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               %MEANINGFUL CONTEXTUAL UNDERSTANDING 791118

     Contexts  provide  the basis  for  understanding  and
meaning.   That which is understood is understood in terms
of  a  context in which it is perceived.   That which  has
meaning has its meaning in terms of a context in which  it
plays   a   part  in  human  relationships.     Meaningful
understanding  does not originate in the analysis  of  the
internal  parts  of a  whole.    Meaningful  understanding
originates  in the perception of relationships between the
context and that which is understood.

     People  who  are unaware of contexts  can  not  enjoy
meaningful  understanding.    People who  have  not  lived
within  certain  contexts  can  not in  a  meaningful  way
understand   those  realities  which  are   grounded   and
fulfilled  in those contexts.   People may be contextually
deprived and so  be incapable  of meaningful understanding
which depend  upon the missing contexts.   Those realities
which  they can not understand may appear  frightening  to
them.  Such realities may  threaten them and in a profound
way  challenge  their  limited modes of understanding  and
meaning.    Because they can  not meaningfully  understand
such  realities ---  they  may engage in collusions  which
deny  the  reality of that  which can  not  be  understand
without the support of the contexts which are missing.

     Scientists  who have focused their lives  exclusively
upon   objects   and  objective   relationships---to   the
exclusion of intimate personal relationships---tend to  be
lacking  the familiarity with contexts which are essential
to  meaningful  understanding of  personal  relationships.
Such  scientists  may be teachers,  and yet be  unable  to
understand the dynamics of personal relationships and  how
they relate to meaningful education.   Because they do not
have the familiarity with contexts which are essential  to
understanding  personal relationships,  they may shy  away
from     intimate    personal    relationships---and    so
depersonalize  their  relationships  with  their   science
students.  They, by collusions,  may pretend that personal
relationships  are  not  an important  aspect  of  helping
students  to learn science.   They may neglect to  discuss
the  role of personal relationships in their  professional
communications.    They  may  not even have  a  theory  of
personal  relationships to serve as a context in terms  of
which to understand personal relationships and their roles
in education.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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