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  %LIBERAL EDUCATION DETACH OBJECTIVE PARADIGM FREE 900218

     Authentic  liberal  education helps young  people  to
detach  from  the  imprisoning  aspects  of  the  dominant
paradigm of the administrators,  professors,  teachers and
parents.

     There  is  a  natural  tendency  for  administrators,
professors,   teachers  and  parents  to  have  attitudes,
thoughts  and behave in ways which tend to imprison  young
people in collusive,  addictive an/or codependent patterns
of  the dominant paradigm.  Authentic liberal  educational
institutions   deliberately  take  steps  to  balance  the
natural  disintegrative  tendencies,  with  actions  which
facilitate  detachment from unhealthy ways of  perceiving,
thinking and feeling. Many educational institutions do not
take such steps.

     Scientists  who  are  compulsively dedicated  to  the
dominant  objective paradigm tend to ignore the details of
the  perceptual processes by which each organism is  aware
of the outside world.  The perceptual process involves the
skin and its sensory and data processing extensions.

     The most notable  sensory  organ (the skin) has to do
with  touch;   yet  touch plays virtually no role  in  the
paradigm  of those who are most compulsively dedicated  to
objectivity.

     Intimately  related to touch are the sensations which
are  relevant to sexual relationships.  They play a  major
role  in  the  ways in which  individuals  relate  to  the
outside  world;  yet sexual sensations play  virtually  no
role  in  the paradigm of those who are most  compulsively
dedicated to objectivity.

     The senses of taste and smell are next in order as we
move  from internal to the more external sensations;   and
even  taste  and  smell  play  only  minor  roles  in  the
conceptual  framework  of those who are most  compulsively
dedicated to objectivity.

     Next  we  come  to the sense of  sound  which  brings
information from places far away which are less intimately
associated  with  the detector.  Yet even here the use  of
sound in the paradigm of compulsively objective people  is
pretty  much  reduced  to  representations  which  can  be
presented for visual examination.

     The  dominant sense of the compulsively objective  is
the  visual sense;  which is capable of detecting  signals
from the most distant parts of the universe which are less
intimately related to the detector.  Objectivists tend  to
regard  a sense as unimportant if it cannot be encoded  in
visual signals. In general the more detached the signal is
from the organism,  the more significant it is seen to be.
Metaphors having to do with sight play a major role in the
language of compulsive objectivists;  but metaphors having
to  do with other sensory organs play only a small role in
their language.

     Compulsively   objective  people  rarely  give   much
consideration  to  the  ways  in which  the  processes  of
sensation  and interpretation of sensations play  a  major
role  in  determining  the organism's  perception  of  the
presumably objective world.  In a similar way they  rarely
give  much consideration to the ways in which  collusions,
addictions  and networks of codependent support play major
roles  in  determining  the conception of  the  nature  of
objective    reality,    and   in   interpreting   sensory
perceptions.

     Liberating science  education  would require steps to
institutionalize  procedures  to correct for  the  natural
biases  which  are  prevalent  in  existing  programs   of
training  young people to become respected scientists  and
technicians---who  are  blind  because they  are  narrowly
specialized in an imprisoning paradigm. Liberally educated
scientists  would be able to see the objective world  more
clearly  and  with  less bias because they would  use  all
their  senses in integrative ways.  They would not  filter
out  most of the signals which they receive.   They  would
view reality in inclusive, rather than in exclusive ways.

     Traditional scientists who are compulsively objective
tend  to  act as if the more abstract and mathematical  is
their  manner  of perception,  the more close to  ultimate
reality  is their conception.  In the final analysis  they
pay little attention to actual objects and a great deal of
attention  to  their mathematical conceptions  which  they
think  contain the essence of all real objects which  they
compulsively ignore.
                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
                    (On Being Yourself, Whole and Healthy)  
                                                                                                                               
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