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 %SCIENCE EDUCATION DILEMMA CONNECT PARADIGM OBJECT 910201

     The  resolution   of   the  dilemma   regarding   the
improvement of science education is made difficult by  the
following considerations:

     1.   The paradigm in which scientists are  imprisoned
provides virtually no connections to the lives of students
in the realms of affection,  emotion, reflection,  prayer,
listening,  dialogue, sexuality, reflexivity,  meditation,
security,  mystery,  holiness,  spirituality,  etc.   Thus
students  have  a  hard time  connecting  themselves  with
scientists.

     2. Scientists  are  involved in  collusive  games  of
mutual self deception,  addiction and codependence  within
which  they  find  it impossible to be  honest  about  the
details of their personal experiences and behaviors.

     3. Scientists    are   preoccupied   with   concepts,
techniques,  technologies, relationships, etc.   which are
not  central to being in dialogue with  students---and  so
preoccupied  with  them  that they  usually  exclude  from
consideration  all  that  is essential to being  truly  in
dialogue with students and connected to student's learning
difficulties.

     4. Students   are   viewed  as   essential   to   the
professional  advancement  of  scientists,   as  means  to
scientists'   goals;   but  not as  appropriate  foci  for
personal interest and truly connected relationships.

     5. Scientists as addicts are preoccupied with  issues
of control in their efforts,  and regarding the outcome of
their   efforts;    and  this   poisons   their   personal
relationships   with  students  who  do  not  want  to  be
controlled  and   are  aversive  towards  people  who  are
preoccupied with issues of control.

     6. Scientists  are  NOT seeking the  truth  regarding
themselves and their reflexive relationships,  and in fact
they  are usually trying to avoid that truth.   Thus  they
find it difficult to enter into truly meaningful reflexive
relationships  with each other and with  students.    This
makes it virtually impossible for them to honestly reflect
upon mistakes made,  and so they find it nearly impossible
to  learn from mistakes made so as to avoid repeating such
mistakes.     Emotional   honesty  is  not  important   to
scientists.

     7. Scientists  are  NOT dedicated  to  searching  for
personal  and  communal integrity;  they have  many  other
preoccupations which are far more important to them.

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