From childhood, a person is formed under the influence of the conditions in which he grows. And if, before the age of 5, a child finds himself surrounded by animals rather than people, he adopts their habits and gradually loses his human appearance. "Mowgli Syndrome"- got this name cases of children forming in the wild. After returning to people, socialization became impossible for many of them. How the fates of the most famous Mowgli children turned out is further in the review.

The first known case of children being raised by animals, according to legend, was the story of Romulus and Remus. According to myth, they were nursed by a she-wolf as children, and later found and raised by a shepherd. Romulus became the founder of Rome, and the she-wolf became the emblem of the capital of Italy. However, in real life, stories about Mowgli children rarely have such happy endings.

The story, born from the imagination of Rudyard Kipling, is in fact completely implausible: children who are lost before they learn to walk and talk will not be able to master these skills in adulthood. The first reliable historical case of a child being raised by wolves was recorded in Hesse in 1341. Hunters discovered a child who lived in a pack of wolves, ran on all fours, jumped far, squealed, growled and bit. An 8-year-old boy spent half his life among animals. He could not speak and ate only raw food. Soon after returning to the people, the boy died.

The most detailed case described was the story of the “wild boy from Aveyron.” In 1797, in France, peasants caught a child of 12-15 years old in the forest, who behaved like a small animal. He could not speak; his words were replaced by a growl. Several times he ran away from people into the mountains. After he was recaptured, he became the object of scientific attention. The naturalist Pierre-Joseph Bonater wrote “Historical Notes on the Savage from Aveyron,” where he detailed the results of his observations. The boy was insensitive to high and low temperatures, had a special sense of smell and hearing, and refused to wear clothes. Dr. Jean-Marc Itard tried to socialize Victor (as the boy was named) for six years, but he never learned to speak. He died at the age of 40. The life story of Victor from Aveyron formed the basis of the film “Wild Child”.

Most of the children with Mowgli syndrome were found in India: from 1843 to 1933. 15 such cases have been recorded here. Dina Sanichar lived in a wolf den, he was found in 1867. The boy was taught to walk on two legs, use utensils, wear clothes, but he could not speak. Sanichar died at the age of 34.

In 1920, Indian villagers turned to missionaries to help them get rid of creepy ghosts from the jungle. The “ghosts” turned out to be two girls, 8 and 2 years old, who lived with the wolves. They were placed in an orphanage and named Kamala and Amala. They growled and howled, ate raw meat, and moved on all fours. Amala lived for less than a year, Kamala died at the age of 17, having by that time reached the development level of a 4-year-old child.

In 1975, a 5-year-old child was found among wolves in Italy. They named him Rono and placed him in the Institute of Child Psychiatry, where doctors worked on his socialization. But the boy died eating human food.

There were many similar cases: children were found among dogs, monkeys, pandas, leopards and kangaroos (but most often among wolves). Sometimes the children got lost, sometimes the parents themselves got rid of them. Common symptoms for all children with Maguli syndrome who grew up among animals were the inability to speak, moving on all fours, fear of people, but at the same time excellent immunity and good health.

Alas, children who grew up among animals are not as strong and beautiful as Mowgli, and if they did not develop properly before the age of 5, it was almost impossible to catch up later. Even if the child managed to survive, he could no longer socialize.

The fate of the Mowgli children inspired photographer Julia Fullerton-Batten to create

Perhaps the first and most pressing paradox in the life of mankind by the twentieth century was the noticeable discrepancy between the development of science and production and human behavior. The phrase is heard louder and more often: “Civilization destroys man!”

There is an emerging and gradual spread of an effect that is very similar to the Mowgli effect: people are going wild! The age limit for criminal acts has sharply decreased, and juvenile delinquency has flourished. The teachers became worried and began to try to encourage society to “fork out” for the children. The meager funding (which can rather be called alms) for the needs of public education is no secret to anyone. This saving on children is puzzling, because at the everyday level we all understand perfectly well that we need to invest in children, even if this is the “last piece”. It is necessary to take care of those for whom we live today. This should be clear to sensible representatives of ruling circles.

Let us note that such miscalculations of society are directly and strongly connected not only with financing, but also with the theory and practice of training and educating the younger generation. Society underestimates pedagogical science, the “pedagogical industry” is practically absent; All this is taken extremely lightly in society. The internal shortcomings of the very theory of training and education leave society indifferent. The noise rises only after the next school emergency, specifically around a certain negative event with relishing the details, but without analyzing the underlying true reasons that gave rise to it.

