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                             %HUMAN RELATIONSHIPS-I 770425

    Intellectuals    focus    primarily    upon    logical
relationships,  upon relationships which may be adequately
represented  in verbal language in written forms.  Because
of  this  predilection intellectuals narrow the  scope  of
their concerns to those human relationships which yield to
verbal  analysis.    They  often try to make  use  of  the
analytic scientific approach to reality.  They tend to see
human relationships through the filters of verbal language
and  especially  through  the use  of  printed  words  and
mathematical symbols.

    The essence of human relationships is not verbal.  The
essence  of human relationships is more affective than  it
is intellectual.  Human behavior is more highly correlated
to  emotions and affective responses than it is to logical
thought  processes.    Decisions and actions do  not  flow
directly  from  intellectual analysis,   they  often  flow
directly  contrary  to  the  conclusions  arrived  at  via
intellectual analysis. The compulsive intellectual regards
this as a sign of inadequate analysis or of defects in the
person  who does not behave rationally.  The intellectuals
response  is to try to analyze the irrational  (arational)
behavior  so that the behavior may be properly  classified
within  an  intellectual system and the  person  similarly
classified    and   filed   away   in    an    appropriate
classification.

    Intellectuals  need to gain respect for the  place  of
emotions  in real living.  They need to become able to be:
More   open   about  emotional  responses  to  their   own
intellectual behavior. More open about their own emotional
responses to other's presence and behavior.  More able  to
accept their own and others'  emotional response,  with an
appreciation  parallel to their acceptance of intellectual
responses.

    All  learning  involves  a  parallel  development   of
intellectual  and affective behavior.  By collusions  many
intellectuals  blind themselves to the affective  behavior
which  is  a required aspect of the learning  expected  of
future  intellectuals.    Civil  rights  defenders   would
promptly  go  to  court  if  the  freedom  to  communicate
intellectually  were  restricted as much as  intellectuals
restrict the freedom to communicate affective responses to
intellectual   training  programs  within   liberal   arts
colleges.  True liberation will involve an integration  of
intellectual and affective behavior.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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