he physical development of man is arrested so as to maintain 'manageable' pre-adults. A two year old child at six feet and two hundred pounds would be an impossible burden to its parents given the slow mental development of man. Whereas a horse at two years is both well developed and capable of independent existence.

The cause of the need for arrested development is the size of that part of the brain of man which is devoted to the formation of percepts and concepts.

Primary information which forms the initial context diffuses as a 'gas' into to brain's physical structure. But the rate of information acquisition is similar in all mammals. A horse then has greater information density than a man at two years. There must then be an external 'threshold' of viable percept formation dependent on physical reality which is the same for all mammals. And that threshold is reached at a critical information density. That density is therefore reached in a small brain prior to being reached in a large brain. The horse advances ahead of man in free induction.

In opposition to the former. the carrying capacity of the brain is finite. That capacity is reached in a horse long before it is reached in man. (Or, the capacity limit slows the rate of information accumulation / processing.)

Because the intelligence of an animal is measured primarily by the amount of reality subsumed by its percepts or concepts, the larger percept forming brain is congruent with the more intelligent animal which is then increasingly more viable when tested against reality.

A child is suspended in trust of his parent. He knows that he does not know what to do to fulfill his needs and desires He recognizes that capacity in the parent and at later stages understands that some 'facts' learned from or taught by the parent are false as well. But a child is required to accept all as truth because he does not yet possess the capacity to accurately separate true from false.

When the brain is sufficiently full of contextual information and free induction percepts, it is ready for independent existence while natural selection causes reproductive ability to coincide with that independence.
A child does not want independent existence. He knows he cannot maintain it.
An adult does not want dependent existence, preferring instead to exercise his identity.
Oscillations between these two states are chaotic as believed 'untruths' received from the parent are discarded and new 'truths' adopted, thereby embodying independent existence.

Adolescence is outwardly more difficult for the male because the female retains the option of remaining physically dependent on the male. Inwardly the female has the difficulty of remaining pschologically independent in order to establish a credible 'standard of validation' upon which the male depends.
Awareness of sex, both physical and conceptual (as validation of conceptual standards), causes the female to differentiate herself from the male in dress and attitude (bifurcation) while the dominant male selects on the basis of such differences thereby perpetuating them.

The primary purpose of sex is to increase the rate of genetic adaptation to changing environment. But the psychological aspects of male / female are independent of genetics in accordance with the initial postulate.

In a hypothetical all male or all female population, by the conceptual nature of man, it is necessary that the population split into distinct male and female elements. The reason being the adopted psychological roles of male / female which exist in response to the requirements of external reality [the maintenance and value of physical and conceptual life].

The adoptive purpose of man is then to make life possible while that of the woman is to make life worth living. The existence of an individual cannot be maintained indefinitely in the absence of either.

The male psychology is congruent with the greater ability to deal with the physical aspects of life. It is characteristically quantative.
The female psychology is congruent with lesser physical strength but greater learned capacity to validate proper inductive standards. It is characteristically qualitive.

By the initial postulate neither physical male nor female is necessarily the carrier of psychological male or female. The physical being is the default condition of its related psychology. That is, the stronger body most often takes the dominant psychology (male) while the weaker body (female) takes the remaining submissive alternative. The embodiment of the identity of each is the expression of dominance by the male and submission by the female.

Psychological male / female is present by degrees in every individual but cannot be entirely embodied in all individuals equally because the identity of each parameter is violated as was the case with matter (quantative and qualitive numbers). In matter it would constitute an impossible 'immediate absolute' violation. But in man the temporarily allowable violation is one of 'reflexibility'.

The conceptual standards of male and female reflect the bias perpetuated by environment. The male conceptual standard will then be predominantly taken from the external world (extrospective) while that of the female will derive from introspective analysis of personal relationships. The initial postulate demands that male / female psychological roles are entirely learned It is also demanded by the nature of the external physical world that such roles cannot be largely undone by any means whatsoever. The identities of man and universe remain constant.

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