It is appropriate to remember here that major successes and the rise of world civilization, as a rule, are the result of a fundamental change in society’s attitude towards education. This can be seen from Plato's Academy in Ancient Greece to the modern Japanese school.

In our country, creative thought is not strained - allocations are increasing not for education and upbringing, but for power structures. There is a struggle not with causes, but with consequences, which leads to a natural result - a negative one. Society stubbornly ignores the axiom: preventive measures are more profitable, more effective, and in this case, more humane than corrective measures. Where the authorities persist in their attempts to solve the issue of “improving” human nature by force, hiding behind philistine reasoning or acting according to the notorious tradition - from flogging among the Cossacks to cutting off hands in Chechnya - there we see not only the collapse of these attempts, but also collapse of power itself.

The short-sighted policy of the state provokes the destruction of the system of schools and educational institutions from the inside. Forces them to engage, for example, in commerce for the purpose of survival, thereby distracting educational institutions from fulfilling their direct responsibilities. There is a catastrophic decline in the efficiency of the general educational process in public schools.

A neglectful attitude towards the prevention of child crime by improving the pedagogical process extremely hinders the introduction of innovative ideas into pedagogy. The proposed system did not escape this fate, the authors of which received a diploma and award from the St. Petersburg Committee on Education based on the results of the Competition of Pedagogical Achievements back in 1992 (Order of the Committee on Education No. 353 of September 30, 1992).

The recognition of this system took place back in 1953 at the Leningrad Institute for Advanced Training of Teachers; in 1968 at the Novosibirsk University and in the Academgorodok of Novosibirsk; in 1989 in Moscow, at the All-Union Meeting of Vocational School Workers. Everything is in words! Innovation is not in demand in the Ministry of Education.

There will be no stretch in the statement that what should be blamed for “savagery” is not civilization as such, but the lag of the science of education and training from the sciences that make it possible to increase the level of material well-being.

Education today is not recognized as an obligatory part of culture as a whole. It seems to be “pulled out” from the culture. Even in the budget, expenditures on culture and education are divided into different items. The only thing they have in common so far is that both of these sectors are financed on a residual basis. Meanwhile, an uneducated person can perceive, at best, only “mass”, “tabloid” culture. “High” culture will have little influence on the general level of development of people and will remain narrowly elitist until public education ensures the cultivation of individuals capable of perceiving this culture.

The “Mowgli” effect occurs not only when unfortunate children find themselves in the den of animals, but also when they are brought up primitively, especially if the child’s training system is akin to the whip of a ruthless trainer. With primitive upbringing and cruel training, as in the conditions of an animal den, we get a primitive creature in which only elementary instincts have developed.

We insist that it is not civilization, but precisely the “Mowgli” effect when raising children in industrialized countries that leads to one of the most dangerous paradoxes of the twentieth century.

Education has become widespread. The economic advantages of mass participation became obvious to everyone, so they quickly became absolute and dogmatized. The dogmatization of “mass character,” like any dogmatization, stopped and then led in the wrong direction the further development of the theory of learning.

We will show how this happened in didactics. In the future, as we present our system, we will outline in detail the ways in which we can overcome the difficulties that dogmatized “massism” has brought with it. Not only are we not going to belittle the advantages that mass public education has, but we will try to identify functionally significant elements that allow us to consider such mass educational activity a political and economic achievement of humanity. And the “Mowgli” effect, if seen and understood, can be completely overcome in a mass school.

So, general (great, great) didactics proclaims that it is possible to teach all students of the same age gathered together the same thing in the same period. “In the same way,” the pedagogical thought continued by inertia, although the founder of didactics, the great Jan Amos Comenius, the herald of “mass”, did not directly state this, it was only supposedly assumed.

A list of required items has appeared. As a result of some unimaginably random calculation, a strictly defined number of hours was allocated for the study of each subject. Methodological developments arose (“small” didactics), explaining how to formally fit into this limited number of hours (a kind of Procrustean bed).

Methodists, of course, delighted with the possibility of a sharp increase in the number of students studying at the same time, began to develop a unified technology, naturally, counting on the supposed average student.

However, for children, the level of average is always difficult to establish. Even in two parallel classes of one school, a conglomeration of students has a wide range of abilities. What can we say about similar average indicators for various regions of the country! But it seemed there was no choice: if we teach, then everyone! This is how standard, that is, average, textbooks arose. This is how a standard, that is, average, lesson arose: he checked the homework, explained new things, reinforced them and gave homework again.

