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%DESIRES VS DUTY 840315
Central to the character of each person is a pattern
of desires and a pattern of internalized images of duty.
Duties do not create desires, nor do desires create
duties. Desires have a life of their own. Duties
have a power of their own. Fortunate are those people
who enjoy the integrity of desiring what their sense of
duty calls them to, and feeling a sense of
responsibility to do what their desires lead them to.
People and communities suffer a lack of integrity when
such is not the case among the members of the community.
In the absence of such integrity there is a pervasive
sense of frustration and anger in search of a target, and
so much violence.
Administrators need to make personal decisions which
are sensitive to the need for integrity in people with
respect to the duties of the work-place. It is foolish to
put into a work-place any people who do not desire to
fulfill the duties of the work-place. It is foolish to
create work-places with duties which few people will
desire to fulfill. Creating such work-places
undermines the integrity of the community, and so
undermines the probability of its long-term survival.
We need work-places in which people can work with
personal integrity to fulfill their desires, while
fulfilling their communal duties.
Science teachers who do not desire to help their
students succeed---are in the wrong work-place.
Science teachers who's desires and sense of duty drive
them to do research while neglecting the learning-
difficulties of their students---are in the wrong work-
place. Professors who have been taught to do research---
should only do research; they should not be given the
duty to do what they do not desire and have been
taught not to respect---helping students. Professors
who do not teach with integrity of desires and duty---do
not teach well.
These considerations should be remembered by students
seeking educational opportunities. Students who seek to
learn with integrity should seek professors who teach with
integrity---whose duty it is to do what they desire to
do---to help students who have learning difficulties.
Technical competence is not by itself the essence of the
helpful professor. Respect for pure research is not
the essence of the helpful professor. Integrity is.
(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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