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    %SCIENTISTS THEORY INSTRUCTION TEACHER TRAINING 890417

     The crisis in science education is in part rooted  in
the    un-articulated   theory   of   instruction    which
characterizes research scientists'  way of treating future
college and university professors.

     Scientists  are often very critical of departments of
education  and their open articulations of their  theories
of   instruction.    By  avoiding  any  open  and   honest
articulation   of  their  own  theories  of   instruction,
scientists seek to avoid any reciprocal criticism of their
own   preconceptions  regarding  the   instructional   and
learning  processes.  Respected research  scientists  very
rarely  have engaged in open and honest discussions of the
personal   processes  by  which  students   change   their
perceptions of the natural and personal world.

     Research     scientists   have    been    preoccupied
exclusively  with  objective realities.  The processes  of
students'   changing their perceptions of the natural  and
personal  world are not objective realities,  and so  have
not been the focus of research scientists' preoccupations.
Such   processes   cannot  be  analyzed   effectively   by
exclusively objective procedures,  so research  scientists
have not focused upon such reflexive processes.

     To focus upon the processes of students'   responding
to scientists' instructional activities would be to engage
in  reflexive behavior for which research scientists  have
not  been  prepared.  They are  embarrassed  by  reflexive
activity  which can not possibly be objective and free  of
bias.   They  have  not been trained  to  deal  with  such
embarrassment, and seek to avoid it in favor of ostensibly
thoroughly objective realities.

     Research  scientists have deflected consideration  of
the  behavior  of  college and  university  professors  by
focusing  attention upon grade school,  middle school  and
high  school science programs whenever there is a  growing
awareness of the inadequacy of science instruction in  the
nation.   By  thus  diverting  attention  they  avoid  the
embarrassment  which  would be generated if there were  an
open  and  honest discussion of  the  disintegrative  role
which  is played by all the science graduate schools which
are  addicted  to pure research.  This addiction  to  pure
research  undermines the possibilities of preparing future
college   and  university  professors  to  fulfill   their
instructional responsibilities. Since the essence of every
addiction  is  yielding to the temptation to be  dishonest
about  the addiction,  our college and university  science
professors  have not engaged in honest dialogue about  the
consequences of their addiction to pure research.

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