This-essay is a7309281.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %FREE TO ACCEPT 2 730928 A professor may offer students certain knowledge and/or insights through lecture or more personal contact. The student may not be free to accept that which is offered. Considering and caring about students who are not free to accept what one has to offer---is an essential part of effective education. If one does not relate to real students---one is likely to relate to no students. It is not enough to prepare lectures which are clear to self. If students do not internalize that which is offered, the offering is to no avail. Students may not internalize that which is offered---because they are not free to accept it. In such cases lucidity is not the solution. The effective educator must thus be aware of the variety of reasons for which students may not be free to accept what is offered. At one level the student may not have reached a developmental stage---at which what is offered---is timely. If the offering is not timely, the student will not be free to accept it. Explanations for science relevant experiences which the students have never had---and which they can not imagine---are hardly timely explanations. Yet such explanations constitute the bulk of traditional science training. A student may not have the emotional security which provides the fail-safe context within which to consider offerings which threaten central elements of the student's self-image. Rational arguments which show the correctness of that which is offered---will not help the student become free to accept it. The student may even acknowledge the correctness of the rational arguments---and on tests parrot back fully that which is offered, yet not be free to accept it, and so not able to internalize it. Such "learning" has no carry-over value---as it rarely promotes wise decisions and action. A student may be ready and free to accept the content of what is explicitly offered, yet not be free to accept it as offered, because of associated unexamined assumptions and/or associated disparate messages which are communicated through other channels of communication. If unable to separate the component parts, the student may reject all parts of the total communication, because the student is not free to accept certain parts and the instructor be unaware. (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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