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                                   %REALISTIC GOALS 731114

     Motivation   which  generates  decisions  and  action
towards unrealistic  goals---is  ultimately  debilitating.
Such   motivation  destroys  itself  through  its  natural
consequences.   Therefore  it  is  important  in   science
education  to identify realistic goals.   The experimental
method may be helpful in making  such  an  identification.
For this reason it would be helpful if failures to achieve
intended  goals were more often honestly  reported---along
with the characteristics of the participants who attempted
to  achieve the unrealistic.   Such reports may be as rare
because  of the lack of fail-safe contexts  in which  they
might be communicated.

     Goals  in science education have most often been  the
result of theoretical considerations regarding the  nature
of   the   subject  matter  and  the   subjects   of   the
instructional procedures.   The limitations of  scientists
in  identifying realistic goals may be transcended through
greater dialogue with real students.   Through the use  of
various  channels  of communication there  may  develop  a
mutual  awareness  of  the  students'   previous   science
relevant  experiences---and of the developmental stages in
which they now find themselves.   The hierarchy of  values
which  play a role in generating their personal motivation
may become more evident through open and honest  dialogue,
than through a computer analyzed questionnaire.

     The  elitist self-image common to science instructors
has tended  to be  a  self-perpetuating  self-image  which
generates  technocratic  instructors  who  are  unable  to
identify realistic  goals for  students.    Through  their
notion of what is "good" --- they tend to select what they
consider to be "good" goals, but not realistic goals. Good
goals which are not realistic are not helpful to students,
no matter how "good" the goals may be.

     Realistic  goals  are goals which a major portion  of
the real students will achieve and enjoy achieving.   Such
achievements   will  have  carry-over  value---unlike  the
forced achievement of  "good"   goals  which  are  due  to
imposed through efforts to maintain standards.   Realistic
goals will recommend themselves through  the  achievements
of  real students who achieve them,  and move on to taking
helpful political actions.

                         (c) 1999 by Paul A. Smith in
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