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     %MEMORY & LEARNING BLOCKAGES FORGET UNPLEASANT+790814
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             %AVOID WAR REPRESSION OF EMBARRASSMENT 790814

     We often forget that which was unpleasant to us,  and
to cleanse ourselves of the unpleasantness forget whatever
may   have  been  associated  with   the   unpleasantness.
Associated  memories  might  bring back  memories  of  the
unpleasantness.    For  this reason students tend  not  to
remember whatever they learned within unpleasant contexts,
and tend to  remember  lessons learned within  affectively
supportive contexts which they enjoyed.

     A teaching method which creates an unpleasant context
to one student may  create what turns out to be a pleasant
context for another  student.  The  nature of the teaching
method  may  thus select out which students will  succeed,
and which students will fail.  A  stern impersonal science
teacher  may  by  his method of teaching  doom  personable
students  to fail by creating for them a  very  unpleasant
context,  and provide the impersonal technically  oriented
students  with  a  context  to which they  can  adapt  and
succeed.   As a  result  the  next  generation of  science
teachers   which  begin  their  education  under  such   a
teacher---will   not   include  any   personable   science
teachers.  The personable  students  will develop aversion
reactions and not continue in science.

     Students'   ability to learn depends greatly upon the
affective  context which  is created by the  teachers  and
administrators.    It makes  a  great deal  of  difference
whether   or   not  the  teachers  are  role   models   of
enthusiastic  scientists  who  are  curious,    personable
initiators,   listeners,   and independent  thinkers;   or
whether they are task-masters who make serious  demands of
their  students  with promises of  rewards/punishments  to
provide  non-personal  motivation.   The kinds of students
who will learn depends upon the context which is provided.
A manipulative context encourages manipulative students to
learn   science  and  grow  up  to  provide   manipulative
technologies for manipulative people to use on each  other
in  escalating  technocratic  competitions  which  include
international arms races.

     The  people  who lead nations into wars acquire their
dispositions  to  do so in their infancy,  childhood,  and
schools   which   provide   the  contexts   for   personal
development---and  block the learning of creative  persons
who might prevent wars.
                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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