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   %BLOCK LEARN INTELLIGENT STUDENT TEACH COLLUSION 890227

     Sometimes  learning  is  blocked  by  collusions  and
addictive   behavior   rather  than  by  lack  of   native
intellectual ability.

     Intelligent  people  may be unable to  carry  out  an
analysis or to remember relevant facts,  because doing  so
would  be  a  threat  to the collusions  and  patterns  of
addictive  behavior which form the foundations  for  their
daily living.

     Intelligent  people  may  be  blocked  by   affective
considerations  which,   according  to  their  collusions;
should be irrelevant to intellectual considerations.

     Repressed  fears can block cognitive processes  which
threaten an insecure basis for security.  Insecurity is an
affective reality and can block cognitive processes  which
are  a threat to pseudo grounds for achieving security  in
the face of threats which are not wisely understood.

     Liberal education at its best sets students free from
their  culture's collusions and patterns of addictive  and
codependent behavior.  Liberal education is not at heart a
particular  content.   Liberal  education is  at  heart  a
process  of  liberation  from realities  which  block  the
learning of the truth about self, other, and environment.

     Curriculum  reform  which focuses only upon  content,
technical  process,  instructional techniques,  and  other
issues  of  a  technical nature will  not  facilitate  the
liberation  of students in liberal arts programs.   To  be
effective,  the reform of liberal arts programs will  have
to  deal  with  collusions,   addiction  and   codependent
behavior  patterns  which  defend  games  of  mutual  self
deception.   The roots of such behaviors lie in  childhood
experiences and responses,  and reforms must deal honestly
with  such roots.  Such reforms will be revolutionary  and
threatening  to many people in powerful  positions.   Such
reforms  will  be opposed in sophisticated ways by  people
who will regard them as a threat to their ground of  being
who  they  are  with the perverted advantages  which  they
enjoy.

     Real   learning    activities   are   not   motivated
primarily  by cognitive considerations;  rather,  they are
motivated primarily by affective considerations.

     Choices as to which ways to spend time are related to
aversions of a subtle sort,  as well as to clear instances
of blockage due to collusions and addictions.  Differences
between  strengths of encouragements to engage in one kind
of behavior versus encouragement to engage in another kind
of behavior can in a cumulative way lead to specialization
on the kind of behavior for which there was modestly  more
encouragement on a daily basis.

     Collusions need not make use of overwhelming force to
discourage  any threatening behavior pattern;  all that is
necessary is that on a daily basis there be modestly  more
encouragement   for  non-threatening  behavior  than   for
threatening  behavior.  A  steady modest force can have  a
greater effect than a brief strong force.

     These  considerations  suggest  the   importance   in
liberal  education  programs of steady  encouragement  for
behavior  patterns  which  lead to  transcendence  of  the
imprisonment of collusions and addictions.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
                    (On Being Yourself, Whole and Healthy)  
                                                                                                                               
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