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              %PHYSICS EDUCATION OBJECTIVE TEACHING 850101

     Physics  is  a science,   one  way of  knowing  among
other   ways    of  knowing.     Physics  is  a   way   of
representation   as  each   way  of  knowing is a  way  of
representation.     The representation  is  not that which
is  represented.     The creators of a representation  are
not the representation,  although  they  are  part of that
which   is   the   focus   of  representation.         The
process    of     creating    the representation  is  also
implicitly  a   part of that which is the  focus  of   the
representation.     Because  of   what physicists seek  to
represent---they and their  efforts  are pointed   to   by
the   representation.      Even   their representation  is
pointed  to by itself just as physicists implicitly    say
things   about   themselves   in  their representations.

     Physicists seek  to  be  objective in  their  way  of
knowing.   They seek to be separate from that which is the
focus  of  their representations.   Their way  of  knowing
entails  a  separation between the knower  and  the known,
the  representer  and  the  represented.    Further,   the
representation is ideally separate from the   representer,
just as it is not identical with that which it represents.
Physics  is not physicists,  it is a representation  which
transcends  physicists even though created  by  physicist.
Physics  is taken to be eternal, even though the processes
to   which  physics   points  in  its representation   are
particular  and passing.   Physics represents the  eternal
aspects  of  objective   processes from  which  physicists
separate  themselves---to see them all  the  more  clearly
as detached    observers. Physics   represents   objective
processes from which the knower can be separated.

     Educational  processes  involve the participation  of
students  and  professors in dialogue which is mutual  and
reflexive; all making references to each other in mutually
informing  feed-back loops so that communication  involves
all in the process of coming to a common representation of
the processes upon which they focus their attention.    It
is  impossible for physicists to separate themselves  from
the  process  of physics education.   Physicists  can  not
behave   as   professional   physicists in  keeping   with
their  physics   research   paradigm   while   trying   to
understand physics education.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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