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                          %SCIENTISTS AND INTEGRITY 780627

     We  too often forget that our decisions  and  actions
speak  louder  to  our students than do our  words.    Our
behavior  reveals to them our values more clearly than  do
our words.   Our students are drawn to us and adopt us  as
role-models  largely in terms of how they feel  about  the
values revealed by our daily behavior.  They are likely to
feel  ill-at-ease with us if our behavior is not congruent
with our words,  or if our behavior is not congruent  with
their  own values.   Students instinctively seek  personal
integrity,   and are unlikely to identify with anyone  who
threatens  their  integrity---by failing to  affirm  their
deepest values or by lacking personal integrity.

     As scientists,  we tend to deal with the  development
of objective  and  analytic  ways  of   understanding  and
controlling  physical reality.   We have tended to  regard
ourselves  as concerned with means,  rather than with  the
choice of ends.   Often we have regarded our activities as
value-neutral;    questions  of  value  presumably   being
encountered only in choices of how to use the  discoveries
we make.   As pure scientists we have often specialized in
ways  which  leave  the  questions  of  how  to  use   our
discoveries  to  other people;   engineers,   businessmen,
politicians, etc.  We have tended to ignore what is fairly
clear  to  our  students:   we as persons  participate  in
decisions and actions which are strongly influenced by our
scientific orientation.  Our behavior reveals values which
are  embodied  in patterns that  often  originate  in  our
scientific  way of approaching reality.   Our patterns  of
professional  behavior  carry over  into  non-professional
decisions and actions.   When our professional patterns of
perceiving,   thinking,   feeling,  deciding,  and  acting
operate to  guide  our  daily behavior,  they  operate  as
important  values  in our lives.   Our scientific  way  of
approaching  situations embodies many powerful  values  by
virtue of how it dominated our decisions and actions.  Our
students  perceive such values and respond to us according
to  whether or not they see us as promoting their personal
and communal integrities.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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