JUST PHILOSOPHING ON : SOME OF WHAT I HAVE LEARNT FROM LIFE! PART 4.

 

As a result of having to disbelieve what they had been taught by parents and family. Or continuing to believe it to be 'true', despite the, let us say, scientific or experiential evidence to the contrary.

This should or could lead us to believe that, a child's infant and junior education period, is a particularly stressful - as well as exciting - time for them. 

Being one in which key players, parents, peers and teachers, present the child with opportunities and challenges in which they compete for the child's ears and loyalties. 

It is a time when parents are probably most at risk of having their influence over their child diluted, if not lost. 

That occasion when the child says, but 'Dad told me this..' or 'Mum told me that..', only to find that the objective evidence is not there to support what mummy or daddy told them.

The challenges with which the child has to contend and negotiates, include that of being 'bullied' by other children. 

Now, with bullying having been around for probably as long as our human species been interacting with each other.  

It is not surprising that, if allowed to be our 'basic selves', most, if not all of us humans would probably be of a certain opinion. 

Namely this, that even though it can be hurtful and even destructive, 'bullying' is a normative aspect of our behaviour. Because, what is 'bullying'? 

'Bullying' can comprise many different behaviours which have a common currency. 

Namely that they should have the psychological and/or social power to make the 'bullied' person feel bad about themselves. 

Feel different, unwholesome and inadequate, not of the same standing as the person/s, group/s, class/es, community/ies, ethnic group/s, religious faith/s, or nationality/ies doing the 'bullying.'

To be continued!