This-essay is a8007081.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 ========================================================== %HELPFUL SCIENCE TEACHER 800708 The dedication of a helpful science teacher is not rooted in any: (1) likeness in values or life style, (2) congruence of attitudes or coping paradigms, (3) conformity to some set of standard expectations. The helpful science teacher will not limit help offered---to students of like values, life style, attitudes, coping paradigms, behavior patterns; nor make help conditional upon becoming more like the teacher in some of these regards. The helpful science teacher is dedicated to helping science students fulfill their personal potentials---even if those potentials are in the area of profound criticism of the limitations of science and scientists. The helpful science teacher seeks to maximize dialogue among science students, science teachers, non- science students, and non-science teachers; valuing such dialogue more highly than any kind of conformal behavior. The helpful science teacher behaves in ways which promote mutual dialogue in all kinds of circumstances, including those in which the teacher's expectations are disappointed. Learning is promoted by dialogue, by feed- back, among people of different perceptions, assumptions, values, life styles, attitudes coping paradigms, etc. Not everybody can internalize all valuable ways of relating, so it is essential that people who have internalized varieties of ways of relating be in dialogue among themselves. In an overspecialized technocracy it is common for science teachers to be less than helpful because they have learned to be dedicated to the subject matter of scientists' research interests. Their dedication then becomes rooted in: (1) likenesses in values and life styles, (2) congruence of attitudes and coping paradigms, (3) conformity to various sets of standard expectations. Such teachers limit their help to students of like values, life styles, attitudes, coping paradigms, and behavior patterns; or make their help conditional upon students becoming more like them in some of these regards. Students who do not make timely progress into such patterns of conformity are defined to be "failures", regardless of the importance of the complementary values affirmed by such "failures". Such complementary students are dismissed as of no consequence and dialogue with them is terminated. In this way technocratic science teachers become alienated from their students. (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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