This-essay is   a7309122.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
==========================================================
                            %CONSIDERING AND CARING 730912

     It  has not been traditional in higher  education for
professors to consider the emotional responses of students
to science instruction,  at least not in comparison to the
consideration given to mastery  of facts, analytic skills,
and procedural techniques,

     It  would  be a helpful step for professors  to  give
consideration  to the way  students respond emotionally to
science instruction programs.  Yet,  there are some hidden
dangers  even in such an  advance.   In setting priorities
some  instructors are likely to seek  technical  solutions
and  try  to  remain  in full  control  while  considering
students' emotional responses.

     It is quite possible to consider students'  emotional
responses while in a rationalist's state of consciousness,
remaining  objective and analytic.  Such an  approach  may
occasionally be helpful.  Yet, if it is the usual approach
it is likely to do personal violence to students.  One can
not  have  a  genuine  concern  which is  communicated  to
students  and  at  the  same time  maintain  an  analytic-
objective-approach  to them which reduces them to  objects
of analysis,  manipulation and control.  To fail to become
involved  personally  in the students'   concerns---is  to
communicate a lack of concern.  One can consider another's
emotional responses  to a science  instruction program and
not really care about persons?   Science educators need to
start   both  considering  and  caring   about   students'
emotional   responses   to  instruction   programs.    The
appropriate instructor's response is not likely to involve
as much analysis,  as perception and feeling;  not so much
in the way  of technical solutions,  as personal dialogue;
not so much maintaining standards, as trying new ways.

     This is a complex situation.  Natural scientists  are
accustomed  to  recognizing  complexity  when  it  can  be
analyzed objectively and quantitatively.  It is harder  to
recognize   complexity   when  to  perceive  it  one  must
participate in it.  In such situations pure objectivity is
impossible.    Science  instructors can not maintain  pure
objectivity---and still be helpful in dialogue.

                         (c) 1999 by Paul A. Smith in
  GO:  essayz.com     "Search for Integrity and Honesty"
                    (On Being Yourself, Whole and Healthy)

==========================================================

Lines beginning with a percent sign are  KEYWORDS  for use
in ESSAY-System Searches.  Their terminal digits are dates
of writing in the format @yymmdd#, where @ =  a  means 99,
@ =  b  means 20, and # = is a within-date essay-count.

Links to date-adjacent essays are near  page top & bottom.

   
Find the following links by clicking on CENTER when CENTER
near  the top or bottom  of a web page of essayz.com
 
                    
               1. Go to HOME PAGE of essayz.com
            2. Find brief-essays via keywords
           3. Find brief-essay about ADDICTION
          4. Search-Helps related to ABOVE-LINK
 
            5. GoTo Action & Information Center
           6. Find Regular-Essays via Year/Month
          7. Find Regular-Essays via Word-Starts
              8. Find Regular-Essay about LOVE

This-essay is   a7309122.htm   which is available  at the
web-site   www.essayz.com.  These 5 lines echo top lines.
Previous-Essay      <== This-Essay ==>     Following-Essay
By-Months                By-Years                 By-Words
Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One