Buch lesen: "The Nature of Human and Social Development"

Abstract

The purpose of the research work is to contribute to the development of humans, historical development of human society and human civilization.

The research work includes two parts: "Humans" and "Human Society".

The first part "Humans" reveals what is the basis of human development, what does it include, how it occurs, what does it depend on, what human development is correct, and what are the main differences of humans.

The second part "Human Society" reveals what is the basis of human society development, what is the collective consciousness of human society, what are the reasons for acceleration and deceleration of historical development of human society, what do the level and the speed of historical development of society depend on, what are the main differences of human societies, what contributes to the development of society members, what should be the national idea and ideology of human society, what does the system of social organization of human society depend on, why societies with different levels of historical development cannot have the same systems of social organization of society, what should the elites of human society be like, why competition is the basis for human and social development, why stimulating the development of society members is necessary, what should the upbringing, education and punishment of members of society be like, what does the level of justice in society depend on and how to increase it, what is the activation of collective consciousness of society and how to manage it, how to fight corruption correctly, how to improve the health of society members by non-medical means, what should be the ideology of any human society to ensure its correct historical development, how to preserve human civilization.

Part I. Humans

The first part "Humans" reveals what is the basis of human development, what does it include, how it occurs, what does it depend on, what human development is correct, and what are the main differences of humans.

The Human Brain

It is well known and does not require any additional evidence that the human brain searches for, receives, processes and transforms information.

The level of human brain ability to search for, receive, process and transform information reflects the level of human brain development.

The higher the level of human brain development, the:

• more complex information the human brain can search for, receive, process and transform,

• more complex information a human can understand,

• more complex information a human can manage.

• higher the level of development of a human.

As is known from human history, about 5000 years ago the development of modern human civilization began. Historical facts clearly indicate that humans of the initial period of human civilization had a lower level of development compared to humans living in a modern developed human society. Hence, the level of human brain development of humans of the initial period of human civilization was lower compared to the level of human brain development of humans living in a modern developed human society.

In view of the above, the human brain has the ability to develop.

It is impossible to increase the level of human brain development during one human life that is confirmed, for example, by the following fact: a human possessing a lower level of development cannot catch up in his level of development with humans possessing a higher level of development, even if he lives his entire life among said humans.

It is impossible for a human to step over the stage of very slow historical processes of the human brain development. Hence, the development of the human brain is a very slow historical process.

The development of the human brain occurs only if over several generations:

• a human being actively uses his brain to search for, receive, process and transform information,

• the level of complexity of the information that the human brain searches for, receives, processes and transforms increases.

Respectively, if over several generations:

• a human being does not actively use his brain to search for, receive, process and transform information,

• the level of complexity of the information that the human brain searches for, receives, processes and transforms does not increase or decreases,

then, the human brain can stop developing and even degrade.

Human history is full of examples where the level of development of entire nations declined over several generations due to not active use of their brains.

The level of development of the human brain is inherited from a human's parents.

The more actively a human being over several generations uses his brain for searching, receiving, processing and transforming information over several generations, and the higher the level of complexity of the information that the human brain searches for, receives, processes and transforms, the more dynamically the human brain develops.

For example, if:

• a human was born and raised in a more developed human society (a human society with a higher level of its historical development),

• a human actively uses his brain to search for, receive, process and transform information,

• a human’s brain searches for, receives, processes and transforms complex information,

• a human’s life circumstances are competitive,

• a human is determined, persistent and diligent,

• a human’s parents and more distant direct ancestors were born and lived in a more developed human society, actively used their brains to search for, receive, process and transform information (as evidenced by their biography),

then, the level of the brain development of such a human, is higher compared to a human who was born and raised in a less developed human society, does not actively use his brain to search for, receive, process and transform information, the human’s brain searches for, receives, processes and transforms non-complex information, the human’s life circumstances are not competitive, the human is not determined, persistent and diligent, his parents and more distant direct ancestors were born and lived in a less developed human society, used their brains to search, receive, process and transform information not actively (as evidenced by their biography).

Thus, the:

• longer the path of historical development of a human (the time for the natural development of the human brain),

• more actively a human, his parents and more distant direct ancestors of a human over several generations used their brains to search for, receive, process and transform information,

• higher the level of complexity of the information that the brains of a human, his parents and more distant direct ancestors of a human searched for, received, processed and transformed,

the higher the level of development of the human brain and the more developed a human is.

