What follows is a chart that depicts a natural progression of human life through stages of development. These stages are based on the Fibonacci sequence, although they conform in many ways to popular divisions outlined in human development textbooks. The chart is not meant to be a finished product. It has undergone refinement for a number of years, first by the late Dr. John Waskom, then by the author.
The educational aspects of the chart may be somewhat culture-bound, but the idea of a balanced curriculum is universal. Similarly, any culture-related items in the areas of character development or community involvement can easily be retranslated as needed. Indeed, this outline of human development is meant to be more than cross-cultural; it is intended to transcend culture.
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The following chapters will fill out the meaning of the chart. First, there will be a consideration of basic life themes and an explanation of terms used. Then there will be consideration of life stages, following the chart down its columns.
Bear in mind that this chart is not just a group of ideas compiled by artful theorists. It is based on years of observation and interaction with individuals of all ages, especially ones who have begun to reveal the clarity and health of natural, undistorted progression. Because there has been some sensitive, intelligent parenting and teaching harmonized with the Creative Process, there are living examples who demonstrate natural wisdom and vitality. Without such parents, teachers, and their products, this discussion would be only pleasant theory. Because of them, what follows is a description of what has been demonstrated as possible.
FIBONACCI NUMBERS AND HUMAN AGE
<Above the lifeline on the chart, there are two rows of numbers. The upper one shows the Fibonacci progression, and the bottom one shows corresponding human ages. Obviously there are going to be individual variations, depending on physical, neurological, and character factors.
A question often comes up when the Fibonacci progression is matched with human age: "How do you account for having two number ones? Humans only have a first birthday once in their lives." The answer to that is simple, if you realize that 1) the Fibonacci numbers are whole integers and only approximate the Golden Mean and 2) the life of an individual begins in the womb, not at birth. Using this information, we can see that if the number 0 represents conception, then the first 1 represents the point of birth, while the second 1 represents the first birthday. Of course, gestation is not a full year, so that first 1 is just the closest whole integer to what it really means. It is interesting to note that according to traditional Chinese reckoning, a child is considered a year old at birth.
The numbers 1, 1, 2, 3, and 5 are included in Early Childhood. This corresponds to ages birth to eight. Then begins Middle Childhood, which ends at puberty (Fibonacci 13). Adult hood has no obvious physical demarcation, and we traditionally use the Fibonacci 21 as its starting point. Middle Adulthood seems to begin in the early thirties, corresponding to Fibonacci 34. And the beginning of the Elder stage (Fibonacci 55) matches well with our traditional ideas of retirement, Medicare, Social Security, etc.
NAMES OF STAGES
<Across the top row of the chart are names of the life stages. These follow popular names, with two exceptions. Only these will be addressed here.
FOUNDATION: The first stage occurs before the birth of the child. How long before birth? That depends on many factors, but mostly on the sense of readiness of the would-be parents. Foundation begins when a couple reaches a point of willingness to become parents and to prepare properly for the event. It ends at the moment of conception. Although sensitive couples may know that moment, others may not realize it is time for the next stage until pregnancy is verified. Obviously, the sooner conception is recognized, the sooner the couple can "switch gears" and move to their next stage.
ELDER YEARS: This is not a shortening of the word elderly, which simply means one who is old. An elder is a revered person, one who has a distinct place in the social order. That place is not attained by age alone, but by the demonstration of character and a history of substantial contribution. In a natural progression, all older humans would be called elders, for their lives would have been rich and full of service, and their older years would be marked by wisdom and peace of mind.
FUNDAMENTAL THEMES
<These are the large "issues" that pervade the development cycle, often spanning two or more stages of growth.
CONTROL -- DESIGN: The initial stages of human development are rightly concerned with the establishment of a pattern of control. The best way to think of this is to see control as a matrix or foundation, like a skeleton. Design is the flesh which can overlay the foundation. By having a solid foundation of control, the design can accurately reflect the purpose that is intended, just as the muscles and flesh give final definition to the structure of the bones.
Much of the control for human function is built-in, especially at the physical level. But careful external control is needed to guide the way for the natural design to take form. This is the role of parents and educators: to maintain a control that respects and complements the natural controls and processes of young people, so that development is as ideal as possible.
OPEN HEART -- OPEN MIND: In the early stages of life (and parenting), a sense of trust and relaxation, rather than direct instruction, brings out the best in behavior and attitude. Openness of heart at an early age seems to make it easy for an open mind to develop later on. Our culture is learning this the hard way, as we pinpoint the personality traits of cancer and heart disease victims. Such persons tend to harbor rigid structures of thinking, which can often be traced back to attitudes developed in youth. In fact, medical science is fast discovering that poor coping with stress in heart and mind is the real killer, and diseases are just the labels for how the stress finally broke down body function. Perhaps we could spare future generations much misery by letting open-heartedness take precedence during formative years -- not "hurrying" our children mentally and emotionally, as David Elkind has stated.
