Chapter 17

Chapter 17: Development

17.1 Sequences of teaching-selves
17.2 Attachment-learning
17.3 Attachment simplifies
17.4 Functional autonomy
17.5 Developmental stages
17.6 Prerequisites for growth
17.7 Genetic timetables
17.8 Attachment-images
17.9 Different spans of memories
17.10 Intellectual trauma
17.11 Intellectual ideas

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17 Development, p 173
[Building up a mind as designing a complex system]

17.5 Developmental stages, p 178
[Piaget and Freud] Consolidation of steps.

17.6 Prerequisites for growth, p 179
Certain types of mental growth can never be directly observed at
all. This applies, in particular, to those all-important "B-
brain" processes with which we learn new ways to learn.
[see: "internal factors of quality"]

17.7 Genetic timetables, p 180
[...] once a scheme persists for long enough, it gets to be
extremely hard to change [...] because of how the rest of the
society depends upon its present form.
Once it becomes too hard to change an old agency, it is time to
build another one; further progress may require revolution
rather than evolution.

17.8 Attachment-images, p 181
[Freud] We learn our earliest values under the influence of
attachment related signals that represent, not our own success
or failure, but our parents' love or rejection. When we maintain
our standards, we feel virtuous rather than merely successful.
When we violate those standards, we feel shame and guilt rather
than mere disappointment. [...] it is like the difference
between ends and means.