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                                  %ACADEMIC PUZZLES 730902

     All  too often the intellectual exercises dreamed  up
by  instructors  in  an  attempt to  be  helpful  to  good
students are  purely  academic,  and  bear  little  if any
relation  to  the  decisions and action of  real students'
future lives.   Many times the character of the  exercises
is   so   puzzling   as  to  perplex  the   students  unto
frustration.   This is especially true when  the  academic
puzzles  are  not chosen with respect for  real  students'
developmental states.  In such situations the students may
be totally mystified, as well as perplexed.   The students
may  become  so  bewildered as to  become  distracted  and
unable to participate in meaningful  decisions and action.
When a student is thus made bewildered he will be  willing
to accept  the  word  of  representatives of authoritarian
science.   When so confounded some students may  be amazed
at the findings and achievements of scientists, but others
may,  through  a  wise  instinct,  rebel  and seek ways to
escape from that which threatens their integrity.

     The  technocrat  on the other hand enjoys  the mental
exercise which solving  academic puzzles affords him. Just
as  the  athlete,   who while in good  physical  condition
enjoys  exhausting  exercise,   so the  technocrat  enjoys
solving academic puzzles.   Solving them is a game entered
into by free choice as a source of entertainment.   If  he
is not in dialogue  with real persons,  the technocrat may
be unaware of the bewildered states of consciousness which
academic puzzles sometimes induce in real students. If the
technocrat is a trainer with power to inflict bureaucratic
violence  upon  the  students,  the  students will in self
defense---engage   in  playing  games  involving   secrecy
regarding  the  nature  of  their  reality   and students'
techniques for coping with it.  Thus the feed- back   loop
operates to intensify alienation and estrangement, and the
technocrat  is  kept  in  the  dark about  the  nature  of
students' reality as perceived by them.    From within the
technocratic  state  of consciousness  it is impossible to
ask the new questions which  will point the way out of the
technocrats' prison. The technocrat is not  an incarnation
of  techniques which have the power to break the cycle  of
alienation.

     The  way out  involves  real  students in dialogue---
dealing with real problems which they  perceive  as  being
solved  by the use of relevant fundamentals appropriate to
their developmental stages and  previous  science-relevant
experiences.
                         (c) 1999 by Paul A. Smith in
  GO:  essayz.com     "Search for Integrity and Honesty"
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