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%DELAYED GROWTH 750401
Each person has the potentiality of fulfilling a
characteristic growth pattern. This is true of physical,
emotional, social, and intellectual growth. Often
circumstances halt a growth pattern before its
consummation. When this happens the passage of time will
not lead to greater maturity of said person with respect
to the physical, emotional, social, or intellectual aspect
of the person. This is evident in midgets in the case of
physical growth. It is not so evident to all concerned
in the case of emotional, social, and intellectual growth.
Too often self and others enter into collusions which
blind them to the fact that growth stopped at an early
stage, ˙˙and the person continues to live incompletely ˙at
the immature level of development.
So long as the fact of the immature level of
development is not recognized and accepted, so long will
it be unlikely that growth will resume at the point at
which it ceased. The desire to have stages of development
skipped over and have the growth pattern resume at an
advanced stage---that desire will not fulfill itself. It
is essential to resume growth at the point it stopped. It
may be possible for growth to progress at a more rapid
pace---than would have occurred at a chronologically
younger age.
These considerations are important in science
education. If a person has not had appropriate science
relevant experiences it will be futile to try to help that
person advance to formal operational levels of
intellectual analysis. This is true of elementary school
children, high school students, college students, and
college professors. If a person has not had appropriate
emotional experiences---it may be futile to try to help
that person advance to participation in complex inter-
personal relationships. This is also true of elementary
school children, high school students, college students,
and college professors.
For college professors to be effective facilitators
of higher education it is essential that they personally
have integrated their emotional and intellectual growth---
and not be indifferent to instances of arrested growth; be
they intellectual, emotional, or social.
(c) 2003 by Paul A. Smith in
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