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                   %TRANSMITTING SCIENTISTS' VALUES 780822

     It  is  important to be aware of the manner in  which
our   scientists   transmit  their  values  to  the   next
generation of scientists and citizens.  Humane values will
be  threatened to the extent that our scientists'   values
are  transmitted covertly in ways which place  scientists'
values    outside  of  the   range   of   our    students'
critical   examination.     If  our  scientists  make   it
difficult   for   our  students   to   publicly   evaluate
scientists'  values,  then our scientists'    "educational
programs"     would   better   be recognized as  religious
cults or indoctrination programs.

     How  do  our  scientists make it  difficult  for  our
students to publicly evaluate the scientists' values?   By
transmitting  their values covertly,  and  excommunicating
students   who   fail  to  internalize   the   scientists'
values uncritically.   Students who do not internalize the
scientists'   values uncritically---find it very difficult
to  master  the knowledge and skills which are  predicated
upon whole-hearted acceptance of the scientists'   values.
The  profoundly  critical  students  thus  do  poorly   in
our  scientists'    courses,    and  are  flunked-out  for
"objective"  reasons  which mask the value-conflict  which
is  the  basic ground  for excommunication.     Often  the
students are  not aware  of  what  has  happened:     they
may   not  even  be conscious of the focal value-conflict.
They may only have dim  uneasy  feelings  of dis-ease  and
instinctively   be inclined  to  avoid our scientists as a
threat  to humane life  of the kind that  they  themselves
value.

     Our  scientists transmit their values by the examples
they give their students:  how they spend their time,  how
they  do  not spend their time,  the kinds of people  they
consider to be unworthy of their consideration; non-verbal
communications expressing disdain, arrogance, technocratic
fascination,  etc.   The life-styles of our scientists are
powerful   expressions  which  transmit  the   scientists'
values:     the  long  hours  in  the   laboratory,    the
indifference to non-technical realities,  the exclusion of
non-formal       communications,       and  a   compulsive
preoccupation with problem solving.

     Of  course,  none of these modes of  transmission  of
values  can  helpfully be prohibited.   It  is  essential,
however, to help students recognize our scientists' values
and the manner in which the values are being  transmitted.
Liberal  arts colleges especially should provide  programs
which    will  help  students  engage in and  profit  from
profoundly   critical  examinations  of  our   scientists'
values; and how they are transmitted.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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