SUBCONSCIOUS -- CONSCIOUS -- METACONSCIOUS: Life begins with little conscious awareness of self. This is perfect, for it creates an open, innocent space for social and behavioral learning to take place with ease. This time can be full of heart: first invisibly before birth, then visibly in simple feelings of joy and love and wonder during the early years. By adolescence, this gives way to self-consciousness, the beginning of conscious function. Although painful at first, this is a natural progression, for it allows for a burst of mental or intellectual growth and the initial sensings of unique purpose. This develops through early adulthood, becoming more and more facile. When middle adulthood arrives, the progression leads naturally to a new state: metaconsciousness, or "conscious of being conscious." This is the full flowering of self-awareness, for it involves the recognition of purpose, how one's life fits into a larger pattern, and how one can best activate purpose within the social whole.
DEVELOPMENTAL ISSUES
<These are the topics which will be discussed under each stage of development. They are grouped in three major headings: 1) Physical Development, 2) Pyscho-Social & Character Development, and 3) Socialization and Guidance Processes. Within each heading are subheadings which further describe development at that stage. Following are the headings and subheadings that will be used.
PHYSICAL DEVELOPMENT
Growth Patterns: Some stages are marked by obvious physical changes, such as adolescence. The others have unique physical traits, but they may not be so obvious or immediate. This book will not deal heavily on this topic, except as it relates to natural design and health.
Nutrition: On the chart, there is an important message concerning proper nutrition. This is an area often neglected in the study of development, except as it concerns pathological disruptions. Here it will be treated somewhat differently, since the disruptions most often created by nutritional practices are quite subtle and often pass for normal.
PSYCHO-SOCIAL & CHARACTER DEVELOPMENT
Developmental Urges & Tasks: Within each stage of development, there is an underlying urge, task, or essence. It is an impulse that guides both physiological processes as well as attitudes and behaviors. How often have we heard that it is important not to break the spirit of the child? Although we would tend to agree with that, do we know what that spirit is? Let us think of the urge or task of each stage as the spirit that the child is compelled to express. Then we can begin to see patterns of behavior as accurate or inaccurate reflections of natural compulsions.
Sense Development: How many senses are humans capable of developing and using? Although there is common talk of "the five senses," we know there are more -- both basic ones, such as the sense of balance, and more subtle ones, such as the sense of appropriateness, or "common sense." As you will see as the life stages are discussed, the basic senses are not just valuable tools; they are preparatory for the development of the subtle ones. This is critical, for although well-trained eyes and such are useful, there may be nothing more valuable than the ability to "read" situations and people and to sense the right action to take. This is sensing at its finest.
Well-developed senses can allow the urges and tasks of each life stage to be fulfilled. They act as "feedback" mechanisms for the developing person, reporting on the quality of his or her interaction with the world. Development of the senses is not an academic task, nor is it always teachable in the normal sense. However, it can be encouraged through proper guidance, once the "trainer" understands the urges and tasks of the age being worked with.
Character Development: This is a theme that gets little more than lip service in present educational practice, perhaps because it is difficult to measure, not readily marketable, or too closely tied to morals and religion. However, in a natural progression of human development, character is the cornerstone. The development of character is not philosophically nor religiously based, but grounded in the notion that purpose is trying to fulfill itself and can only do so through a character that is strong, sensitive, and clear.
Primary to the development of character is the ability to be still and let the Creative Process be initiated. "Stillness is the cornerstone of character," states a native American watchword. As this theme is developed through the life stages, it is important to keep in mind that character is shown by the ability to work with the natural rhythms of the Creative Process, and that begins with stillness.
Educational Approach: The development of character and the sensing mechanisms must happen in context. This necessitates some consideration of curriculum, although much of the actual learning occurs in the quality of interaction between adults and young people.
The educational approach that would encourage natural maturing may be somewhat different from the standard academic curriculum, which concentrates so heavily on intellectual growth. Remember, the intent here is to bring human beings to a sense of personal purpose, self-knowledge, and social integration, not just to develop the ability to survive economically and professionally.
SOCIALIZATION & GUIDANCE PROCESSES
Parenting Patterns: Just as the child is guided by inner impulse or urge, so parents have subtle mechanisms that compel them to take on specific roles at the various stages. The wisdom of parenting can be discovered along the way as adults ask themselves, "What would be the appropriate attitude here? How would that translate into action that will guide the child into a greater sense of maturity?" This kind of questioning may sound simplistic, but it is highly effective when done with sensitivity and emotional stability, especially when feelings and circumstances are intense. The answers that come from such questioning will be discussed for each life stage.
Responsibility: Who is responsible for stewarding the process of maturation, for helping to bring out true character? Each stage has its requirements, and different people can play critical roles at different times. Since the goal is self-responsibility leading to a sense of responsibility for the whole earth, it would be ideal for adults to be sensitive to how and when they should play their part in young people's development.
Society & Community Involvement: Various members of the larger community can play significant roles in the life of a growing person. These people may not be responsible for the actual character development of the individual, but they have an influence in matters of health, well-being, and self-esteem. They are the supporting cast in this drama, and their roles can be crucial at times.