This-essay is a7803131.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 ========================================================== %OBJECTIVE/SUBJECTIVE MESSAGES 780313 In textbooks scientists seek to place objective messages for the consideration of students. They use their formal language in an attempt to convey purely objective information for the edification of their students' intellect. They are unable, however, to avoid conveying their subjective judgments regarding their less intellectually able students. Their manner of expressing their objective messages carries between-the-line subjective information to the subjectively sensitive students who are less sensitive to the consciously intended objective messages. To the extent that the students accept the collusive messages that only objectivity is of value---they become unaware (at the conscious level) of the subjectively judgmental messages written between-the-lines. Even so, at a subconscious level the subjectively judgmental messages come across and the students internalize them as messages of rejection, and reject themselves as technically incompetent---and incompetent to become technically competent. "It is obvious that" the most common way in which technically competent educators convey their subjectively judgmental messages is by saying explicitly or implicitly that "it is obvious that- - - - - - - - - - -". Such failures to sympathetically meet the students where they are---say to the students that the educators do not know how to be intellectual seducers---because they are intellectually too aloof to meet the students more than half way intellectually, much less affectively. Messages of intellectual arrogance are bound to come through so long as there is intellectual arrogance. Systematic techniques for managing messages will not succeed in eliminating messages of arrogance on the part of arrogant technocrats. The only way to get to the root of this problem is to work on helping the arrogant educators become more concerned with intellectual/affective dialogue with their students---moving toward degrees of mutuality which include mutual vulnerability to each other's objective and subjective perceptions. (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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