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%BLOCK LEARN INHIBIT REPRESS REJECT EXPERIENCE LOVE 900228

     Especially tragic are childhood experiences in  which
children  learn to block future learning about sex,  math,
science,   dance,  poetry,  love,  romance,  self  esteem,
reflexivity, prayer, meditation, serenity, security, etc.

     It   is   unfortunate  when  a  child  has   had   no
opportunity, no social context within which to learn about
certain  aspects of reality,  self,  others,  or  personal
relationships.   It is even more unfortunate when children
have experiences which nearly permanently block all future
learning  from  personal experiences.  It is  tragic  when
idealistic parents, teachers, relatives, etc. block future
learning  of  children by how they treat children as  they
seek to experience and learn about all aspects of life.

     Once  a blockage has been instituted and hidden it is
difficult  for  institutional procedures to  discover  the
blockage  and  take steps which will free the person as  a
youth  or  adult  to learn in ways which  have  long  been
blocked. Blockages are not visible, hear-able,  touchable,
smell-able,   taste-able;   they are rarely  expressed  in
intellectual  statements.   Blockages  are  not  open  for
rational  discussion,   and  rational  discussions  rarely
remove them. Blockages tend to be parts of the patterns of
collusive  games  of mutual self deception;   and  conceal
themselves.   Any effort to remove them elicits  collusive
maneuvers to keep them concealed and in place,  as part of
the overall collusive pattern of maintaining the  dominant
paradigm   by  which  a  disintegrative  world   view   is
maintained.  Liberal education which removes blockages  is
risky  business!  It is difficult to maintain funding  for
authentic  liberal  educational efforts when  society  has
become addictive.

     To  reverse  the learning process which  led  to  the
blockage of essential forms of learning,  we must  reverse
the addictive,  codependent and collusive processes  which
motivated  the actions which led to the original blockage.
Removing  blockages to learning is not a purely  technical
procedure, and technocratic efforts to identify and remove
blockages are destined to fail tragically.

     There  may be technologies involved in the removal of
blockages  to  learning,   but technologies  are  not  the
essence  of the graceful removal of blockages to learning.
The  removal of blockages depends essentially upon  Grace,
Love,   Reconciliation,   Redemption,   Integration;   not
essentially upon technology.  Technologies and technocrats
do not lead the way to the removal of blockages,  for they
do  not  know  the way;  for the way is blocked  by  their
addictive,   codependent  and  collusive  processes.   The
removal of blockages is the healing process of recovery of
personal and communal integrity.

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