This-essay is a7711261.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 ========================================================== %PERMISSION TO INITIATE 771126 Schools regularly teach students that they must have permission to initiate meaningful action. Some teachers tell students (non-verbally if not verbally) that they can not be creative. Other teachers tell students that they should not, can not, must not, do something unless they have first seen teacher show how to do it first. Regularly seeing teacher do each new thing first in demonstration for a dozen years drives home the message, "You can not do something unless you have first seen the teacher do it in demonstration." The lesson is further hammered home by how students who do initiate unauthorized action are treated. Creative activities may so threaten an emotionally insecure teacher that the teacher's response will inhibit future unauthorized creativity and initiatives. Students thus learn to do only what they have been sh own how to do by example. The lesson that one must have permission to initiate blocks higher level learning in higher education. College professors may ask students to carry out creative processes much as working physics problems, designing experiments, or offering a profound critique of some intellectual work. Well trained students may be unable to fulfill the assignment unless the professor first demonstrates what is to be done by example---thereby giving the students the necessary permission to initiate the assigned task. Absent a demonstration the students may in a very deep way be blocked from doing what they have been told to do---blocked by the absence of the expected demonstration which signals to them that it is permitted to do what has been demonstrated. The absence of the demonstration may be experienced by the student as a lack of confidence in the student to do what has been assigned. Such a lack of confidence may originate in THE lack of permission to do what has been assigned, rather than in any real lack of ability. The blockage to fulfilling the assignment may be at the emotional and implicit message level, rather than at the level of intellectual ability. Removal of the blockage will involve a demonstration with its perpetuation of the dependency upon demonstrations, or else upon a more profound understanding of the process which is blocking academic fulfillment and satisfaction. (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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