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                %UNDERSTANDING SCIENTISTS' BEHAVIOR 841011

     What  causes scientists to behave as they do?    They
behave as they do because of what they believe,  what they
have faith in, what they regard as valuable and important.
They   believe that objects are  most  real.    They  have
faith  in the omnipotence and omnipresence of natural laws
which govern the motivation of elementary particles on the
stage of curved space-time.   They regard as most valuable
the  successful understanding,  prediction and control  of
objects.     Their  paradigm  is not  designed to  promote
personal and communal integrity; and it does not.

     Scientists   are NOT concerned  about   understanding
the inter-relationships among people---among whom they  do
their  "thing".      Because  of  their objective paradigm
they   can    not understand,   predict  and  control  the
consequences  of  their  own  behavior.     They  can  not
wisely  choose  to  behave   in  ways  which  will   bring
desirable consequences, because they do not understand the
relationships between  their  behaviors and other people's
behaviors.  Their paradigm does not  help  them understand
themselves in relation to other people.

     To become qualified to teach students at the  college
or   university level---you are required  to  "buy   into"
the scientists'  objective paradigm which was not designed
to promote personal and communal  integrity---and  so does
not. To  effectively  "buy-into"  that  paradigm  requires
the effective  rejection  of  what the "faithful"   regard
as  unfounded   beliefs,  doctrines,   and teachings about
the most helpful way to understand,  and facilitate humane
behaviors among the students.  As  a result   college  and
university   professors   use    their   research-oriented
paradigm  as their  primary guide in setting instructional
priorities and expectations.

     Efforts  to  resolve  the  conflicts  and  crisis  in
science   education  will fail---if they are  directed  by
the same paradigm which created the conflicts and crisis.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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