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                      %GROUNDS FOR AFFIRMING VALUES 781229

     Rarely  do teachers explicitly indicate which  values
they  are  affirming.   It is customary  to  pretend  that
higher  education  especially  does  not  deal  with   the
affirmation of values,  the more so in the sciences  which
are  ostensibly value neutral.   Value affirmations  occur
nevertheless,  at a covert level if not at an overt level.
The  student  may need to be taught how to recognize  acts
which affirm values, in order to be able to decide whether
or   not   to   accept  the   affirmation   for   personal
internalization.

     Expressions of curiosity,  interest,  delight,   awe,
wonder, respect, advantage, etc. tend to reveal the values
which are being affirmed.  The reasons which are given for
doing assignments,  reading materials,  working  problems,
writing papers,  doing research,  etc.  tend to point more
accurately to the values which are being affirmed than the
particular  subject matter itself.   On the surface it may
appear  that it is the subject matter or the skills  which
are  to be acquired which are being affirmed as of  value.
In fact, it may be the reasons for considering the subject
matter  or  the skills to be of value which are  the  real
values  which  are  being  affirmed.    Such  reasons  for
affirming  subject  matter or skills as of value  are  nor
reasons  which are presented for examination,  discussion,
and  evaluation.   Such reasons are presented  as  "beyond
question"  the grounds in terms of which other values  may
be judged.  Such a covert affirmation of the importance of
the  reasons  is an effective way of  introjecting  values
into students when they are unaware of what is happening.

     For  students to be liberally educated they  must  be
enabled  to protect themselves against covert introjection
of  hidden  values,   against  being  idologically  raped.
Students will in covert ways resent covert introjection of
hidden  values  even  when they appear  to  welcome  those
values  which  are  affirmed on the basis  of  the  hidden
values.     Such  resentment  will  undermine   meaningful
education,   for  resentful students are not likely to  be
open,  honest,  responsive,  and trusting.   Thus students
need  assistance  in  identifying the  grounds  which  are
implicit  as the basis for curiosity,  interest,  delight,
awe, wonder, respect, advantage, etc.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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