In connection with the above-disclosed information, the main difference between humans is not racial or ethnic, but the level of development of their brains.

Human Thinking and Intellect

The development of the human brain contributes to the development of human thinking.

Human thinking is the ability of a human, limited by the level of development of the human brain, to manage the search, receipt and processing of information that the human brain carries out, to understand and manage the received and processed information.

The higher the level of human brain development, the higher the level of thinking development a human can achieve during his life (it is the potential for human thinking development). The potential for human thinking development is limited by the level of human brain development.

The development of human thinking contributes to the development of human intellect.

Human intellect is the ability of a human, limited by the level of development of human thinking, to manage the transformation of information that the human brain carries out, and to manage the transformed information.

Transformation of information is the creation of derivative information based on received and processed information.

Human thinking is the foundation for the development of human intellect because:

• without human thinking, there can be no human intellect,

• the level of human intellect development depends on the level of human thinking development.

The higher the level of human thinking development, the higher the level of intellect development a human can achieve during his life (it is the potential for human intellect development). The potential for human intellect development is limited by the level of human thinking development.

At birth, a human does not immediately receive the level of development of thinking and intellect corresponding to the level of development of his brain. To do this, a human must realize the potential for the development of his thinking and intellect.

The:

• more actively a human uses his brain to search, receive, process and transform information,

• higher the level of complexity of the information that the human brain searches for, receives, processes and transforms,

the higher the level of realization of the potential for the development of his thinking and intellect within the limits of his brain development.

For ease of understanding, let imagine that the brain of a human of a certain level of development is a vessel of a certain capacity (the higher the level of the human brain development, the greater the capacity of the vessel), and the level of realization by a human of the potential for the development of his thinking and intellect is how fully a human has managed to fill this vessel with his thinking and intellect in the process of his life.

The more fully a human has filled said vessel with his thinking and intellect, the higher the level of realization of the potential for the development of his thinking and intellect.

The greater the capacity of said vessel and the more fully a human has filled this vessel with his thinking and intellect, the higher the level of development of the human's thinking and intellect.

In view of the above, the:

• higher the level of development of the human brain,

• higher the level of realization of the potential for the development of the human’s thinking and intellect,

the higher the level of development of human thinking and intellect.

The higher the level of development of thinking and intellect of a human, the higher the level of his access to new ideas, discoveries, inventions, methods and means of solving new problems, including organizational, economic, political, social, technological, military and others.

The development of human thinking and intellect is influenced by numerous factors in their interrelation, including:

• the level of the human brain development,

• the degree to which a human actively uses his brain to search for, receive, process and transform information,

• the level of complexity of the received, processed and transformed information that a human manages,

• the material conditions of human life (the ability to eat normally, take care of his health, live in safety, etc.),

• the non-material conditions of human life (the degree of freedom of thought and speech, access to information and education, the ability to live and develop freely, respect for rights and freedoms in society),

• the level of upbringing, education, acquired knowledge and experience,

• a human's character,

• a human's diligence, persistence and determination in developing his thinking and intellect,

• how competitive are the circumstances of a human's life,

• a human's life circumstances,

• the level of historical development of society in which a human lives.

In other words, the development of human thinking and intellect can be accelerated or slowed down depending on how the above factors are implemented.

Despite the fact that modern human civilization has been developing for approximately 5000 years and has achieved certain results in its development, nevertheless, modern humanity has a low level of thinking and intellect development, as evidenced, for example, by:

• lack of scientific knowledge about the nature of the universe,

• unsubstantiated claims of modern science that objects of inanimate and living nature have self-organized.

Since:

• the human brain development is a very slow historical process,

• the level of human thinking development is limited by the level of development of the human brain,

• the level of human intellect development is limited by the level of the human thinking development,

therefore, the development of human thinking and intellect is a very slow historical process.

Since the development of human thinking and intellect is a very slow historical process, then during his human life a human can change his thinking and intellect only slightly, i.e. within the limits of the potential for the development of his thinking and intellect.

It is impossible for a human to step over the stage of very slow historical processes of the human thinking and intellect development due to the very slow historical process of the human brain development.

Human Consciousness

The development of human thinking and intellect contributes to the development of human consciousness.

Human consciousness is a human's personal attitude to the external world, limited by the level of development of human thinking and intellect, which arises from the human's awareness of himself as a rational being distinct from the external world.

