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  %LEARNING FRUSTRATIONS TEACH AFFECT ANGER VIOLENT+790816
       %AUTHORITARIAN TEACHING REWARD PUNISH THREAT+790816
            %CONDITIONAL ACCEPTANCE WAR SCIENCE SIN+790816
              %PROFESSIONAL VALUES IDOLS ALIENATION 790816

     Authoritarian      teaching     promotes     learning
frustrations.    The  threat  of conditional  rewards  and
conditional   personal   acceptance  generates  fear   and
frustration.    The  threat of punishment in the event  of
failure   occasions  anxiety.     Authoritarian   teaching
undermines  curiosity,   initiatives, learning  pleasures,
creativity,     and   honest    personal    relationships.
Authoritarian teaching tends toward being technocratic---
with all that implies.

     Authoritarian  teaching does things to students.   It
changes  them  as  persons.   They associate  frustration,
anger,  and violent desires with what they learn.   Future
use of what they learn will therefore have associated with
it the frustration,  anger, and violent desires which they
experienced   while   learning  it   under   authoritarian
motivation.   The affective-emotional tone of the learning
situation is thus bound to color the kinds of use to which
the learning with be put.   The frustrations,  anger,  and
violent desires  of  the learning context are likely to be
expressed  in the  adult context in which the learning  is
put to use.   Thus,  authoritarian teachers plant  psychic
time-bombs which will tend to explode during the students'
adult years.

     Authoritarian  science and engineering teaching  will
tend  to  create  scientists  and engineers who are sinful
(alienated)  and so prone to  make inhumane  uses  of what
they learn.   The frustrations,  anger, violent desires of
the science lecture and laboratory  will  find  avenues of
expression in violent manipulation of the human ecosystem,
of persons,  and of human self-perceptions.  It is natural
for frustrated scientists and engineers to  express  their
personal anger in the design  of  weapons  of  destruction
such as tanks,  bombers,  missiles, guns,  flame-throwers,
atomic  bombs,  hydrogen bombs,  etc.    Science  teachers
through   their  alienative  affirmation  of  professional
values  literally plant time-bombs which  are  destructive
beyond  imagination.    For this reason  the  professional
values of scientists and engineers must be examined in the
light   of  the  alienation  which  affirming   them   has
occasioned.    Science and  engineering have  been  sinful
(alienative)    through   idolatrous   affirmations.     A
rededication  to  the  traditional technocratic values  of
science and engineering will be even more sinful.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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