There was only one “trifle” left: the performance of this average student did not suit anyone. The teachers themselves were the first to sense the danger. An average approach to a diverse group of students could not stimulate methodologists to seek to satisfy the interests and characteristics of individual students. This averaging approach forced us to limit ourselves to scientific disputes about the features of a specific subject included in the teaching program.
Going from the “object,” the methodologists hoped to get to the “subject.” The endless change of textbooks “collapsed.”
Finally, the whole society began to worry, as the level of the average student began to fall sharply. Matriculation certificates began to turn into fiction. There was a need for vocational schools, as there was nowhere to put the ever-increasing number of “Mowglis”. The created vocational school system, despite the enthusiasm of the people working in it, was unable to solve the tasks assigned to it, which were increased in comparison with the secondary school, both general pedagogical and additional (training qualified personnel for production and agriculture).

Of course, we should not forget that a number of fundamental provisions of Comenius’ “Great Didactics” remain not only in demand, but also determine the principles of the pedagogical strategy of public education today, such as:

• mass schooling;
• preparation of training programs;
• conformity with nature;
• dividing students into age groups and years of study;
• clear lesson schedule;
• bringing each issue of the program to the level of age-appropriate comprehension.

But Comenius’ proposal to use some capable students as a teacher’s assistant is applied very rarely and timidly or crudely primitively, since Comenius himself mentions this in passing.

Among the shortcomings that have not been eliminated by any didactic systems proposed today, we include the following:

• when working with a team there is no individual approach;
• there is no democratization of the pedagogical process as a reflection in school of the natural course of development of society, as a necessary condition for the formation of a modern personality, the education of human dignity even in the smallest person;
• programs quickly lag behind life due to the fact that they do not contain a tracking and correction mechanism associated with the pace of knowledge of nature and changes in society;
• systems of timely and continuous assistance to the teacher, both in academic work and in educational work, have not been developed;
• there is no algorithm for monitoring the teacher’s daily activities, although students are in his power not only for hours, but for months and years; episodic checks give random indicators; such control turns out to be fictitious, not only not helping the business, but also hindering it, since it misleads everyone;
• there is no mutually beneficial connection between school and family; the child is not with them, but between them.

The presence of these significant shortcomings of didactics has led society to a dead end (and this is not hyperbole), forcing us to look for a panacea in the past, to return to gymnasiums and lyceums in the hope of beautiful names and new academic subjects to cover up all the shortcomings of didactics and get “a ready-made gentleman, putting a tuxedo on a teenager.” . The “Mowgli” phenomenon was slightly veiled due to the novelty of the situation. But why would he start to disappear? After all, the same teachers remained, the same methods and several new slogans like: “Give cooperation!”

We limited ourselves to analyzing the advantages and disadvantages of only the theory of the founder of didactics, Comenius, since all subsequent developments did not cancel his fundamental principle, namely the class-lesson system, programmed by year of study. Subsequent didactic authors made interesting discoveries and presented their proposals, but remained “within Comenius” and did not eliminate the above-mentioned shortcomings.

Recently, some private and proprietary schools have appeared, trying to “hit” Comenius as an enemy. They began to cancel programs, classes, lessons. However, such attempts look like an immature protest of individuals and do not have a serious didactic and economic justification.

The search always revolved around the training programs themselves, that is, around the problem of “what to teach.” For general didactics, although this question is important, it has a general pedagogical, even social, rather than a purely didactic significance.

The educational institutions now being created with different names - colleges, gymnasiums and lyceums - differ only in programs or purely external ritual. A ritual is interesting while it is new, but very soon it becomes indifferent or even funny if its meaning does not flow harmoniously into the general theory of learning.

Everyone knows that the theory of learning - didactics - includes two main problems: “what to teach” and “how to teach”. At the same time, the problem of “how to teach” includes two aspects: how to teach this particular subject and how to teach this particular person.
“Small” didactics develop the first aspect, forgetting about the second.
They forget about a specific child, trying to average him, and as a result they get some kind of abstract average learning subject. For children raised by animals, in whose environment there is no individualization, the phenomenon of “Mowglism” is natural. And among schoolchildren, averaged due to the imperfection of “small” didactics, “Mauglism” is provoked artificially, due to the poorly developed theory of collective learning.

The “Big Didactics” we propose considers both aspects of the problem in their relationship “what to teach and how to do it,” answering the question of how to teach any subject to each specific student when they are all learning together.

The general didactic question “how to teach a specific child” is again complex and is considered by us from several perspectives:

• how to teach someone who wants to learn;
• how to create a desire to learn in a child;
• how to teach everyone together when there are many of them and their interest varies.

