Chandana’s LinkedIn Short Articles

Views of True Rights (Chandana Watagodakumbura)

 “Humanity has a deeper meaning than giving a dollar or packet of food to one in need to fulfill his/her needs for few minutes; it ought to be empowering indiscriminately every single human being with human motives to take control of  his/her life, or in other words to develop (unique) authentic personalities, and the provision of a selfless environment to achieve  that. Human rights and violations can also be (re)defined accordingly.”  (True Rights)
“Humanity is not something one searches for when in trouble; the essence of it is about fairness, justice, honesty, responsibility, empathy, open-mindedness etc.. When we put all these together into a single unit, it is called productivity. That is, to raise productivity, raise the level of humanistic understanding.” (True Rights)
 
“The highest level of generalization of all religions is humanity; That is, all religions, as perceived by their creators,  inherit from humanity.”  (True Rights)

“The evolution of the society appears to follow an iterative (spiral) path. A few centuries ago, before technical advances, the man had to rely more on his human skills and nature. Then, as a result of his creativity, which appeared sparingly in terms of significant technical advances, he innovated technologies that could make his life easier and more efficiently managed. Now we are in a state in which it seems technology is leading man. If  man is to take the control, which he held centuries ago, to preserve his very nature, and more importantly, to make his existence worth, he will have to use the technology he has created to start operating at a higher level of reality, or simply, more creatively, which also appears to be the inherent nature (if  not distorted) of the species” (True Rights)

“The ideal human/social evolution appears to be a process dependent on time by virtue of naturally (but not forcefully) filtering-out what is bad for mankind/human beings in general, while accepting the new that is good, or better, for them when transiting from one state to another; but it is not merely transiting from the existing state to another of random or biased choice.” (True Rights)

“The human/social evolution towards its true nature can also be understood/interpreted with respect to its current state as  a transition from the current state of  allowing randomness/chance/uncertainty, pure or biased, in surpassing some extremely critical and deadly situations, to be the ultimate winner along with the resulting consequences, ahead of any individual, who does not ethically qualify to be so, or otherwise to become an opportunist, in the face of the above randomness/chance/uncertainty, to a state where true winners emerge in a systematic and more humane system of human/social operation, leaving the current ad hoc nature of operation to what could be termed as un/semi-civilized past.” (True Rights) 

“The human/social evolution towards its true nature can further be understood and interpreted as the movement of focus of member human-beings from the current state of seeking predominantly the dues and demands that leads to an unhealthy (psychologically) society to paying emphasis to,  and understanding what the responsibilities are, which essentially leads to a healthy society.” (True Rights)

 

“The two most effective and efficient requirement for understanding the directions, or paths, that lead the human, and thereby the social evolution towards true human nature appear to be studying and representing historical data, information, and knowledge from the perspectives of the relatively newly developed/confirmed knowledge areas or fields and and breaking any (artificial) barriers between discipline areas that hamper envisioning new and essential knowledge leading to the above evolution, in a more synergistic approach of operation. In summary, this is about seeing /studying the history from different sets of eyes/minds; that is, it is not necessarily a task of reinventing the wheel or merely using it, rather, studying the creative process involved in the environment prevailed to produce it.” (True Rights)

“To make advances in technology at an exponential rate, the key requirement is that man first understand his very nature, capacities, and the diversity within the species; because technology is only a human creation, but not something he found through extensive searching” (True Rights)

” The effects of a disintegrated set of technologies (or knowledge) is the same as not having or using technology (or knowledge); that is, to reap the benefits of technology (or knowledge), services have to be integrated using technologies (or knowledge), or  in other words, the higher the level or number of integrations, the higher the efficiency of the services provided.” (True Rights)

“When one is in a profession of customer service of any level or nature, one important notion that needs to be understood is that he/she is getting paid for providing a service to customers, but not for portraying how important one’s role or service to the customer.” (True Rights)

“One significant aspect of providing an efficient customer service is that it has a positive rippling effect on the efficiency in which the society operates; from exactly the opposite direction, an inefficient customer service has an equally negative rippling effect on the efficiency in which the society operates.” (True Rights)

