TS ICET 28th July 2022 Shift-1

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Although nature must supply the initial force of desire, nature is not, in the civilised man, the spasmodic, fragmentary, and yet violent set of impulses that is in the savage. Each impulse has its constitutional ministry of thought and knowledge and reflection, through which possible conflicts of impulses are foreseen, and temporary impulses are controlled by the unifying impulse which may be called wisdom. In this way education destroys the crudity of instinct, and increases through know edge the wealth and variety of the individual's contacts with the outside world, making him no longer an isolated fighting unit, but a citizen of the universe, embracing distant countries, remote regions of space, and vast stretches of past and future within the circle of his interests. It is th is simultaneous softening in the insistence of desire and enlargement of its scope that is the chief moral end of education.

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Theorists adopting psychodynamic approach hold that inner conflicts are crucial for understanding human behaviour, including aggression. Sigmund Freud, for example, believed that aggressive impulses are inevitable reactions to the frustrations of daily life . Children normally desire to vent aggressive impulses on other people, including their parents, because even the most attentive parents cannot gratify all of their demands immediately. Yet children, also fearing their parents' punishment and loss of potential love, come to repress most aggressive impulses. The Freudian perspective, in a sense, sees us as 'steam engines'. By holding in rather than venting 'steam', we set the stage for future explosions. Pent up aggressive impulses demand outlets. They may be expressed towards parents in indirect ways such as destroying furniture, or they may be expressed toward strangers later in life.