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    %LIBERAL EDUCATION AFFECTIVE FEELINGS OBJECTIVE 890502

     Liberal  education pertains to transcending collusive
games  of  mutual  self deception which  characterize  the
patterns  of  addicts and codependents in  a  technocratic
society.

     The   essence  of  liberal  education  is   not   the
transfer   of   technical  information/skills   from   one
generation to another generation. The essence of a liberal
education  is  not  embodied  in any  particular  body  of
knowledge or technical skills.

     The essence of a liberal education is embodied in the
patterns   of  affective  behavior  of  people   who   are
liberated.  The essence of a liberal education pertains to
reflexive  behavior  and affective responses;  it  is  not
contained  in  any pattern of conformal/reactive  behavior
which is triggered by testing/expectations.

     The    process   of   liberation   from   collusions,
addictions,    and  patterns  of  codependent  paternalism
involves  in an essential way the liberation  which  comes
through  the  acceptance  of people into open  and  honest
dialogue,   and through the gift of security which is  the
freedom to be vulnerable with integrity.

     Any  program  which  fails to give the gift  of  such
security   can  not  succeed  as  a  program  of   liberal
education.   It will tend to degenerate into a program  of
indoctrination  and  into  the  conventional  patterns  of
thought  and affective responses which are expected by the
dominant leaders of the community. If the gift of security
is  not  freely  given  to  students;   the  teachers  and
professors   become   participants  in   maintaining   the
collusive patterns of addiction and codependent support of
whatever  dishonest values and ideals are central  to  the
community.

     The security which liberal arts students need is  not
an objective reality; it is a reflexive-subjective reality
which students perceive and feel. Such a reflexive reality
cannot be under the control of any one authority or  group
of authorities.  Such a reflexive reality is not under the
control of intellectual, scholarly, cognitive,  objective,
quantitative,  scientific, and/or institutional processes.
To  believe such a reflexive reality can be controlled  is
absurd and is a sign of its absence. The belief in control
and  preoccupation  with is characteristic of addicts  and
codependents  engaged  in collusive behavior  patterns  of
mutual self deception.  The perception of being in control
of such a reflexive reality,  is an illusion which elicits
a  sense  of  insecurity,  and so  generates  patterns  of
defensive behavior.

     Those  who  would offer students a liberal  education
need to keep themselves conscious of these features of the
liberation  process.  The repression of these features  of
the liberation process into the human unconscious,  is the
collusive process from which people need to be liberated.

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