This-essay is a7309102.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %CHILD 730910 The word "child" usually connotes an age range under about 12 years of age. The word is herein used in a somewhat different way. A much older person may behave in a way which is a replay of feelings and behavior experienced as a young child. All of us in our childhood recorded memories of what we saw, hear, and felt; and how we interpreted and understood it all. Sometimes those memories correspond to pleasant feelings, sometimes to very un-pleasant feelings. Sometimes those memories include misunderstandings. Yet, we call upon the sum total of our childhood memories of our experiences and responses---in our efforts to live adult lives. Our present responses to others and to natural processes are strongly dependent upon our stored record of our childhood experiences and our child-hood responses to them. The self-image we developed as a child is with us today. That self-image will play a determinative role in our inclination to and ability to behave scientifically. In his popular book, "I'm OK -- You're OK" Thomas A. Harris has articulated a conception of personality structure which merits the attention of anyone concerned with the improvement of science education. It will be helpful to give serious attention to the impact that an infant's earliest experiences has upon that person's later ability and inclination to participate in the systematic investigation of natural processes. If curiosity and initiative are suppressed by parents before a child reaches the age of three---what chance does a science instructor have of resurrecting it in a lecture hall? There is strong evidence that the first three years are critical in laying the foundations for the future life of scientists. Too rarely have highly competent science teachers in high schools and colleges considered the fact that in but a few years the girls who are (or are not) taking their courses---will be giving birth to and supplying most of the child recordings of who may (or may not be able to) become future scientists. Once those recordings have been made they are nearly permanent. The traditional science education program has tended to focus on males to the exclusion of females. Any well balanced science program must include feminine scientists. Without the help of feminine scientists we can not hope to educe the mothers of tomorrow's attractive scientists. (c) 1999 by Paul A. Smith in GO: essayz.com "Search for Integrity and Honesty" (On Being Yourself, Whole and Healthy) ==========================================================
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