This-essay is a8007231.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 ========================================================== %SYSTEMATICALLY DEALING WITH MOTIVATIONS 800723 Scientists are prone to deal systematically with whatever they deal with. If they cannot deal with a reality systematically, they are disinclined to deal with it at all. For this reason they tend to ignore certain realities; e.g., human motivations. To deal systematically with human motivations would require dealing with all kinds of human motivations, leaving no human motivations out of consideration. Some motivations are cognitive, intellectual, logical, etc. Such motivations do not pose a threat to the systematic scientists, for they yield to analysis. Other motivations are affective, emotional, instinctive, non-logical, etc. Such motivations do pose a threat to systematic scientists, for they do not yield to analysis. Systematic analysis dominates that which the analysis is presumed to reveal to understanding. That which has been dominated is not open to understanding, for it no longer exists in its original form. To deal systematically with human motivations would entail the scientists dealing with their own motivations. This poses a difficulty. Scientists seek to be objective about all that they deal with. It is logically impossible to deal objectively with one's own motivations, especially one's own non-objective motivations. Thus scientists are in an impossible position as regards fulfilling their professional imperatives when it comes to being systematic and thorough in considering motivations---including their own professionally relevant motivations. Science teachers have difficulties in dealing with motivations because they must be motivated to deal with students as whole persons if they are to be wise teachers. But such motivations involved very personal ones which are dominated by any process of trying to understand them in exclusively scientific terms. The tendency of scientists to avoid dealing with motivations leads to especially tragic consequences within the science teaching profession---because the pattern of avoidance leads to ignoring students' motivations. It is impossible to be a really helpful science teacher if you systematically ignore students' motivations. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
Lines beginning with a percent sign are KEYWORDS for use in ESSAY-System Searches. Their terminal digits are dates of writing in the format @yymmdd#, where @ = a means 99, @ = b means 20, and # = is a within-date essay-count. Links to date-adjacent essays are near page top & bottom.
Find the following links by clicking on CENTER when CENTER near the top or bottom of a web page of essayz.com 1. Go to HOME PAGE of essayz.com 2. Find brief-essays via keywords 3. Find brief-essay about ADDICTION 4. Search-Helps related to ABOVE-LINK 5. GoTo Action & Information Center 6. Find Regular-Essays via Year/Month 7. Find Regular-Essays via Word-Starts 8. Find Regular-Essay about LOVE
This-essay is a8007231.htm which is available at the web-site www.essayz.com. These 5 lines echo top lines. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One