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     Natural  scientists spend most of their  professional
lives  creating and perceiving objective phenomena.  It is
not  often  that  there are psychological  blocks  to  the
perception  of objective phenomena.  Thus the phenomena of
psychological   blocks   preventing  the   perception   of
realities  is not part of the day-to-day professional work
of  a  natural scientist;  so the reality of  such  blocks
plays  no central role in the states of  consciousness  of
natural scientists.

     Psychological   blocks  to  the  perception  of   the
realities  of  personal relationships are quite common  in
all our lives, however.  They probably play a central role
in  blocking  effective science education.    Yet  natural
scientists are rarely aware of their pervasive  influence,
and  thus scientists'  effectiveness as educators is often
low.

     One  of  the  elements  which plays  a  key  role  in
sustaining   psychological   blocks   is   the   fear   of
estrangement.    So long as a person is dominated  by  the
need  to  make self acceptable by conforming self to  meet
certain standards of feeling, thought, and action; so long
will that person live in the fear of  estrangement, and so
live with the reality of major psychological blocks to the
perception of many aspects of reality.

     Science  teachers  who  with  insensitivity  to  real
persons  try  to  train others to conform will   tend   to
augment   estrangement   by  strengthening   psychological
blocks.   To understand reality one must first  be free to
perceive it without psychological blocks.  There is little
point  in  training persons  who are not free to  see  the
realities explained. Priorities for science education need
to take these realities of human life into consideration.

                         (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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