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%FUTURE SCIENCE TEACHERS 780730
Future science teachers need to be more sensitive to
their students' readiness to learn than are today's
science teachers. Today's science teachers have been
trained to be subject-matter oriented. Their primary
concerns are the laws of science---rather than their
students as people. Since their professional concerns are
objective, abstract, analytic, manipulative, systematic,
and critical---they tend to approach their students in a
like way; to the exclusion of intimate personal dialogue
which involves as much listening as talking. Due to
inadequate listening many science teachers tend to be
inadequately aware of their students' lack of readiness
for that which science teachers offer to the students. The
students' failure to learn tends to be attributed to a
lack of ability or inadequate self-discipline on the part
of the students. The fault is presumed to lie in the
students, not in the manner of approach of the scientist
to the students. It is assumed that the fault lies in the
participants in the learning process, rather than in the
quality of the relationships among the participants.
Scientists are not skilled in perceiving the quality
of relationships among the participants in a personal
endeavor, and so fail to consider the quality of the
relationships with their students as occasioning their
students' difficulties in learning science. Scientists
are skilled in localizing "causes" in the elements of a
complex situation---and so seek to locate the "cause" of
their students' difficulties in some "elements" of the
complex situation. Human bias makes it unlikely that they
will identify themselves as the "elements" which are the
focus of the cause---so the students are the natural
choice. Their choice tends to encourage only those
students who are like themselves---to become future
science teachers; and to discourage person-oriented
students from learning enough science to become
professionally accredited and to survive.
Our future science teachers will be like today's
science teachers---unless we take steps to encourage
highly person-oriented students to learn the subject
matter of science in a balanced way, while maintaining
their personal orientation and friendships with others who
are profoundly critical of scientists' biases and values.
Only a balanced program which helps them recognize the
limitations of scientists' values and modes of approach---
will enable them as future teachers to be aware of future
students' readiness to learn, and how to promote that
readiness helpfully.
(c) 2005 by Paul A. Smith in
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(On Being Yourself, Whole and Healthy)
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