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                                      %FULL CONTROL 730928

     A person who is always in full control of all aspects
of his or her life can be so only by failing to enter into
genuine    interactions   with   real    persons---wherein
unexpected  combinations  of  ideas,   experiences,    and
feelings may over-ride a person's previous program of self
control.

     American higher education in many instances has had a
tradition  of  the teacher being in full  control  of  the
situation---so that real students can't win.

     The  insensitive  person  may find  it  difficult  to
perceive  the  reality of the profound difference  between
full control and creative guidance.

     Creative  guidance  involves trying new  ways  and  a
conscious awareness of the interdependence of students and
teacher; with a freedom to see far beyond behaviorism.

     Full  control  tends to involve putting  students  in
can't-win  situations---with sufficient coercive  power to
assure  apparent  conformity  to  institutionally   valued
behavior patterns.  Students who are the victims of a full
control  situation  are  unlikely  to  develop  any   true
congruence  between  their criteria for self-evaluation---
and their abilities,  limitations,  inclinations,   social
matrix, etc.

     The  instructor  who does not have the freedom to see
students as fully human---is not likely to be receptive to
the strange  language which  students use in their efforts
to communicate their perception of their situations.  Such
instructors are more  numerous than anybody  would like to
think. In self defense they are likely to seek to maintain
full control of their classroom situation.

     The  working scientist seeks to encounter and  under-
stand  new processes and new realities,  and to realities.
Such a process can not be fully controlled according to  a
pre-selected  program.  To  become  a  productive  working
scientist a person needs to have the experience of working
like a  scientist  at  elementary  levels of complexity of
instrumentation, measurement, and analysis. An   essential
part of  working  like  a  scientist  is participating  in
decisions and  action  as  guided by personal curiosity in
fail-safe contexts.
                         (c) 1999 by Paul A. Smith in
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