is possibl e" . Im plic ation Domain : Impact on Government o Hypothesis : Gearing up for the experientiall y fl uid soci ety and an era of inc reasi ng individual real izat ion would establ ish a change in · both the orie ntatio n and scope of government. o Action : Imple ment the experie ntiall y fl uid society . o Impl icatio ns : In overall terms , the governmental function would be I reduced in scope. The degree of decli ne in negati ve realiza tio n wil l be correspo ndingly accompanied by a decli ne in the need to admi nis te� to that negati ve reali zatio n . For example , resource s currently I consu med in programs for the resolution of alcoholis m, drug abuse, I developm ental disa ble ment , deficient inte rperso nal com municat ions , and all other experie ntiall y-derived mental heal th and physical health individual and famili al co ndit ions would be substantiall y I freed . On the other hand, increasing positi ve realizatio n would mov1 individuals themselves dir ectly into spheres of positi ve (self , I in terperso nal , soci al ) action-- for exampl e , amiable and intimate int erpersonal in teractio n, direct and vicarious involvement in the creative arts, volunteer soc ial eff ort, and involvement in humanist i movements. Thus, wit h increasing positi ve realiza tio n, individuals would si mp ly assu me some of the functions which government currently attempts to admini ster. On the other hand, govern ment would acquire a small new functio of facilit ator of individual reali zatio n--that is , servant of the people . Implication Doma in : The Right of Individual Realization ; o This work strongly suggests, by its character, the recognition of the right of individual realization. In reality, individual realiza- tion is but a somewhat new and concretizing formulation of a right long advocated--as in the Declaration of Independence of the United States : We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness ••• Implic ation Domain : The Future of Democrac y We come fi nally to the future of democr acy itself . Freedom of ;s peech mus t be balanced by the free dom to be heard . We chatter back !and forth among ours elves about a world moving independently above us , :a world powered by ins titutio nal inertia and or gani zatio nal self- I i in terest--a world deaf to those beneath it. In realit y , or gani zatio ns 'and ins tit utio ns mus t become our and we mus t ride or their ---' experientiall y fl uid extensions , into the str atosphere like the compl ex pegasus of the future. This work hypothesi zes that a sense of increasing control over the external environment di rectly in creases posi tive individual reali zatio n All histo ry and the nature of life it self echo wit h both the impulse to free dom, and the im pulse to contro l the cond it ions of our liv es . The fr eedom to speak and be heard could be said to have its gen esis in both the self statement (or what it is that we , as individual s, would do), [ and in the social statement (or what it is that we , as individu als , 1 would see done, including as it is related to the larger co mmunit y) (Hagler , Note 4) . Oppor tunity to prese nt the self-statement has dis- appeared fr om contemporary democratic pro tocol ; we have ins tead been reduced to making fr agments of social statements that are all too often si mply al ien to our exper ience . Future democrac y , to be via ble , mus t enhance and articula te and in for m the individu al 's abilit y to make a social statement; but it must, and incredib ly even more fundam entall y , fort h manife stly with the articulated self statement . The self 165 ,--- - "-- -- -�- -- ------- -- ---- - ------·- -- - ----------- ----· -- ·- - -- -- -- -- ------ -- - --- -- - --1 1 statement and the social statement mus t be reco rd ed , and must consti tute the mandate for our designing and for our action . The wis e and the kno wledgeab le and the expert may contribute to the enlight enment of the . individu al , and may perfor m technical imp leme ntation serv ice , but it is :the individual who mus t decide what he or she wants, pro viding it does ·no harm. It is the individual who mus t decide what is to be done. We ! mus t design to this end to fulfill the pro mis e of democracy . Under increasing realiza ti on, and under increasing individu alized say about the structure of and outco mes of our localize d cosmos , the future its elf will be increasingly converted fro m uncertainty and intangib ilit y to object of consciou s human sculp turing . Life and ar t :perhaps ulti mately become one. I I REFERENCE NOTES AND BIBLIOGRAP H Y REFERENCE NOTES Note 1. Dave, R.H . The ide ntif ic ation and measurement of environmen tal process varia bles that are related to educational achi evement. Unpublis hed doctoral disse rtatio n , Univ ersity of Chicago , 1963. 2. Scarr-Salapetek, S. , & Wi llia ms , M. The effects of early sti mu- lati on on low birt h weig ht . Paper presented at the Maternal and Child Health Sectio n of the America n Public Health Asso cia tion , Minnea polis , Minn esota, October 1971. 3. Hagler , F.B. On the design of socie ties . Unpubl ished doct oral progr am paper, Univ ersit y of Southern Califor nia , 1977 . 4. Hagler , F.B. 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I L ______________________ ________ ------ ·-·· --·- --- ---- --- ___ ____________ _17_§_ 1

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Creator Hagler, Frank Bosworth (author)

Core Title The theory of individual human potential and its realization

Contributor Digitized by Interlibrary Loan Department (provenance)

Degree Doctor of Philosophy

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Defense Date 06/01/1980

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University of Southern California Dissertations and Theses