The choices he makes are a result of the context in which he learned to choose. The serendipitous character of human events results in, among other things, exceptional complexity and an apparent incapacity of people to deal with more than a small number of the variables affecting human affairs. It is probably the application of human intellect which makes the odds that a given event will occur in the direction intended slightly more than even, at best. Accepting these premises leads to the view that the context in which children learn to choose must be so arranged as to encourage beneficent rather than malign choices. Conditions of human trust and love appear to be most conducive to the establi shment of such circumstances.
Children learn to trust and respect others and themselves by being trusted and respected.
Such an early perception of the value of self and of others can establish the foundation of a sense of responsibility for avoiding choices that bring harm t o others. There is no way to keep a live organism from learning. Every experience is, therefore, by definition a learning one, though the substantive content may vary. People who find that the symbols of learning achievement seem to be more highly valued than the knowledge gained soon learn to choose those options which tend to result in the valued symbols without regard to the means by which they are obtained. If unsuccessful in pursuing the symbols, they soon refuse to engage in knowledge-seeking in that area and turn to other avenues.