“When the relationship between the concept of synergy among people, services, technologies, departments, and disciplines within a mini-world and its productivity is understood and visualized, it is easier to understand the significance of the phenomenon itself better” (True Rights)
“The purpose of using technology (or knowledge) does not have a nominal value for its existence, rather, it essentially requires to contribute positively to the productivity of the service it is used for.” (True Rights)

“It appears that a large number of social problems are created  as a result of one rigidly expecting a thinking-image of his/her own from others around him/her, irrespective of how justifiable it is, and without giving due recognition to the diversity within the human species.” (True Rights)

“When one makes influences on another’s decision with the intention of improving it, he/she has to be very sure that a better form is not tarnished by vested interests/opinions” (True Rights)

“The same task can be made always possible or never at all, depending on the approach used by the one who attempts it and the nature of the environment in which it is done.” (True Rights)

“The concept of creativity in problem-solving starts with the consciousnesses of having a large number of possible solutions, or different perspectives, for a given problem than the one most familiar with. If the most familiar one is selected, the solution can usually be achieved in the quickest time in a subconscious manner; any other selection with an open mind requires  a high-level of consciousness along the path and possibly longer time for a novice in the approach, but gives a better, or even the ideal, solution to the problem, as a byproduct of a broader view and deep insights of the world, in general, that would help solving other problems.” (True Rights)
 
“When it is termed as daydreaming, preoccupation, or attention deficiency (all from the environment’s point of view), it  represents a negative perspective of only one-side of  a precious coin; the other side with a positive perspective represents either concentration, reflection, deep learning, or meditation (all from the viewpoint of the one experiencing), so long as the person experiencing is not disturbed by it. Further, the person who undergoes this situation is essentially engrossed with the present, with no sense of time and minimal impacts on and focus on the past and future.” (True Rights)

“An effective way to
get away with a deep negative feeling created by a negative cause is to divert the focus to a positive cause  resulting an EQUALLY deep positive feeling” (True Rights)

” Emotional intelligence (EI) is a relative measure; the higher the sensitivity, the higher the conscious effort, or positive disintegration as termed by Dabrowski,  required to reach the accepted threshold of EI. To go through this conscious effort and survive undistorted, one essentially requires
developing an increasing degree of empathy. The byproduct of the process is a broader view and deep insights of the world in general; in other words, it results in a multidimensional or creative approach to life.” (True Rights)

“The silent process that takes place within one with higher sensitivity as a struggle in achieving emotional intelligence of a higher level, with much higher effort,  appears to be termed as the usually negative measure of  introversion, interpreted in a number of ways such as, an antisocial activity (i.e. being aloof for no apparent reason), lack of confidence, lack of communication skills, indecision and spinelessness, undergoing culture shock,  ignorance, submissiveness, and so on (maladjusted, as referred to by Dabrowski), relative to the society as a whole. This creates a double impact on the person concerned; first, as means of overcoming the emotional sensitivity with minimum reactions and  emotional fluctuations, and second, in overcoming the negative reactions presented by the society towards introversion; undistorted overcoming of these impacts, through great commitment and focus, essentially results in humanistic development of the person concerned, with a multidimensional perspective/view of the world. Another significant aspect of facing/undergoing/managing this situation is the fact that having to rely on psychiatric medication of different doses to calm down the intense mental processes, erupted as a result of environmental stimuli, usually of inhuman nature, from time to time, and thereby to have a peaceful sleep/rest, during the development/transition periods, extending possibly to decades. The only option available to avoid such medication appears to be getting the sensitive person isolated from the typical social environment (positive disintegration as referred to by Dabrowski), similar to living in a monastery. Further, once a sensitive person is calmed down with the medication option, he/she faces an additional impact/burden of overcoming the situations created by the environment in supporting/justifying its judgment/decision of prescribing medication, usually with a pathological base, that also essentially generate a permit to be reused for related future generation members, so that the prevailing typical social integrity is preserved, overcoming the anxiety of paranoia created by expecting a retaliation for a misjudgment, at the expense of a single person, which appears to be the accepted/standard norm at the current state of human/social evolution, disregarding the fact that these isolated/scattered singles add up to millions around the globe in diverse forms and levels of classifications of mental illness/behavioral/emotional intelligence/attitude problems relative to the environment. The medication can only be stopped in a typical environment if and when the person develops a mental state through continuous and conscious effort, where he/she can peacefully ignore, not only the real, but also specifically created and targeted stimuli from the environment to support the initial hypothesis based on which irreversible serious judgments are made and dramatic actions taken, explaining the situation of/reason for paranoia of those responsible, undistorted overcoming of which essentially requires practicing/developing a higher degree of empathy for the person concerned. ” (True Rights)
“The phenomenon of introversion can also be understood as the reaction to the difference between natural thinking pattern of a sensitive person and the one existing, as a whole, in the environment. Usually, the problems associated with introversion in the society, due to all (and only) its negative interpretations, start when the environment gets anxious, sometimes paranoid and threatened, about it than the other way around.”(True Rights)

