This is http://www.essayz.com/a9102013.htm         
Previous-Essay      <== This-Essay ==>     Following-Essay
Click HERE on this line to find essays via Your-Key-Words.
{Most frequent wordstarts of each essay will be put here.}
==========================================================
  %OBJECT MOTIVE DESIRE EXPECT INTEND TEACH SCIENCE 910201

     Scientists  are  not trained professionally  to  deal
with   the  realities  of  people's  motives,     desires,
expectations,  intentions,  fears,  regrets,  etc.    This
is  true because scientists'    paradigm  tends  to   deal
exclusively   with objective  realities in an effort to be
perfectly  free  of bias.    The objectivists'    paradigm
leads  them  to perceive human  emotions   as  unreliable,
misleading,     biased   and unworthy of  respect.     The
consequence   is   that   scientists   ignore    reflexive
realities in their professional training and often leading
scientists  are ignorant of the knowledge and  skills   of
many   non-scientists   with  regard   to    non-objective
realities.

     Scientists'  ignorance and lack of skills in  dealing
with  non  objective realities underlies   the  continuing
dilemma regarding science education.   There is no  crisis
in  science education because the dilemma has been a  long
standing  one rooted  in the character of  scientists  and
their  compulsively  objective and quantitative  paradigm.
The resolution of the instructional dilemma of  scientists
will  involve dealing with the truth regarding the lack of
integrity and completeness in the scientists' paradigm.

     Young scientists are not taught the  truth  regarding
the  lack  of integrity and completeness in  the  historic
pattern   of   scientists   seeking   perfection   through
objectivity, measurement, accuracy, analysis, computation,
linearity,     prediction,    manipulation,    and   other
preoccupations;  to   the   exclusion   of    professional
consideration of reflexive realities.   Each generation of
science  educators  has tended to be more extreme  in  its
enmeshment  in  the limitations  of  the  over-specialized
paradigm, and so less able to perceive what must happen to
resolve   the  dilemmas  related  to  science   education.
Scientists regard the situation as one which calls for the
development  and  distribution  of new  technical  skills,
procedures and curricula;    and  the  use  of  such   new
technologies in educational systems.   The dilemma is that
viewing  their  dilemma  that  way is  the  heart  of  the
nation's "crisis" in science education.

     Science students' learning difficulties have to do as
much with their fears, regrets, motivations, expectations,
hopes,  aspirations, desires, intentions,  repressions and
inner conflicts; as with objective realities.   So long as
leading  scientists continue to ignore and be ignorant  of
such important non-objective realities which play critical
roles  in  science education,  so long will  students  not
learn   to  be  scientists  with  personal  and   communal
integrity.     The  integrity  of  the  science   teaching
profession  is  undermined  by the systematic  pattern  of
ignoring  non-objective  realities in the  lives  of  both
students and professional leaders.

     It is difficult for scientists who are imprisoned  in
an  exclusively  objective/analytic paradigm to deal  with
the   no-objective  and  non-analytic  aspects  of   their
prospective  students,  and of themselves.  They have been
taught   and  have  learned  to   value   objectification,
analysis,  quantification,   computation,   linearization,
prediction,  manipulation, control, perfection, etc.  They
have  learned to respect and accept such criteria to serve
as  the  grounds for the selection of foci  for  favorable
attention;   i.e.   as values and ideals.  Scientists  are
confronted  with  the  reality of  real students and their
own real lives, and find that they have no trusted grounds
for respecting or accepting most of their real students or
themselves. Thus they reject most prospective students and
have low self esteem as  regards themselves.  They seek to
achieve  high self esteem by further narrowing their focus
upon  those  realities  which they have  been  taught  and
learned   to  respect,   and  the  cycle   of   alienation
intensifies itself in  non-objective ways, upon which they
are not free to reflect.

    See the next essay.

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