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                               %EMOTIONAL EDUCATION 770801

     In  western  cultures formal education tends to  deal
exclusively  with intellectual considerations---with  some
exceptions  in  the  arts.   Even in the arts there  is  a
tendency to intellectualize consideration of the art  form
--- to    reduce    it   to    verbal    and  mathematical
characterizations, caricatures  of the reality.   It is as
if   words  were  supreme   from  the   beginning---taking
literally the scripture,  "In the beginning was the  Word"
from the good news according to Saint John.   According to
such an exclusive perspective---understanding, creativity,
knowledge, power, etc. come only through verbal processes.

     Formal  education has supplanted learning experiences
within  extended families.   As families have become  less
significant  factors in educing the growth  potentials  of
children the formal schools have become dominant  factors.
Tragically, schools have avoided emotional education. They
have  rarely  sought to  facilitate  emotional  growth  by
helping   students   cope   in   emotionally   challenging
situations---by   providing  emotionally  secure  contexts
(fail-safe)   in which guided experimentation will promote
emotional  growth,   interpretation,  internalization  and
integration.    Such  a  supportive  program  can  not  be
successful  without  very  high  levels of  commitment  to
students'   rights of communication,  privacy,   assembly,
petition,    etc.    Non-legalistic  guidelines  must   be
paramount---with   respect   for  mutuality  of   balanced
relationships.

     For  emotional education to be helpful it must not be
coercive.     Coercive  relationships  lack  balance   and
mutuality.    Students  and  educers  need to  enter  into
relationships  which  involve  mutual vulnerability.   All
meaningful emotional relationships  involve vulnerability.
Thus mutuality implies  mutual vulnerability.   This means
that   emotional  education  can  not  take  place  in  an
authoritarian  or   paternalistic  environment. Unilateral
decisions within an educational institution will undermine
the possibility of  healthy emotional education within the
institution.       Without    mutuality     student-educer
relationships     will    become    manipulative---perhaps
developing into a violent form of mutuality in which there
is  mutual violation by persons.  Within  such  a  violent
context not even intellectual education is viable.
                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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