“The degrees/differences of (neurological) sensitivity in human beings can be better visualized/understood by visualizing different thermometers of different levels of accuracy (or the lowest measurement). The higher the sensitivity (in human beings or thermometer), the lower the intensity required in the impulse to make a meaningful measurement with higher precision/accuracy. This also explains the Jungian Shadow phenomenon, as well as the important concept/process of intuition in human beings.” (True Rights)
 
“The typical reaction to introversion by the society is to create environments in such a way that the person concerned would be forced to react as the way the society would require, with single or a lower number of dimensions perspective, that essentially goes against intrinsic humanistic development of the person, and thereby against social/human evolution towards reaching full social/human capacities. The typical result of this situation would be unexpected reactions of diverse nature from the persons concerned, usually as a result of his/her perspective of a higher number of dimensions, and natural awareness (or intuition) of related Jungian shadow phenomenon. This explains the typical relationship between a sensitive introvert, who does not succumb to unnatural, extrinsic requirements at the expense of natural, more humane intrinsic ones,  and the environment.” (True Rights)

“The main difference between man and machine is that man possesses emotions; that is, lack of emotions in man takes him closer to machine (or robot)” (True Rights)

“One fundamental difference between the human brain and (typical) computer is that the former has a large number of slower, interconnected processing units that are capable of performing parallel processing with a large number of inputs (i.e. dimensions), while the latter typically has a serial and super fast operation in a much more confined space. With these structures, the most noticeable is that the human brain is capable of making intelligent and multidimensional (creative)decisions/judgments, whereas (typical) computer’s capability lies with finding very rapid solutions to routine problems  with the help of programs containing thousands of lines written using human brains in a very precise manner so as not to confuse the machine with its single known dimension or perspective. This gives very important insights into the relationship between speed and intelligence.” (True Rights)

“Useful analogies or relationships can also be made between computer’s RAM ( Random Access Memory, processing memory,  primary memory, or
short-term memory) and learning as making connections between existing and new knowledge by human beings.  Human beings can learn, or make new connections from the knowledge one has in his/her processing memory (working memory in terms of neuroscience) , or short-term memory (similar to the RAM in computer), and once (and only when) the new knowledge is created, or (only when)new connections are realized, they appear to be converted in to long-term memory, quite unconsciously. This also explains the significance of the process known as concentration, deep learning, reflection, or  meditation in a positive orientation, while the terms day dreaming, preoccupation, or attention deficiency in a negative orientation, because they all appear to be using higher capacities of processing memory (similar to the RAM in computers) containing higher amounts of knowledge, mostly obtained through a process of recalling from the long-term memory, for extended periods of time, giving a better opportunity for creating new knowledge, or making new connections, or simply achieving (deep) learning. A couple of useful implications of this explanation is that for knowledge to appear in the long-term memory, connections have to be made firmly irrespective of time and capacities used in the processing memory, and that non-obvious connections would require extended capacities of processing memory as well as a longer duration of its operation before being revamped (restarting the computer in computer terminology).” (True Rights)

