Mukunda, Kamala
(2019)
Total acceptance.
Learning Curve (5).
pp. 39-41.
ISSN 2582-1644
Abstract
I will begin this article by stating an obvious fact
about ourselves: we are constantly concerned
about whether we are acceptable to others or not.
The word acceptable is actually a bit weak—what
we want is to be loved, adored, admired… And the
fact of this constant and humming need hits us very
hard when we suspect or realise that our peers do
not accept us the way we are, faults and all.
In the same way, children’s inner lives are not
free of this need for unconditional acceptance
from quite an early age. They want it most keenly
from their peers, yet these same peers are very
prone to making alliances that are inclusive and
exclusive at the same time, creating us-and-them
groups. The lines and divisions tend to shift around
considerably, making children feel left-out now
and then. In one way, this is good, though it also
creates a constant sense of insecurity among them.
The exception, however, is the child who stands out
in class as being different and who can become a
more lasting target of ostracism.
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