  The child also experiences other people and is eventually going to recognize them as individuals with independent wills—i.e., as others who have their own plans and projects and as selves attempting to realize themselves through their actions, and who, because of these facts, may oppose or confirm its own desires, oppose its will. Since initially these others are going to be family members or care-givers there will be a pre-conscious bond of affection between them and the child. When the child acts in accord with the will of another, pleasure results from the affirmation from that other person, while opposition is experienced as painful because it negates the bond of affection. This produces the felt tension similar to that which occurs in the case of an inaccessible desired object: a tension between the pleasure associated with the presence of the care-giver and the pain of being without the approval of that person. The main point here is that the child will tend to be good (i.e., fit in with the norms and expectations of the caregivers) solely because not doing so is painful, not because the child has, at this stage, any goal it is trying to achieve by being good, nor even the ability to articulate why it acts as it does. As Bradley says, “The child is taught to will a content which is universal and good, and he learns to identify his will with it, so that he feels pleasure when he feels himself in accord with it, uneasiness or pain when his will is contrary thereto, and he feels that it is contrary. This is the beginning of personal morality” (Ethical Studies, p. 178).