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   %TECHNOCRATIC SCIENCE EDUCATION CRISIS ADDICTION 900808

     Highly  specialized  graduate  programs  in   science
(within university departments which are focused upon pure
research)  promote the intensification of the technocratic
tendencies of a society becoming an addict.

     Emotionally  immature people often take refuge in the
isolation  of  research laboratories where they feel  that
they  do not need to deal with the complexities  of  human
relationships.   They tend to be personally  insecure  and
unsure of their self esteem;  so they are prone to seek to
achieve  acceptance  through accomplishments  in  implicit
competitions.

     Highly competitive and high quality graduate programs
encourage    competition   in   scholarly    achievements,
especially  within the context of professional work  where
the most important rule is to publish or perish. In such a
context  emotionally  immature  but  intelligent  creative
young  people  are  encouraged to  develop  attitudes  and
habits  of  mind  and  heart which are  focused  upon  and
preoccupied  with  objective  relationships;   and   never
encouraged to focus upon personal involvements which would
promote  emotional,   affective,  spiritual  and  artistic
growth.

     Thus  it  is  that graduate  students  seek  to  gain
personal   acceptance  on  the  basis  of  excellence   in
technical achievements,  and technology becomes a means in
trying  to  achieve the missing  emotional  satisfactions;
i.e.,   to  get a technocratic fix.  This is an  addictive
process,   and most university research programs play  the
role of a supportive codependent in the addictive process.
The  most  successful students of one generation  of  this
process become the leading graduate school professors  for
the  next  more intense cycle of the process.  This  is  a
process  which  has no mechanism to  provide  for  healthy
self-regulation through honest reflexive processes; and in
fact,   the implicit rules of the process inhibit open and
honest  communications  regarding  reflexive   perceptions
which are essential to wisdom.

     It  is  foolish for political leaders to assume  that
the  highly  respected experts (specialists)  within  such
addictive  technocratic  processes  are  wise  enough  and
balanced to regulate their own excesses. Political leaders
would  just  as  well  expect  a  drinking  club  full  of
dishonest   alcoholics  to  wisely  regulate   their   own
excessive drinking. Honest confrontations of the collusive
games  of  mutual self deception within  the  technocratic
graduate  schools  must  come  from  people  who  are  not
participants in those games, and are therefore free to see
the  disintegration which is occurring due to those games.
The   confrontations   need  to   come   from   recovering
codependent  supporters upon whom the graduate schools are
dependent  for  support;  i.e.,  legislative  leaders  and
private donors.

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