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                                   %TRYING NEW WAYS 731215

     For  many years physicists have been  trying  various
ways  of  improving science instruction;  e.g.,  more  and
better texts, more and better equip-ment,  more and better
buildings,   more extensive curriculum development,   more
computer assistance,  etc.  Very few of these efforts have
declined.  The public has continued to view physics from a
distance  with  a  personally detached  (if  not  fearful)
attitude.

     There  are  some physicists who would  intensify  the
traditional  efforts to improve physics  instruction,   so
maintaining  traditional values and standards.   It  would
seem,   however,  that the time has come to  consider  the
possible  relevance  of  trying new ways to  approach  the
problems  confronting the physics profession.   If one  is
traveling in the wrong direction and failing to get closer
to  the  desired destination,  then traveling faster  will
only compound the problem.

     Perhaps   the   public's  detached  attitude   toward
physicists  is  but  a mirror  image  of  the  physicists'
detached  attitude  toward  the  general  public.     The
competent   physicist  tends  to  focus  attention  rather
exclusively  on  his knowledge,  skills,  equipment,   and
academic puzzles.   Rarely  is the  physicist's  attention
directed  toward  persons  in  authentic  meeting.    The
physicist may seek to train persons in his techniques, but
too often without  sensitive respect for the person's soul
in  its  unique  reality.    In the development of  a  new
curriculum the physicists tend to start with a theoretical
structure  rather  than in dialogue with real students  in
their unique individuality.

     Real living involves authentic meeting.  Real persons
can  and do meet:   touch each other meaningfully  and  so
helpfully influence each other's self-images,  motivation,
emotional responses,  and decisions and action.   Training
usually  involves personal violence and tends  to  destroy
self-images,   motivation,  emotional responses,  and  the
ability   to  make  and  act  on  independent   decisions.
Education draws out the student's unique potential through
authentic  meeting.   Scientists could be more helpful  if
they  desired  to  educate students rather than  to  train
them.
                         (c) 1999 by Paul A. Smith in
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