By U Thant (auth.), Stuart Mudd (eds.)
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Extra info for Conflict Resolution and World Education
He is still in conflict, and sometimes he is tempted to kill hirnself because he can see no tangible enemy. Sometimes he creates an enemy, or worse still, lets the community create one for him, like a carnival barker who sets up coconuts, and then sells the balls to throw at them. THE STRUGGLE FOR IDENTITY 31 And here is the shape of the greatest conflict of all - war between the nations. Those who direct the destinies of great human communities, are themselves under test. They know that if they cannot satisfy the human cravings of the people, for identity, for security, foraminimal dignity and physical comfort, they will be ousted by a vote or by a revolution.
We will say he is in the middle ofhis third decade, a youth no Ionger young and about to forfeit his moratorium. We find him in a tragic conflict in which he cannot make the one step demanded simultaneously by his age and his sex, his education, and his historical responsibility. If we want to make Shakespeare's insight into one of "the ages of man" explicit, we know that such an endeavor seems reprehensible to the students of drama, if undertaken by a trained psychologist. Everybody eise (how could he do otherwise l) interprets Shakespeare in the light of some prevailing if naive psychology.
The basic cause of emotional disorders is now known, and it is now known that emotional disorders comprise not only the private suffering of neurotic thoughts and feelings and of psychosomatic symptoms, but also the character and behavior disorders, including anti-social acting out as criminal and criminoid behavior and even in the fomenting of wars. The emotional disorders are the roots of the world's hate, violence, evil, and suffering. The world's brutality and folly are expressions and symptoms of emotional disorders.