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THE ISSUE OF LAND MINES HAS BEEN THRUST INTO THE POLITICAL LIMELIGHT BY THE CONVENTION ON THE PROHIBITION OF THE USE, STOCKPILING, PRODUCTION AND TRANSFER OF ANTI-PERSONNEL MINES AND ON THEIR DESTRUCTION, SIGNED BY 121 NATIONS IN OTTAWA IN DECEMBER 1997. THE POLITICIZATION OF THIS ISSUE IS A SIGNIFICANT DEVELOPMENT WITH IMPORTANT IMPLICATIONS FOR DEMOCRATIC POLITICS, IT OPENS UP NEW WAYS OF CONTESTING VIOLENCE AND HUMAN SUFFERING AND ORGANIZING POLITICALLY ACROSS BORDERS. THE ARTICLE OUTLINES THE EFFORTS OF THE INTERNATIONAL CAMPAIGN TO BAN LAND MINES.

Results are presented of the third experiment in a series designed to test a discontinuity theory of psychological development. Use is made of the phenomenon of loss of skill under conditions of increasing rate of change of perceptual field. The scores provided by a population mixture of university undergraduates and graduates separate clearly into two groups which are identified with levels 4 and 5 of the theory. The series provides a compound indirect test of the theory and also substantiates earlier problem-solving experiments. A secondary analysis of the results provides indications of the proportions of schoolchildren (and university undergraduates) corresponding to the different levels of psychological development. Much wider differences in development are revealed than are suggested from conventional psychological and educational research.

A discontinuity theory of psychological development is designed such that the associated experimental work relies on quantitative variates of behavior to discriminate stages. Using a dynamic element, expressed abstractly in terms of "poles" and "relations, " a series of structures relating to developmental stages is constructed. The element operates in either of two ways: in a discriminating mode or confusing mode. Operating in the discriminating mode, poles and relations become more defined; operating in the confusing mode leads to loss of discrimination of poles and relation. The element is applied to an imaginary situation of baby with mother. In the course of applying the element, a resolution of the situation into two components is introduced, which leads finally to a unity which comprises a self-structure and two classes of objects, things and persons. The essential structure of this unity, expressed in terms of a self-pole related to an object-pole serves as the level 1 structure of the series. In moving from one level to the next, a transformation of self and objects of the preceding level takes place, elements of the preceding level becoming integrated and serving aspolesfor the succeeding level. Finally, five levels of psychological development are constructed, comprising 15 fundamentally different modes of functioning. The quantitative statements arising from the theory opened possibilities for rigorous experimental testing. Problem-solving experiments and experiments involving loss of skill under increasing stress have been designed to test the theory, the results of which support the theory.