FROM Those Hardening Factors Reboot 105
FROM Those Hardening Factors Reboot 105
Etiam Tu: Eradicating Hatred Section 6 Hatreds: Other Forms and Considerations, and Prophetic Universalism
Prophetic Universalism II
Eleanor Roosevelt
FROM Those Hardening Factors
As children, we encounter these and must learn to overcome them as part of our development. The ability to negotiate beyond these obstacles help us to develop problem-solving skills needed to successfully prosecute our lives. As we encounter more and more of these we gain and perfect these skills. Occasionally, these tests provide great difficulty in conquering them and some are insurmountable altogether. As we continue through the course of our lives, we learn, even if we are not consciously cognizant of it, that life is a series of obstacles and tests to be overcome, in the process of gaining the skills needed to survive and navigate through a daily routine of such required challenges.
As we progress through our development, all occasions where we do not learn to overcome an obstacle, without making every possible effort to do so, but are aided to help avoid the fullness of the challenge; are detrimental to our complete and thorough development as human beings. Failure to learn our limitations and develop strategies to adapt and improvise solutions to our challenges create handicaps in us. Failure to achieve our own solutions leave us incapable of recognizing and adjusting to our real limitations and inabilities later in life, when we are faced with them.
Frustrations have the ability to progress from aggravation and irritability to anger in all people. Those who are least prepared to easily process them or are most likely to progress through the process most rapidly are subjected to this reality due their improper development. Regardless of how a person has developed, this fact exists for all of us. As humans we have, or others around us have created a world more conducive to this rapid progression, it happens every time we interfere with a child's development of these skills.
That is not to say that an objective assessment of the child's success in forming these skills must ignore problems or fail to add measures to improve their success, but that a more proactive role does not have to include, nor should it include, bypassing all the formative challenges they must overcome.
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