“An effective way to control the energy created  by a negative feeling such as anger (putting the blame to others) or depression (getting the blame to oneself and/or becoming helpless) is to convert it to a form with a positive feeling such as empathy.” This is in accordance with the law of conservation of energy.” (True Rights)
” The concept of empathy is directly related to the concept of creativity; the essence of it is looking at something from a number of different perspectives or from a multidimensional perspective, or simply more creatively.”  That is, the more empathetic one becomes, the higher the creative approach one develops towards everything in life.” (True Rights)
“Every single dimension purposefully removed or neglected, from all possible dimensions to a problem, makes it much easier and quicker in making a firm decision/solution, though less optimally; the lower the number of dimensions, the lower the optimality. The  purposefully removed dimensions are  usually stated as assumptions, while the existence of the neglected ones is usually unaware of being in the problem domain.” (True Rights)

“An empathetic approach to making a judgment on an individual is giving consideration to the extent which the society has given him/her the opportunity/encouragement to evolve as a human being, not merely his/her level of education, achievements, status, wealth, or occupation.”(True Rights)

“Learning, as defined by modern pedagogy and neuroscience,  does not necessarily have to take place in a classroom or lab; rather, it is pervasive so long as one raises his/her consciousness, and be prepared to apply classroom or
textbook theory to understand every event encountered in life, and vice versa”  (True Rights)
“When it is visualized/understood that higher-order (with multidimensional perspectives) learning can be achieved in a pervasive manner, provided that one raises one’s consciousness and motivation to a higher level in every second lived,  then a couple of very important notions that emerge are that  higher-order learning  can be achieved in almost any environment where basic human needs are satisfied and the cost involved in doing that is minimal, as verified in history on innumerable scale.”(True Rights)

“In modern pedagogy, theory and practice are inseparable in achieving learning; it is about putting to practice the learned theories when circumstances require rather than behaving in the same (usually biased, egocentric, or distorted) manner prior to learning.” (True Rights)
“When one makes a firm decision on one’s own inability to learn something, it is worth giving thought to how much extrinsic measures, rather than intrinsic ones, have contributed to the decision” (True Rights)

“When one engages in an active, deep learning process with an open mind leading to successful and authentic understanding/learning, an essential by-product of it, in most such situations, is developing an awareness of the existence of a number of vague relationships/connections between what was just learned and some other knowledge the learner possesses, which might not necessarily belong to the discipline area being studied, if such boundaries are emphasized. What is important from the learners’ point of view, especially if he/she believes in the notion of life-long learning, is the ability to hold on to the uncertainty of unexplained situation/context plus the urge/curiosity to get it clarified/explained in future as more knowledge uncovers in front of him/her. Further, it is important that the learner not succumbing to inaccurate, rapid conclusions based on inaccurate assumptions or knowledge as a measure of overcoming anxiety related to the uncertain situation/context.   This leads to some important insights into the changing/changing interpretation nature of our environment/world/knowledge, and the significance of presenting the learning material, followed by the evaluation/assessment of its understanding, in a self-contained manner so that it can be readily connected with any new ( created and/or confirmed in future), or old (already existing but formally learned in future) knowledge, as much as possible. Further, this leads to the development of open-minded (multidimensional) thinking in learning and problem solving, within the learner.” (True Rights)

“One significant outcome of presenting learning material, followed by the evaluation of learning, in a self-contained manner would be
that learners get an opportunity to start learning formally in any particular field/course of study at any stage of their lives, irrespective of their age, previous exposures/background etc. This would also lead to  developing positive psychology in learners and  society in general, by reducing the loss of hope or developing negative self-images that usually results in not getting through narrowly understood, and thereby focused and set, strict barriers.” (True Rights)

