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                             %ORDER AMIDST DISORDER 731105

     Scientist  seeks to gain understanding and control by
discovering/creating order in the midst  of disorder.  Via
careful  observation---patterns  are found in the midst of
complex  processes.  Via a vocabulary and set  of  special
abstract   symbols---descriptions  successfully  point  to
features of  complex processes which are  constant  during
the  processes and/or common  to many apparently different
processes.  The familiar is identified in the midst of the
unfamiliar.   The  emotional  threat of  disorder  is thus
reduced---and satisfaction and security are found  in  the
ordering   process.   Through  the  ordering  process   of
intellectual inquiry---power  is acquired to gain  limited
control over the actual processes  themselves.  This sense
of mastery  over  disorder---offers  a  further  sense  of
security.     The scientists thus move to satisfy  some of
their emotional needs by gaining understanding and control
over the processes which  confront  them with uncertainty,
vulnerability, ambiguity, mystery, and insecurity.

     Scientists  are  successful  in  the  realm  of  I-It
relationships.     All   people   tend  to   narrow  their
conception-of reality  to  relationships  in the way  that
they  perceive themselves to  be  successful  by their own
criteria.  Scientists tend to  narrow  their conception of
reality to relationships which are objective in character,
I-It relationships in which the  other is always viewed as
an  object.   Subjective  relationships thus  decrease  in
importance as the objective universe becomes more and more
real,  until it is seen as the origin of the few remaining
subjective realities.   Objective  mastery,  abstractions,
universals,    specialization:   these  acquire   positive
emotional     overtones.         Subjective     ambiguity,
vulnerability,  adequacy, illustrations, uniqueness, whole
persons:  these acquire negative emotional overtones.  The
world  of I-Thou relationships becomes a dismissed mystery
which is regarded as not real.

     When scientists transfer their dominant-concerns from
their  I-It  relationships  of professional life into  the
realm   of   personal  relationships  in   teaching   they
inevitably  violate  their  students  and seduce them into
exclusively I-It relationships.

                         (c) 1999 by Paul A. Smith in
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