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                             %EDUCATIONAL RESOURCES 730920

     Higher education-costs  increase in part because  its
governance  structure  is designed  for  maintaining  full
control,  rather than helping real  students use available
educational resources.  The self-images of instructors and
institutions   are  not  congruent  with  the   tremendous
increase   in  technical  channels  of  communication   of
information.    Instructors  continue to play the role  of
information  transmitter,  rather than the role of  educer
and  facilitator.  While instructors are in dialogue  with
real  students little of their time---  much time is spent
preparing monologue lectures.   Rather than spending  time
facilitating   student   use  of   available   educational
resources,  the instructor spends  time  trying to compete
with such resources.  Excessive  attention  and  money has
been devoted to the acquisition of educational  resources,
and  far  to  little  devoted  to  the  development  of  a
community  in  which  resources may be  effectively  used.
Community  is  a  function of human  dialogue  and  mutual
awareness---more   than  it  is  a  function   of   formal
structures and possessions.

     So  long  as the academic committee structure and the
associated state of consciousness have a dominant focus on
regulation  and  full control of students'   learning  and
living;   so  long  as  it will  be  difficult,    if  not
impossible,    to   re-organize  and  accept  a  state  of
consciousness  in  which  it  will  be  possible  to  help
students   use   the  educational  resources  which  fees,
contributions,   and  tax  monies  have  paid  for.    The
resources which are apparently available may in reality be
little  used  by  students---for  reasons  which  are  not
apparent  to those who are not  free to  see the nature of
reality.   Students'   motivations may  be  confounded  by
disparate messages.   Students may be told to learn,   but
also  told not to ask new questions which  will  embarrass
their  professors.    That  is  a can't win  position  for
students.  There is little learning without embarrassment.
For this reason a fail-safe context is essential. But such
a context can not  be  provided  by  a  regulatory system.
There  is  no  technique which  can  provide  a  fail-safe
context.  Only in authentic meeting can the way be found.

     Some of these problems may be traced to  the  tension
between   education   and  certification.    Some  of  the
disparate messages which students receive originate in the
conflict   of  interest  which  is  present  in  the  dual
responsibility of instructors: to educate,  and to certify
how  well  they  have educated their  students;   with  no
requirement   of   student  participation  in   a   mutual
evaluation experience for student and teacher.

                         (c) 1999 by Paul A. Smith in
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