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               %INTELLECTUAL VS AFFECTIVE INTEGRITY 840320

     Scientists   value  internal  consistency  in   their
theories.    A   theory  which  lacks  coherence  is   not
respected.  Coherence is desired within the paradigm which
dominates  professional scientists.    External  coherence
with ideals outside the paradigm is not a matter of  great
concern.    Usually only scientific integrity  is  sought;
i.e., coherence within the intellectual paradigm.

     There  are intellectuals who are not scientists.   To
an extent they seek intellectual consistency within  their
paradigm, but their kind of internal consistency is not so
logically   defined  and  demanding  as  is  that  of  the
scientists.   The tragedy is that there are few people who
have  internalized  the ideal of seeking  integrity  which
binds   together into a coherent whole---the paradigms  of
scientists and the non-scientific intellectuals.

     There  are people who enjoy affective integrity quite
apart  from  the  integrity  of the  scientists  and  non-
scientific intellectuals.  People with affective integrity
do not intentionally depend upon people with  intellectual
integrity for means to affective  integrity.  Each kind of
integrity attempts to survive in its own way.

     Tragedies   occur  when  people  with  one  kind   of
integrity   as   their  ideal---behave in  exclusive  ways
which  deny   the  value of  another  kind  of  integrity.
People  who  so   deny  the  value  of  another  kind   of
integrity---thereby undermine their own overall integrity.
Such  denials  are  part of the reason that  a  crisis  in
science   education  has  developed  as  scientists   have
implicitly and overtly denied the value of  non-scientific
and  non-instrumental ideals.    The  crisis will  not  be
resolved  through dedication to exclusively scientific and
instrumental  ideals.    It will be resolved only  through
cooperative  dedication  to  comprehensive  integrity  for
individuals  and  communities  seeking  to  transcend  the
exclusivities of their respective specialized paradigms.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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