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%MATURITY FLEXIBILITY ADAPTABILITY 801203
Maturity pertains to flexibility, adaptability,
tolerance, and maintaining an internal dynamic stability.
Sometimes the word "maturity" is used in a shallow
way to point to chronological age, or to a tendency to
conform to existing norms. Meaningful maturity pertains
to the ability of an organism to function meaningfully in
a wide variety of environments, including novel new
environments. Immature organisms cannot cope with
unfamiliar environments. In extreme cases an immature
organism cannot survive in an unfamiliar environment. In
less extreme cases the immature organism loses its
equilibrium and functions in an unstable, meaningless,
disorganized way. Conformal maturity lacks flexibility,
adaptability and tolerance; and so cannot maintain an
internal dynamic stability in a non-conformal environment.
Aged maturity is often inflexible and lacks the vitality
to cope with threatening environments.
As an organism ages it may mature through invention,
internalization, and maturation via biological processes
of meaningful response patterns. Experience usually plays
some role in such maturation, for in the absence of
experience the organism cannot learn which response
patterns are meaningful and satisfying. Thus, usually the
inexperienced organism is immature. Involvement occasions
both risks and the opportunity to mature. To a
significant extent maturity in people pertains to the
range of experiences which people have learned to cope
with: cognitive, social, psychological, sensual, sexual,
economic, religious, political, institutional, work-place,
etc. Protective parents and institutions do not promote
maturity by minimizing the range of experiences which
young people may participate in. To promote maturity
leaders must promote meaningful experiences which promote
flexibility, adaptability, tolerance, and an ability to
maintain an internal dynamic stability in a threatening
environment---no matter what its modality.
Cognitive learning by itself does not promote
balanced maturity---it must be combined with experience in
which the cognitive learning is tested for its value and
meaning as a promoter of meaningful maturity, the ability
to cope. Experience without cognitive development is not
the essence of balanced maturity in people. Maturity
involves balanced growth, not specialization of any kind.
(c) 2005 by Paul A. Smith in
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