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   %SCIENTIST WANT NEED DESIRE YEARN AFFECT EMOTION 910404

     For  scientists   and   others  to  neglect  to  talk
openly,   honestly and publicly regarding what it is  that
scientists  want,    need,    desire,    and yearn for  as
regards   their affective   and  emotional  lives---is  to
move   towards objectification of all such realities,  and
to try to deal with them through addictive fixes.

     Under   the   terms  of  their   addictive   paradigm
scientists may  not  talk  openly,   honestly and publicly
regarding  their non-objective wants,  needs,  desires and
yearnings.    They  feel  that  they  must  be  objective,
detached   and   non-reflexive  at  all  times;    because
they have   never  been  professionally  encouraged  to be
personable,    participatory,   reflexive  or   profoundly
prayerful.

     There  are  powerful  messages  transmitted  to young
future  scientists    by   what  is  left  out   of    the
official  professional   training   which    the    highly
respected  scientists  offer.   Neglect  carries  powerful
messages,    but neglect   cannot  be  analyzed  helpfully
by    objective  scientists,    because neglects  are  not
objective  realities;   for  neglects are defined  by  the
wants,   needs,    desires, anticipations,    expectations
and yearnings of people  as non-objective beings.

     Abuse  may be  active  abuse  which entails  physical
and/or psychological violence of obvious kinds.  Abuse may
also  be  passive   abuse   which   is  characterized   by
neglect;     by failures to provide in positive  ways  for
children's   wants,   needs,    desires,    anticipations,
expectations and yearnings.  Abused  children  grow  up to
be  adults dominated  by  the memories  of their  internal
abused  child living within  an adult  body.   Such adults
usually  try  to cope by  finding,  devising,   using  and
abusing technical fixes.

     What is wrong  with  scientists'   training is not an
objective reality,     and   cannot   be  fixed    through
objective   manipulations  initiated  by  people  who  are
preoccupied   with  objectivity.    What  is  wrong   with
scientists'    training has to do with the  inadequacy  of
scientists'    ideals,    values,  visions,    principles,
concepts,    languages and  affective lives.    Scientists
cannot  save  themselves through the  use of   their   own
professional  knowledge   and  skills.    Our  scientists'
paradigm   does not offer the means by  which  they  might
achieve salvation.

     What is wrong with scientists'  paradigm is rooted in
their abused childhoods where their healthy personal needs
were  not adequately met due to passive and active  abuse.
Those  realities are not objective realities,    and  they
cannot  be  dealt  with satisfactorily  through  objective
understandings  and  manipulations.    To  transcend   the
inadequacies    of  scientists'      objective    paradigm
requires   that   various people   take   seriously   non-
objective  realities,     and understand  such   realities
in non-objective  ways.   Such transcendence is impossible
to  scientists whose lives  are totally  wrapped up  in  a
compulsively objective  paradigm; and  in activities which
are dominated by the assumptions,  values,    ideals   and
perceptions   which   are   intimately  connected  to  the
paradigm.

     It is not  enough for scientists to carry elements of
their  paradigm  over into non-scientific activities.   To
transcend  the   limitations  of  the  objective  paradigm
will   require  integrating  into the daily activities  of
the     scientists    many    non-objective     realities,
understandings and ways  of coping.    Transcendence  will
involve   two-way   dialogue  between    the   realms   of
objective      and      non-objective    realities     and
understandings.    Transcendence will  involve  scientists
learning  from  non-scientists  about the  realm  of  non-
objective   realities,     and non-objective coping   with
dilemmas which are non-objective realities. Non-scientists
have  knowledge and skills which scientists need to  learn
to respect and acquire. Until they do learn to respect and
integrate  into their lives such  non-objective  knowledge
and skills,  scientists will be unable to share  helpfully
their kinds of knowledge and skills with non-scientists.

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