Taking into account these complexly growing positions, we are developing our “Big Didactics” system. The subject of study with its objective scientific problems is, as it were, superimposed by us on a complex subjective network of perception of various individuals studying in the class. We searched and discovered powerful didactic patterns in individuality as a natural phenomenon, and even greater didactic patterns in personality as a social phenomenon.

The general theory of learning “Great Didactics” that we propose and the “1000 little things” attached to it do not depend on the specific subject of teaching. Didactic problems are solved by discovering patterns of interaction between student and teacher. In this case, a whole complex of accompanying and often determining circumstances is taken into account, such as: the relationship between an individual and a group of fellow students, between school and society, between science and politics, etc.

The careful development of the system allows not only to prevent the occurrence of the “Mowgli” effect, but also to ensure the correction of erroneous or even false education of a child before school.

Developing a general theory of learning, we offer research with a complete practical outcome - “how to teach.” At the same time, we pay tribute to the traditional classroom-lesson system as the most acceptable form of mass (public and private) education, both didactically and economically.

In the study, we clearly distinguish between two equally important components:
1) the fundamental part - the general theory of learning (large and small);
2) the innovation part as a scientific theoretical development of the process of transferring general theoretical principles into mass practical activity.

All the difficulties of such a process that arise in school life indicate the absence of an intermediate link between theory and practice. Novosibirsk scientists introduced the concept of a new science - innovation. This is a scientific theory of the transition of new (innovative) fundamental research into applied activities. “Big didactics” through “1000 little things” is adjacent to innovation as a science and allows:

• methodologists of private methods - to transfer general didactics to a specific subject and do it more successfully than has been possible so far;
• for a practicing teacher to transfer this particular technique to his group of students, that is, to overcome the inevitably assumed averaging; - society, through its inspectorate, methodological institutes and family, - provide timely assistance to teaching practice, checking and correcting the continuously developing pedagogical process.

The use of “Great Didactics” allows us to hope that the Mowgli effect will gradually disappear from school practice. And we will immediately notice this from the behavior of schoolchildren during breaks or when leaving school. In schools and individual classes where our system is used, the number of “Mowgli” is sharply reduced.

Question: What needs to be done for a child to enter the civilized world, rejoicing in what people managed to create and understand before him? I would rise to the level reached by civilization. Was there a further rise in the organization of human life? And was this ascent possible for him in his unity with nature and human society?

Answer: Do not assume that a child can achieve all this quickly, much less independently. He needs to be patiently helped in all this. The main thing that adults need to understand is that not only and not so much in the family, but among peers, a little man is formed from a child. Adults are obliged to take care of the comfort and well-being of a child’s stay in the community of children, adolescents and youth. Take care in a timely manner, help in a qualified manner, and not condemn him to permanent stay in a correctional facility.

Man is a creature that acquires habits and accepts the lifestyle of the society in which he lived from childhood, until about 5 years old. This has long been proven by child psychologists who dealt with the question of at what age a person’s basic character is formed. And once again this fact was confirmed by such a phenomenon as “ Mowgli syndrome».

From birth, the child begins to copy the graying of those around him - mother and father, relatives. Even wild animals can become such an example. Finding himself in an alien wild environment in early childhood and being raised by animals, a person easily adopts their habits and becomes “one of them.”

There is plenty of evidence of this. An example of this is Tissa boy, whose age can be determined to be approximately twelve years. It was discovered in the south of Ceylon. Apparently abandoned by his parents, Tissa was accepted by the monkeys and lived in their “society” for at least 10 years. When people discovered him, the boy could not stand and imitated monkey behavior in great detail. After people took him in, Tissa gradually adapted to the human environment; after two weeks he was able to wear clothes and eat from a plate, but a complete restructuring of his psyche into a human one did not occur.

There are also cases where children were raised by wolves. These kids later adapted to the human environment much more difficult than in the case of monkeys. Although there are many more examples of “wolf Mowgli”. In Nuremberg they found a boy named Kaspar, in Hanover a child named Peter is raised by wolves, in India - Kamal, in Aveyron - Victor. The list goes on.

And the earliest such known case occurred back in 1344, in Hesse, where they found a feral child raised by wolves. India by Mowgli syndrome is in the lead because Due to the poverty present there, parents most often have to leave their children. In total, the number of wolf children found begins at 16. The characteristics of all wolf children were that they could not see during the day, hid from sunlight, slept for five hours, could only eat raw meat and lapped up liquid. They walked on all fours and even “hunted” if they were allowed into the yard where poultry was located. Such children, as a rule, do not live long.

