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                     %PERSONAL/SCIENTIFIC INTEGRITY 780628

     Objective/analytic   approaches  to  situations   are
usually    perceived    as   being    incompatible    with
subjective/holistic   approaches   to  situations.     The
educational   processes  relating  to   objective/analytic
approaches     tend     to    suppress     and     repress
subjective/holistic  approaches.    Such  suppression  and
repression   undermine   person   integrity,    for    the
complementary  approaches are integral to a whole  person.
Persons  who have specialized in one type of approach,  to
the  exclusion  of the other type of approach,  thus  lack
integrity  and  can  do  little to  promote  integrity  in
others.  Genuine integrity involves the internalization of
both types of approach during the critical formative years
when  life's  patterns  of  behavior  are  set  in  place.
Unbalanced  internalization of one type of approach  tends
to  block the later internalization of the other  type  of
approach.    Thus the educational process  should  involve
balanced teachers who have personal/scientific integrity.

     The  person  with  personal/scientific  integrity  is
likely   to   appear  strange  to  individuals  who   have
specialized  in one type of approach, to the  exclusion of
the  other type of approach.   The person of integrity  is
likely  to  affirm ways of approaching problems which  the
specialists disaffirm,  out of the conviction  that  those
ways   are  in  incompatible  with  the  values  of  their
specialized culture.   Thus,  the persons of integrity who
with    power   affirm   both    objective/analytic    and
subjective/holistic  types  of approach,   are  likely  to
appear as a  serious threat to exclusive specialists.  The
specialists are duty bound to criticize and perhaps reject
such people of integrity for threatening the values of the
specialized culture.   They may feel that it is their duty
to attack and destroy such people of integrity.

     People of personal/scientific integrity may thus find
it  difficult  to achieve professional certification,   be
employed   in   work-places  of  their  choice,   and   be
promoted/paid appropriately in their  work-places.    They
are likely to be threatening the values of the specialized
cultures  of  those  bureaucrats  who hold  the  power  to
support   or   oppose   them   in   their   vocation    of
reconciliation.   The people of integrity need to  develop
ways  of helping the specialists affirm their values  only
within appropriate contexts.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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