“When setting strict barriers, usually of narrowly focused and set nature, the process appears to be holding a series of implicit assumptions that learning prior to strict barriers could take place very strictly during the stipulated time leading to it, and thereby nullifying the impacts/effects of the notion of life-long learning, the focus/nature of the set barriers are perfect, and thereby no further studies in the field related to the barrier, nor any other field that appears to be more demanding in learning than the one related to the barrier could be possible, for the learners not getting through the barriers, learning essentially have to be done/taken place strictly synchronously/sequentially (that leads to single or a lower number of dimension approach to it) plus learners recall all the knowledge they learned this way, on their own, instantaneously, when new learning takes place,  the barriers essentially represent holistically and intrinsically the ability of the learners, but nothing related to the learning/barriers’ environment etc.” (True Rights)

“A learning process that strictly follows a sequential approach appears to be coinciding with a single or a lower number of dimensions view of the material learned, rendering a situation in which creation of knowledge with the existing learner knowledge and experience (making sense and meaning) very difficult, while the opposite appears to be true if the learning process is of a non-sequential, holistic nature. The former approach mostly leaves the learners with a restricted know-how of how the learned material can be made useful/effective, while the latter provides knowledge that is of use in a higher number of applications/transfers for the learner, in general.” (True Rights)

“When a learning process follows a non-sequential approach, and thereby a multidimensional or involving a large number of dimensions approach, it allows learners to create knowledge using their existing knowledge/experience, irrespective of what environment, out of a large number of diverse environments, it was acquired (making sense and in a general, multidisciplinary manner). Most significant of this approach is that it addresses one very important issue of giving consideration to diversity within learners in terms of respective existing experience and knowledge, while at the same time removing any preconceived stereotypes  that are likely to seriously hamper the learning process in some sections of the learning cohort, and thereby their contribution to the evolution of the society.” (True Rights)

“When learning process
follows a non-sequential approach with a multidimensional perspective, allowing learners to create knowledge based on their respective backgrounds, it fulfils the fundamental requirement of creating a knowledge-based society, which appears to be possessing a very high degree of promise of providing solutions to present-day social problems. More importantly, in a knowledge-based society, the terms such as research and innovation would not merely be buzzwords or reserved  and permitted for a tiny group of the society to attempt and take part; rather, they become something pervasive that everyone who is interested, disregarding differences of any form, can take part and contribute towards the betterment of it as a whole.” (True Rights)

“What we observe in a changing world is not changes in the fundamental knowledge built on a firm foundation, but the points of view, or different dimensions we look at them, or different and more connections we make using them, by understanding them in a manner resulting them to be increasingly more useful,  in the face of new knowledge areas that are unfolding and confirming.” (True Rights)

“When one encounters a difficulty/barrier in learning something, it is important to differentiate the nature of the difficulty as to whether it is only related to the newness of the learning material, along with entailing psychological barriers, mostly extrinsic in nature, or it is the subtlety that causes the real difficulty. If it is identified to be the former, what would be required is to obtain appropriate and enough information to engage in successful learning plus the confidence/ability in the learner to overcome the above psychological barriers if any, while if it is the latter, the requirement is to spend 
more  well-concentrated time, reflecting on the material by looking at it from different perspectives.” (True Rights)
 

“Difficulties/barriers in learning appear to be significantly associated with a seemingly inaccurate assumption/impression of that learning has an on/off or simply can/cannot nature. It also appears that the psychological impact of this assumption/impression has a very significant impact on learners. From the perspectives of (recently), more emphasized diversity within human species, the process of (successful) learning can be understood as a range of effective time spent/required in the face of (different combinations of) the nature of the learning material, environment, and diversity in the learner characteristics.” (True Rights)

“When one encounters real difficulties/barriers in learning, the degree or the extent of them are an indication of or proportional to the possible higher-order, intrinsic learning that can be achieved, provided that they are faced forthrightly or struggled with it genuinely, even though the solution sought is not found immediately.” (True Rights)

“The value of a learned language, technology, or any other piece of knowledge lies with its capability in making the operation in the environment of the person possessing it, and thereby the operation of the environment itself as a whole,  more efficient, but not as of ornamental nature.” (True Rights)

