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 %SCIENCE FAMILY ADDICT PASSIVE ABUSE CHILD STUDENT 910913

     The    typical   science   education   program    has
entailed extensive passive abuse of science students.

     The  passive abuse of science students parallels  the
passive  abuse of children in "good"   families which  are
addictive in spirit and in muted affective life, etc.

     Passive  abuse is particularly prevalent in  graduate
school    science    education    programs    where    the
professors     are   addicted  to  pure  research,     and
professors are preoccupied with  "teaching  the   subject"
rather than  focused  upon "teaching the students".

     The   passive  abuse of science students  in  leading
science  graduate  programs  has  played  a  central  role
in  the development of our technocratic addictive society;
for  the  adult    children/students  of   the   addictive
scientific  families/universities  have  become   powerful
addictive/   codependent  leaders  in  a large number   of
professional situations in the addictive society.

     The    present   day   adult   children/students   of
the addictive/scientific  families/universities  are   now
the  leaders   of  the  present-day   addictive/scientific
families and universities.

     The  present  day scientific leaders are confused  by
the disease born of their passive affective abuse;   i.e.,
by  the   disease   born  of  affective   neglect   within
their   addictive/scientific   families/universities    of
origin.

     Leading  scientists  have  in self defense  forgotten
the  occasions    of   the    affective    abuse    within
their    addictive/scientific   families/universities   of
origin.   They  cannot   by  their  own  isolated  efforts
recover  from  the abusive  affective  neglect of the days
of their  graduate school training.

     Training     in   objectivity,     linear   analysis,
measurement,   controlled experimentation,    manipulative
prediction,    and  related  skills does not  prepare  any
person   to    deal   with  the     realities    of    the
addictive/codependent    style   of  "living"        which
characterizes    leading    scientific communities.   Thus
such  leading communities cannot extract  themselves  from
their patterns of confused self-control.

     The  scientific  paradigm  is  impotent  when  it  is
confronted with  the reality of its own enmeshment in  the
reality  of addiction and codependence.

     Professional  scientists as addicts and  codependents
need to  transcend  the limitations  of  their  scientific
paradigm    in   order   to   respond    wisely   to   the
debilitating    nature   of  their   entrapment   in   the
attitudes,     values,     ideals,   assumptions,      and
affective life styles of addiction  and codependence.

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