Video about Mowgli syndrome

Common signs of “Mowgli syndrome” include speech impairment or inability to speak, inability to walk upright, desocialization, lack of skills in using cutlery, and fear of people. At the same time, they often have excellent health and much more stable immunity than people living in society. Psychologists have often noted that a person who has spent quite a long time among animals begins to identify himself with his “brothers”; So an eighteen-year-old girl who was raised by dogs, having learned to speak, still insisted that she was a dog. However, in this case there are already mental deviations, which are also inevitable.

When asked whether it is possible for a person to recover after a long stay outside the human environment into society, experts again do not give an unambiguous answer: everything is too individual. The chances of becoming a normal person for “Mowgli” depend both on genetically endowed qualities and on the period and duration of stay outside of society.

In the process of human development, there is a certain age limit, a threshold at which this or that function is laid down: for example, the ability to speak, the ability to walk upright. In addition, there is a transition period, on average, 12-13 years: up to this age, the child’s brain is quite plastic, and by the age of 12-13, the human brain gains intellectual potential. Despite the fact that development occurs throughout later life, the foundation is laid precisely in adolescence. If a person has not developed any of the functions, then it is almost impossible to fill them later.

As the specialist notes, after the 12-13 year threshold, an undeveloped person can only be “trained” or, in some cases, minimally adapted to the social environment, but whether he can be socialized as an individual is a big question.

Speaking about the “Mowgli syndrome”, the possibility of a person’s further survival in society, after his return to society, also depends on age. For example, if a child ends up in an animal community before he has developed the skill of walking upright, then moving on all fours will become the only possible way for the rest of his life - it will no longer be possible to relearn it.

Various cases are known: sometimes Mowgli children managed to survive among people, sometimes not. Thus, two sisters taken from a pack of wolves both died; the youngest - almost immediately, and the eldest - several years later, without ever learning to speak.

In another case, when a ten-year-old boy lived with monkeys for three years, he was able to return: doctors explained this by the fact that he ended up with animals at an age when he had already recognized himself as a human being.

An eighteen-year-old girl who considers herself a dog deteriorates in development after her return. But there are also exceptional cases:

In the town of Podolsk near Moscow, a seven-year-old child was discovered who lived in an apartment with his mother, however, suffering from “Mowgli syndrome.” In fact, he was raised by a dog: Vitya Kozlovtsev was fluent in all dog habits. He ran beautifully on all fours, barked, lapped from his bowl and curled up comfortably on the rug...

After the boy was found - completely by accident - his mother was deprived of parental rights. Vitya himself was transferred to the “House of Mercy” of Lilith and Alexander Gorelov. Despite the fact that doctors gave very skeptical forecasts, within a year the boy learned to walk, talk, use a spoon and fork, play and laugh. Perhaps the boy could have recovered, but the law in this case turned out to be against the child: problems with documents threatened the existence of the House of Mercy. As the Moskovsky Komsomolets newspaper reported, the process of registering guardianship over the boy is now underway so that the Gorelovs can take the child legally.

The material was prepared by the online editors of www.rian.ru based on information from the RIA Novosti Agency and other sources

Mo it's good is it possible supply man outside about more stv A?

Mowgli is Kipling's wonderful character, who has captivated generations of readers. Mowgli, raised by wolves, a panther and a bear. Mowgli, distinguished by his beauty, intelligence and nobility. Mowgli - a wonderful tale of the jungle...

Tarzan, raised from the cradle by apes, is a hero and defender of wildlife. Sir Galahad defending the jungle fortress. According to the book, Tarzan learned to speak, was even able to get married and communicate with people of various social status, including representatives of high society, without revealing any monkey habits.

The only thing he has left of the monkeys is a keen sense of the pack’s territory, the desire to protect his “reserve” in the jungle at any cost, and a spiritual affinity with all wild animals. But since the desire to protect nature is inherent in the best of people, we can say that Tarzan is an almost ideal example of the human race.

Various “Mowglis” and “Tarzans” pass through all world literature, starting from old fairy tales, in which children were raised by animals, fairies, goblins, and brownies, to modern science fiction, where robots and computers have already begun to educate.

But the fact is that for all the attractiveness of these stories, they remain just fairy tales. A person brought up outside of human society, whether his educators are robots or wolves, can no longer be considered a person. He is not.

