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                                    %HELPFUL MAJORS 731002

     Rarely  have  academicians worked  outside  academia.
Upon completing their academic training they feedback loop
right back into academia.   Only a small fraction of those
passing through  the highest levels of academia---feedback
loop back to the lowest levels of academia. Even a smaller
fraction feedback loop from experience at the lower levels
of  academia  to positions of  influence and power at  the
upper  levels  of academia.   The consequence is that  the
value structures of academicians are strongly dominated by
the amplification  factor created by  the strong feed-back
loop from upper levels of academia to lower levels.

     These  value  structures  are  determinative  in  the
definition of  academicians'  concept of  what  constitute
helpful majors at the college level.  These determinations
are  often insensitive to the needs of real  students  and
the  needs  of the world outside  academia.   Academicians
often  seek  to  validate  their  value structures without
awareness of, or respect for, non-academicians.

     So  long as society financed the academicians'  power
to impose  their   value   structures  upon  students  via
bureaucratic violence---the academicians'  definitions  of
academic  majors  could   survive.    To  the  extent that
society   undermines   this   power   (via   more   humane
examinations of the financial support of academicians) the
academic majors which have had tradition  as their primary
support---will  survive only to the extent that they serve
human needs.

     The   traditional  physics  major  of  colleges   and
universities  is perhaps an extreme case.  Its  conception
and  the influence of that conception upon natural science
education  is  pervasive at all levels of academia,   from
kindergarten  through graduate school.  Yet it is designed
to  fulfill  the  wishes of  only  theoretically  oriented
physicists.     Rarely  do  students'   science   relevant
experiences,  present abilities,  real interests,  or deep
hopes---play  a primary role  in  generating  evolutionary
change  in academicians'  conception of what is a  helpful
major.

     The  traditional  physics major is  not  particularly
helpful to most real students.   There is a real need  for
an  evolutionary  process  that will  generate  a  helpful
major--- involving physicists as instructors being helpful
toward real students with whom they are familiar.

                         (c) 1999 by Paul A. Smith in
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