This-essay is a7703091.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %EMOTIONAL COERCION 770309 Within academic settings academic freedom and so freedom-of-thought are highly valued. This is based upon the assumption that by letting all ideas be in competition with each other --- the truth will eventually by revealed. Freedoms of communication serve to promote healthy competition between ideas, ideals, opinions, values, and facts which are presented as true, valuable, helpful, etc. Thus any attempt to promote conformity or to define proper academic behavior tends to be resisted. Any resistance against the promotion of academic conformity tends to spill over and resist efforts to promote emotional maturity on the part of teachers. Many teachers are emotionally immature. They react defensively against any suggestion that they are emotionally immature, and resist suggestions which are offered to promote increased emotional maturity. The resistance originates on part out of fear that the suggestions will promote academic conformity via violations of academic freedom and freedoms of communication. There is a fear that the suggestion will lead to emotional conformity, that some people will acquire the power to define proper emotions and affective behavior. That fear tends to be blind. It cannot distinguish between real threats to personal integrity and real efforts to promote personal integrity through the promotion of emotional growth. Such fearful teachers need to learn how to make helpful distinction--- to recognize the difference between calculative efforts to control/manipulate emotionally mature advances, and suggestions motivated directly by Love. They need to learn to recognize the roles which mutuality of trust, vulnerability, risk, openness, sacrifice, suffering, etc., play in emotionally healthy relationships and growth. So long as teachers do not grow in emotional maturity, they unthinkingly and insensitively cause the next generation of adults to become inhibited through the emotional coercion of traditional educational programs. In their own efforts to avoid emotional coercion, they help maintain the circumstances which perpetuate the conditions which promoted their own emotional immaturity. This is an instance of a very destructive feed-back loop which tends to make a bad situation become worse --- in proportion to how bad it already is. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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