In human development, there are certain boundaries, time thresholds, when the formation of a particular function is optimal or becomes impossible. A child learns to speak by imitating his parents, learns to walk upright by imitating adults - after all, everyone knows that children do not immediately begin to strive to walk on two limbs, they begin by moving like animals, on all fours (larger area of ​​support, less likely to fall). If a child is not taught to walk, he will continue to run on all fours, even when he grows up.

By adolescence (12-13 years old), all the intellectual potential is already built into the brain, which only develops in the future. The real Mowgli would not have been able to learn human speech, human behavior, and would not have accepted the moral values ​​inherent in people. Even Kipling's ideal Mowgli thinks in terms of the jungle even when he lives with people.

People raised outside of human society suffer from a disease called Mowgli syndrome. This is a combination of a number of signs that appear in those who were brought up and grew up away from people. Such signs include inability to speak, inability to walk upright, desocialization, fear of people (people are perceived as strangers, not “members of the pack,” creatures of a different breed), inability to use cutlery (those who suffer from Mowgli syndrome can distinguish a fork from a spoon , but is not able to use them).

“Mowgli” can be taught to imitate human behavior, but this will be just training. In the same way, dogs are trained to ask for a walk, and cats are trained to use a box of sand. True, if a child was returned to people before the “teenage threshold” of 12-13 years old, he can still be adapted to society, but mental disorders will remain with him for the rest of his life.

For those who have crossed the age threshold, real adaptation is impossible. For example, the real Tarzan would never have learned to walk upright, since these skills are developed in early childhood, and Tarzan came to the monkeys when he was very young. The only thing that would be possible for Tarzan is a “monkey” gait, relying on his knuckles.

A girl who disappeared 19 years ago at the age of 8 has been found in Cambodia; in one of the African countries, a group of monkeys sheltered a ten-year-old boy; two sisters were raised by a pack of wolves; a nine-year-old boy became the “leader” of a pack of yard dogs - these are all true stories. Despite the different situations, they have one common fact: all children raised by animals suffer from the rarest disease in the world called “Mowgli syndrome”.

Common signs of “Mowgli syndrome” include speech impairment or inability to speak, inability to walk upright, desocialization, lack of skills in using cutlery, and fear of people. At the same time, they often have excellent health and much more stable immunity than people living in society. Psychologists have often noted that a person who has spent quite a long time among animals begins to identify himself with his “brothers.”

There is a known case when a girl raised by dogs identified herself with a dog even when she learned to speak. From her point of view, she did not belong to humanity, but was just a dog. It happens that “Mowgli,” who are absolutely healthy in their familiar animal environment, die when they find themselves in human society - for them this is not only a physiological shock, but also a deep cultural shock.

Tissa boy, about twelve years old, discovered in the south of Ceylon. He was raised by monkeys and, thus, at first the child could not even stand on his own, but he imitated the behavior of monkeys in every detail. Interestingly, this “monkey Mowgli” showed greater adaptation to the human environment than the “wolf children” - after just a couple of weeks he was wearing clothes and eating from a plate.

There are many more children with Mowgli syndrome raised by wolves than you might think. Caspar from Nuremberg, Peter from Hanover, Kamala from India, Victor from Aveyron and others. The earliest known case of a child being feral is considered to be a wolf child from Hesse, found in 1344.

An amazing panda child lives in the house of hunter Kuan Wai. Due to a congenital abnormality, the child is covered with thick hair and, apparently, therefore was abandoned by his parents. But the pandas took care of the baby and at the age of about two years he was caught and adopted by a hunter into a new family.

In the modern world, about fifty-three cases of human encounters with “Mowgli syndrome” have already been registered. Humanity does not have complete information about this “disease”. There are only theories and assumptions about the causes of the appearance and methods of treating “Mowgli syndrome”.

In general, “Mowgli syndrome” is a mental and physiological deviation in human development. The causes of this symptom are a person’s prolonged stay in an environment represented only by animals. All registered Mowgli children are children who were accidentally found surrounded by animals (dogs, monkeys, wolves, leopards, antelopes, etc.). The found children were examined by doctors, who made conclusions that these children not only lagged behind their peers in development, but their very behavior resembled the behavior of the animals with whom they were found.

A person - a real person, and not a being with human physiology - can only be raised in society, in society, in a group of people. Only personal communication allows one to gain and pass on experience, which includes the basic principles of hygiene that parents teach their children, as well as cultural and spiritual values. The highest spiritual values ​​cannot be transmitted in any way other than direct communication in society. If a person is a member of many different groups, communities of people, then he has the opportunity to develop in many directions.