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                                %DISPARATE MESSAGES 730917

     The  student  who  is  the  recipient  of   disparate
messages  is  put in a difficult situation.  The disparate
messages may originate with different  persons  within  an
institution   which  presumably  has  integrity;   or  the
disparate messages may originate within one and  the  same
person.   In  either case the  disparate  messages  are an
indication of the lack of integrity.  The messages may  be
disparate by  virtue  of  their  origin,  or by  virtue of
misinterpretation  on the part  of  the  recipient.    The
latter  is especially likely if there are disparate states
of consciousness.

     The child  who receives disparate messages is  in  an
especially difficult position.   Unable to analyze them as
an  adult  and  so  unable  to  transcend  their  lack  of
integrity---the  child is likely to respond with a lack of
integrity and/or  internalize the disparate messages  with
their  lack of integrity  in association with  his painful
emotional responses.  Such  a  person will in later  years
pass  on  similar  disparate messages,  unless  through  a
miracle the recording of the child is transcended.

     A  student  may respond to disparate  messages  as  a
child  would.   The  messages  may  come  through  various
channels of communication: the way teacher asks questions,
the  way  teacher  responds to---student failures, grades,
what administrators do  with  grades, policies  which  are
legislated,  policies which are not  enforced,   disparity
between what teacher says and what teacher does, disparity
between  verbal  and body-language messages,   etc.    The
student  instinctively develops ways to survive within the
context presented.   The context is  created  by  the  sum
total of all messages, including disparate messages.

     If teachers are seeking to be in full control of  the
learning situation,  the students are likely to see little
they can do but to play dishonest games more cleverly than
do the teachers.  Since there is not a fail-safe context--
-students'    decisions  and  actions  are   directed   to
developing  ways of dealing with the nature of reality  as
they experience it.  Thus  their decisions and actions may
be  directed to quite different  goals than those selected
by the teacher,  who may be quite unaware of the disparate
messages which prompted the perverted motivations.  Clever
techniques   will  not  generate  more   helpful   student
motivations.  Through dialogue other more integrative ways
may be sought.
                         (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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