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                                %EMOTIONAL SECURITY 730920

     For  a person to be free to choose to try new ways of
viewing the nature of reality---the self must have a sense
of emotional security.   The ground of being secure is  to
be found in a fail-safe  context of authentic meeting with
real  persons  who  have hope and meaning in their  lives.
Rational  arguments  can not substitute for  the  positive
support of affectionately being  accepted with one's  real
dilemmas and problems---and helped in solving them.   Non-
verbal   communications  play  an  essential  role in  the
dialogue    of   emotional   responses---and    reciprocal
perceptions  which  generate  the experience of  emotional
security within a fail-sage context.   Given the fail-safe
context a student may feel  free to choose to try new ways
which  threaten traditional conceptions of the  nature  of
reality and threaten static self-images.

     Scientists  use  a strange language and operate in  a
state  of  consciousness  with a view  of  the  nature  of
reality  which  is likely to be threatening to  many  real
students.   Students'  self-images are threatened.   Their
un-named  assumptions are assaulted by an alternative  set
of  unexamined  assumptions.   Only a few  will  willingly
accept  and  internalize science instruction  without  the
assurance   of   a   fail-safe  context   which   replaces
bureaucratic    violence   with   positive   support   and
encouragement  offered by attractive  scientists  who  are
sensitive  to students'   emotional responses communicated
through  varied  channels  of  communication.    Emotional
security   is   a  prerequisite  to  learning  which   has
significant carry-over value.    Persons  can  not  create
their own emotional security through individual effort; it
is created by others.

     The  person who is not emotionally secure can  rarely
make helpful contributions to creating emotional  security
for  others.  Emotional security is a scarce resource  and
helpful  the  education  will  require  contributions   by
emotionally  secure  attractive  scientists who  can crate
fail-safe contexts in which real students can feel  secure
while  considering the scientists'  approach to the nature
of reality.   Few scientists who have been trained to have
a dominant focus upon pure research can be helpful in this
way.    Their motivation directs their attention away from
real  students---to diversionary  research  and  to future
technocrats who may  wish  to  participate in diversionary
research.
                         (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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