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%ARTICULATING STUDENT PERCEPTIONS 780802
Teachers often occasion in students aversive
responses which lie dormant/incipient at sub-conscious
levels of awareness. The students are unable to
verbalize, or even to raise to consciousness, just what it
is that troubles them---yet they are deeply troubled and
react to the teachers in adverse ways. Their troubles
undermine the purpose of the educational venture, for the
students' fears block internalization of the values
presented in the educational program---at least the values
as perceived by the troubled students. Before an
educational program can help students, it is
necessary for the students to become ready for it
through an articulation of their perceptions of it---so
that they can with integrity deal with the value
conflicts implicit in their participation in the program.
Often teachers covertly repress students' perceptions
of the value conflicts which are implicit in their
participation in classes. Professional collusions operate
to protect the values affirmed by the teachers,
administrators, parents, businessmen, retailers,
booksellers, book censors, etc.---who control the
educational program. The students' perceptions tend to
threaten those collusions, and in response the colluders
tend to act in ways which subtly suppress the students'
perceptions of the hidden value conflicts. The repressed
students cannot participate in such a program with
integrity, and so they flounder. They may defend
their own personal integrity by withdrawing from the
program; in mind, body, and/or in spirit. Their
learning processes become blocked by hidden value
conflicts which they and their educers are
unable/unwilling to deal with. When such a situation
exists, education tends to degenerate into
training/conditioning---and the controllers focus upon
standards, competency, testing, objective criteria, goals,
objectives, rewards, punishments, etc.
Helpful teachers work to help students become ready
to cope with value conflicts with personal integrity---
with full respect for all that is unique to each
individual student. Student readiness depends upon such
help, and is essential to meaningful learning. Students
who are not ready to learn cannot learn. Teachers who
forget this cannot be very helpful to their students.
Thus, teachers should help their students be free to
honestly articulate their perceptions of what is
happening with them in school.
(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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