This-essay is a7906182.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %NON-ELITIST EXPERIENCES PIAGET THEORY+790618 %BLOCK SCIENCE RELEVANT PHENOMENA WONDER 790618 Theoreticians can be elitists more easily than can phenomenologists. To focus upon experiences is to focus upon helping people have experiences. Many science relevant experiences are not costly---they are not inherently elitist by virtue of economic considerations or considerations of limited opportunities. Scientists might devote themselves to helping common people have such science relevant experiences---but they rarely do. Scientists tend to be members of elite professions and are bound to give novices subtle and/or overt signals which say that their professions are elite. They create elite- learning-blocks in order to keep their professions elite. Such blocks could be removed by providing common science relevant experiences---so scientists are motivated to block the provision of science relevant experiences. Scientists can keep their professions elitist by focusing upon experiences which can not be perceived without elaborate theoretical perspectives. By focusing upon such phenomena they can require novice students to learn elitist theories before being permitted to witness the wonders of science, and so only those who accept an elitist orientation become motivated to work hard and qualify as members of the profession. The focus upon theory rather than upon phenomena, is a means to keeping the scientific professions elitist in nature. Piaget's theory of developmental stages clearly indicates a need for concrete operational experiences as the foundations for abstract thinking. Elitist scientists tend to block the provision of such concrete operational experiences by focusing upon the theoretical aspects of their profession---even in the earliest learning experiences. They want to teach students about the atomic theory, elementary particles, concepts of energy, valence, and the like---before students have had any personal experiences which make such theoretical concepts of any use. Only those few students who enjoy such theoretical considerations are motivated to continue further in such science---and so the science study becomes elitist in nature. Science education will not improve until it becomes less elitist in motivation---until science teachers abandon the elitist pretensions of their profession. (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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