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     For  many  natural scientists  the  value  structures
which  govern  their  lives  are responsive  only  to  the
interests of scientists within one level of academic life;
a level characterized jointly by  the  age of students and
the speciality of the scientists.   Values have come to be
defined  by  an isolated group of persons working only  at
one  such  level.   There is little if  any  communication
between   scientists  of  different  specialties  who  are
teaching students of different ages.

     As a natural consequence of this isolation,   natural
scientists  tend  not  to be aware of the  feedback  loops
which  govern  the long term evolution of  their  own  in-
group.    The  interdependence  of and integration of  the
different   scientific   specialties  and   teachers   (to
different  age  groups  of students)  is not part of their
state of consciousness.  As a result value structures have
developed which are inconsistent with the realities of and
implications of these feedback loops.

     Science teachers in colleges are often  disdainful of
the teacher-education-faculty.  Yet the teacher-education-
faculty  is in fact teaching the teachers of the  children
who  will be the college science students just a few years
into the future---and so they are playing  a determinative
role in the trends of college science education.

     College  science teachers regard graduate preparation
to the  PhD  as more valuable  than  going  directly  from
college  into  elementary of secondary teaching.   Yet the
net impact on the scientific literacy of the nation  of  a
good elementary (or secondary)  teacher---is probably more
quickly felt  and  more pervasive felt than  that  of  the
isolated  PhD  trained  scientist working  on diversionary
research.

     College science  teachers  are  often  disdainful  of
teachers  in  elementary and secondary schools.    Yet the
college science teacher is rarely willing to take the time
to become informed as to what are the central issues in---
when seeking  to  be  helpful  to elementary and secondary
school  students  to  progress  through  the developmental
stages   in  the  life  of  a  scientist.    Without  such
cognizance of  central  issues---value judgments regarding
the situation are presumptuous.

                         (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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