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         %INTENTIONS AS CAUSES SUBJECTIVE OBJECTIVE+790626
              %TEACH STUDENT SCIENCE COLLUSION REAL 790626

     Exclusively  objectively oriented people can perceive
only  objective  causes.    They  can  not  perceive  that
people's  intentions can cause other people to  behave  in
ways  unrelated  to  those  people's  objective  behavior.
Subjective   realities  are  communicated  non-objectively
between  people---and  influence their  behavior  in  ways
which cannot be studied objectively.  This is important in
education   where  students  respond  to  the   subjective
attitudes, perceptions, intentions, expectations,  etc. of
their  teachers---all the more if the students  especially
admire  their teachers.   Such admiration is a  subjective
reality  which  will  strongly  motivate  even exclusively
objectively  oriented  science  teachers.    The interplay
between the subjective states of consciousness of students
and  teachers---is  the  foundation  of  education   which
exclusively   objective  teachers  and  students  can  not
perceive.   Teachers who cannot perceive the foundation of
education are  unable  to  build  soundly  upon it---their
curriculum  constructions,   instructional strategies  and
systems, testing procedures, certification traditions, and
lecture performances will not fit on the foundation.  Such
teachers'   objective  behavior is  but  the  tip  of  the
iceberg---and  the whole iceberg is influential in shaping
the motivation for students' efforts.  Teachers teach with
their  whole being,  and what they teach depends primarily
upon  who they are,  not what they do.   All teachers  are
successful  in teaching what they do teach---the  question
to ask is "What  do  they teach?"   What do their students
learn from them?

     Without  awareness  of their intentions, teachers may
teach  students:   That they are stupid.   That  very  few
students can learn science. That you have to give up being
a  whole  person to become a scientist.   That science  is
authoritarian in structure.   How  to regard themselves as
elite professionals.   How to participate in the wonderful
collusions of the profession.    What  is real and what is
unreal.   The intentions  which occasion  such lessons are
unseen causes which  can  not be studied objectively---yet
are very real to those who perceive them and/or respond to
them.  Many people are trapped in situations which make it
difficult  for them to see such realities.   They are  not
objective realities.
                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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