Human thinking and intellect are the foundation for the development of human consciousness because:

• without human thinking and intellect, there can be no human consciousness;

• the level of development of human consciousness depends on the level of development of human thinking and intellect.

The higher the level of development of a human's thinking and intellect, the higher the level of development of consciousness a human can achieve during his life (it is the potential for the development of human consciousness). The potential for the development of human consciousness is limited by the level of development of a human's thinking and intellect.

At birth, a human does not immediately receive a level of development of consciousness corresponding to the level of development of his brain. To do this, a human must realize the potential for the development of his consciousness.

The higher the level of development of the human’s thinking and intellect and the level of realization of the potential for the development of his consciousness, the higher the level of development of the human’s consciousness.

For ease of understanding: let imagine that the level of development of the human’s thinking and intellect is a vessel of a certain capacity (the higher the level of development of the human’s thinking and intellect, the greater the capacity of the vessel), and the level of realization by a human of the potential for the development of his consciousness is how fully a human has managed to fill this vessel with his consciousness in the process of his life.

The more fully a human filled the specified vessel with his consciousness, the higher the level of realization of the potential for the development of his consciousness.

The greater the capacity of the specified vessel and the more fully a human has filled this vessel with his consciousness, the higher the level of development of the human’s consciousness.

Understanding what human thinking, intellect and human consciousness are, made it possible to establish the sequence of the emergence and development of thinking, intellect and consciousness in a human: first, human thinking appears, then, as human thinking develops, human intellect appears, and then, as human thinking and intellect develop, human consciousness appears and develops.

The integral parts of human consciousness are:

• human psyche (the totality of human knowledge about the external world obtained as a result of human thinking and intellect, sensory perception of information about the external world, understanding and subjective evaluative attitude of a human to the external world through which a human realizes himself as a rational being, distinct from the external world),

• human character (the features of a human's attitude to himself and his behavior in relation to the external world, limited by the level of development of the human psyche),

• human mentality (views, assessments, values, norms of behavior and morality that characterize a human),

• human spiritual development (the process of the human’s cognition and awareness of the nature of the universe).

The development of a human’s consciousness occurs through:

• the development of his thinking and intellect,

• the realization of the potential for developing his consciousness.

A human possessing a higher level of consciousness development possesses:

• a higher level of thinking and intellect development,

• a higher level of psyche development,

• a higher level of mental development,

• a higher level of spiritual development,

• a higher level of justice and morality (a human's ideas about good and bad, right and wrong, good and evil, as well as a set of norms of behavior arising from these ideas),

• a more reasonable and balanced psyche and character,

• a higher level of ability to make correct decisions and take correct actions when resolving problematic and fateful situations that arise in his life,

• a higher level of creativity (the ability to think and act originally, come up with new ideas, find unconventional solutions to problems, and express himself in the creative process),

• a higher level of resistance to committing illegal acts,

• a higher level of knowledge and awareness of the nature of the universe.

The level of development of human consciousness depends on numerous factors in their interrelation, including:

• the level of human brain development,

• the level of development of human thinking and intellect,

• the level of human realization of the potential for the development of his consciousness,

• a human's age (the same human has different levels of consciousness development in childhood and as an adult),

• the family and society in which a human's development as an individual took place,

• the material conditions of a human's life (the ability to eat well, take care of his health, live safely, etc.),

• the non-material conditions of a human's life (the degree of freedom of thought and speech, access to information and education, the ability to live and develop freely, respect for rights and freedoms in society),

• the level of a human's upbringing, education, acquired knowledge and experience,

• a human's psyche and character,

• a human's diligence, persistence, and determination in developing his thinking, intellect and consciousness,

• a human's life circumstances,

• how competitive are the circumstances of a human's life,

• unfair and illegal actions committed by and/or against a human,

• human fear of the inevitability of punishment for the commitment of offenses and crimes,

• the correspondence of a human's punishment for the offenses and crimes he has committed to the degree of their severity and the level of development of his consciousness (the lower the level of development of a human's consciousness, the harsher his punishment should be),

• the level of historical development of society in which the human lives,

• the level of development of the human's mentality and spiritual development (see below for more details).

Since:

• the development of human thinking and intellect is a very slow historical process,

• the level of development of human consciousness depends on the level of development of human thinking and intellect.

therefore, the development of human consciousness is a very slow historical process.