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%TEACHING TECHNICAL VALUES 841018
To effectively teach techniques it is essential to
teach technical values. If techniques are not
valued---students will not spend their limited time
mastering any techniques. Technical instructors must
affirm the value of techniques---in order to get students
to feel it is worth their time to master those
techniques. It is impossible to effectively teach
techniques without convincing students of the value
of those techniques. Value instruction is a
prerequisite to successful technical instruction.
Many techniques are based upon the paradigm which
says that what is real is an objective world which may
most reliably be known through objective procedures and
techniques. The paradigm says that the objectively real
world may most reliably be known by avoiding self-
referential statements---in order to achieve an
objective perception and understanding of the nature and
structure of the objective world. Those scientists who
choose to teach the objective paradigm, choose to
perceive the world objectively, and to perceive the
objective world as more real than any self-referential
experiences, perceptions, and understandings. Other
reflexive people perceive other things as more real---
because they make other choices---and their reality
affirms those choices also. Yet other people make yet
other choices, and reality does not affirm those other
choices.
Teachers of objective techniques can be
effective---only if they first set a stage which affirms
the value of the techniques which they seek to teach.
The setting of that stage for the teaching of objective
techniques---is not an objective act, it is a self-
referential act, in which the teacher affirms the
values which the teacher has chosen to regard as
worthy. The teacher is saying "I believe", "I
affirm", "I value", "I have faith in". The more
convincingly the teacher makes those affirmations; the
less objective the teacher is, and the more successful the
teacher is in convincing students that it is worth their
time to internalize the values of the objective paradigms
--- so as to be able to learn the objective techniques.
(c) 2005 by Paul A. Smith in
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