“Learning at the highest level is achieved when the learner is able to make connectivity between all his/her learnings, which could also be framed as mental images formed and preserved through living in general, and/or when generalizations  are made ( through synthesis,  abstractions and/or wisdom) out of more specific ones; this phenomenon is also known as deep learning and also adheres to the popular learning level defining framework of Bloom’s Taxonomy” (True Rights)

“When learning at the highest level is understood/visualized to be generalized learning, or learning concepts, making connections between different pieces of generalized knowledge or learning whole processes, instead of  memorizing a set of isolated pieces of information/facts, then it is easy to visualize/understand that there were limited but important/fundamental concepts/processes appearing in different forms and names, or even without an accepted/standard way of representation in a meaningful manner with enough emphasis, possibly since the origin of human species, or at most, a few hundred years after. The appearance of every new knowledge areas/fields/disciplines appears to have given more emphasis to some selected set of those concepts/processes, possibly with formal names and representations, giving what appears to be an illusion of that very restricted and isolated existence of those concepts/processes belonging only to the field/discipline they were first emphasized/formalized, that they are of real use only in those fields/disciplines, and that they cannot be learned/grasped by studying  any other field /discipline etc. In light of this, what would be beneficial in learning, specifically for the human/social evolution,   is to learn/internalize/elaborate on these basic/fundamental concepts/processes from as many diverse perspectives as possible, irrespective of what area/field/discipline they are learned under, so that they can be readily applied to many diverse application/problem areas as generic tools. An important implication of this notion is the removal of artificial boundaries/barriers among diverse disciplines/fields that appear to significantly hamper human /social evolution towards its true nature to the best possible extent” (True Rights)

“When learning at the highest level is understood/visualized to be generalized learning, or learning concepts, making connections between different pieces of knowledge, or learning whole processes, it indirectly emphasizes the significance of the study/ learning of history/historical events of the human species; every new knowledge area confirmed, possibly creates looking at human history/historical events from an infinite number of different perspectives, creating an insurmountable amount of knowledge that would guide the natural human/species evolution towards its true nature.” (True Rights)

“The higher the number of opportunities the members of a society get to reach their peak, irrespective of any failures/barriers, the healthier (psychologically) the society would become as a whole. When the opposite is true, it leads to deterioration of the overall health of the society by creating frustration or loss of hope in the members, and even panic situations. This is specifically true when the failures/ barriers have artificial/non-real/extrinsic/non-authentic nature.” (True Rights)

“The paths taken in the face of constraints/barriers/limitations of any nature can be thought of as a coin of two contrasting sides; one of them represents a negative approach with a single (or a low number of ) dimension focus of succumbing to the situation or choosing an easy path leading to an end with a narrower scope, while the other represents a positive approach with multidimensional focus of courageously undergoing the situation more uprightly that essentially leads to humanistic development of the person in focus. When the former approach is chosen, despite the availability of other (harder) options, it shows lack of faith in humanistic development leading to a creative and multidimensional view of life in general, while the exact opposite is true when the latter approach is chosen.” (True Rights)

“The significance of generalization, or finding connections between any existing and new knowledge, as learning is that it removes the artificial, or man hypothesized, boundaries between knowledge areas; because only specific learnings belong to specific knowledge areas, and in generalized learning, knowledge is feed from specific learnings across (so-called) diverse knowledge areas. Even more significant is that, by its very nature, one solution found to a generalized problem provides guidance for solving hundreds, or even thousands, of more specific problems in (so-called) diverse knowledge areas.” (True Rights)
“When learning at the highest level is conceptualized and understood to be generalization, synthesis and/or finding connections between any existing and new knowledge rather than memorising stand-alone pieces, it is much easier to conceptualize and understand that knowledge is subjective and created within the person who is in the process of learning it; this subjectivity results in hierarchical levels of understanding individually and intrinsically, but not necessarily extrinsically, in the form of achievements and credentials.” (True Rights)

“What is common to scientists, mathematicians, artists, poets, writers or even any unclassified human being with an open mind is that they all create or model
real life phenomena either in numbers, pictures, words, or actions. It also appears that human expressions, especially the more advanced ones, are more widespread in words, pictures or actions than in numbers suggesting that  numerical representation lags behind (though easy to convince and construct a business model) other types of representations.”  (True Rights)

“One who possesses a
multidimensional or creative view of the world appreciates more aspects of the world or the reality as it is. As a result, from the personal point of view, he/she has more peace in mind or better psychological health; from the external world’s point of view,  he/she has higher productivity in the midst of setbacks.” (True Rights)

“Psychological health, or peace of mind, can also be understood as the courage one shows in facing realities of life as they are, with a minimal range in fluctuations of emotions.” (True Rights)

“Psychological health can also be understood in relation to one who struggles with the environment: if the focus is on autonomy, it indicates healthy psychology, while a focus for domination indicates sick psychology. An underlying significance of the concept of autonomy is that it is directly related to and addresses the notion and issues of diversity within the species/social groups. One who truly appreciates internalized the value of and seeks autonomy promotes so for the fellow human beings as well, and thereby fulfilling a fundamental requirement of a healthy (psychologically) society.” (True Rights)
 
“Giving one’s wholehearted deep focus to a socially accepted task one engages in, irrespective of the type of the task, how others around see/classify it or the  resulting tangible benefits, sacrificing some other benefits at times, would likely to yield happiness/peace of mind, or better psychological health, to the person concerned, and thereby a higher efficiency of operation as a social member .”  ( True Rights)

“What we learn is spread over hierarchical layers in the form of facts, knowledge and wisdom. When
a leaner advances through these layers, in the said order, he/she is essentially confronted with single to multidimensional aspects of learning respectively.” (True Rights)

“Tags
given (stereotyping) by practitioners of educational (negatively or positively) and medical (usually negatively -especially related to human mind and behavior) professions can be extremely detrimental to the person (if negatively oriented) concerned and the society (in both positive and negative orientations) at large if the underlying uncertainty or any direct or indirect assumptions made are not given due consideration. That is,  any benefit of the doubt, if any (in negative orientations), must undoubtedly go to the client, in a system in which justice prevails.” (True Rights)

“Man, at least at the current state of social evolution,  appears to be in a quandary; he has to choose between his personal growth to be truly human
and preserving his profession in order to get his basic needs satisfied”. The two paths appear and becoming to be diverging scenarios.  (True Rights)
“Asynchrony in human development has only an extrinsic nature; it depends on the nature of the evaluation made on the development.Usually, synchrony of the development can only be observed intrinsically.”(True Rights)
 
“Man usually follows two different but interesting approaches in facing adversities in the society; either to accept them as the realities of life (so long as they are not life-threatening), which could also be the only option left in a large number of situations while maintaining emotional stability, or express the opposition hard enough until something positive for HIM is achieved. What usually happens is that society presumes, in the former, that the man is ignorant of the existence of the adversity, and thereby him too, and in the latter, man overcomes the adversity to a level satisfactory to him on an individual, one-off basis (also known as patching up), thus leaving the followers facing the same situation in future”; both situations successfully maintain the current state of the society in the short run, while in the former approach man is with a very slight chance, with his humanistic development, and depending on the extent of perseverance and motivation, of raising a generalized humanistic voice for the betterment of the society at large in the longer run.”  (True Rights)

” When the man accepts adversities in the society as realities of life, it represents a humanistic approach to life, and thereby man’s personal growth as a more empathetic and creative human being. On the contrary, if the man expresses the opposition hard enough until something positive for HIM is achieved, it represents, more or less, what is commonly known as a business approach. The former is usually found in the societies associated with families and intimates, whereas the latter is usually found in work or professional environments. When the man is confronted in these two contrasting environments regularly, he loses his integrity as a human being, and thereby his productivity, leaving the matter of the need for two approaches challenged plus the question of if a convergence to a single approach is understood to be required, which one to choose.” (True Rights)