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    %REDUCE WHOLE CONTEXT ELEMENTARY OBJECT ANALYZE 920726

     How we regard an object,  person, group, relationship
or  culture  depends  critically upon the  nature  of  our
approach;   what  we take for granted in  considering  the
object, person, group, relationship or culture.

     Jack  is  considering how John is  considering  Jill;
each considering the possible relationships,   connections
and activities which are possible. Jill is aware of Jack's
and John's considerations. John and Jack are both aware of
each other's considerations;  and of Jill's awareness, and
of  her  considerations.   Each  communicates  their   own
considerations  with  each  other  in  tacit, indirect and
unspoken  ways;   yet  there is a  great  deal  of  mutual
understanding and confidence in that understanding.

     Jack, John and Jill also consider what their friends,
families,    associates,   church  members,   professional
organizations,  clients, customers, and others might think
and feel---were they aware of their mutual considerations;
and if they fulfilled their dreams,  visions, imaginations
and desires.

     As we consider Jack,  John,  Jill and their  context;
what we assume, think,  and feel depends upon what we have
taken for granted about the nature of their relationships,
considerations  and  context.   If  we  are   compulsively
analytic  and  avoid all reflexive considerations  we  may
think  in terms of the elementary particles which make  up
the bodies of Jack,  John,  Jill and the objects in  their
environment.   We  may ask how  each  elementary  particle
relates  to  each other elementary particle  in  terms  of
charge,  mass,  magnetic moment,  spin,  angular momentum,
linear momentum,  force,  energy, position, velocity,  and
acceleration. It is unlikely that we will succeed in being
purely analytic.  We are likely to be reflexive as well as
analytic;   and  be affected by our considerations of  the
considerations  which we have assumed Jack,  John and Jill
have been involved in.

     How we consider Jack,  John and Jill will depend upon
what we have assumed about the nature of the relationships
in  which  Jack,  John and Jill are  involved:   Familial,
classroom,  religious, business, political,  professional,
work-place,  retail, construction, scholarly, educational,
athletic,  scientific,  research, counseling,  friendship,
intimate, spiritual and/or sexual. What we think, feel and
judge  depends  to a large extent upon the nature  of  our
assumptions;  the extent depending in turn upon our  level
of   ignorance   about  Jack,   John,   Jill   and   their
relationships.  The less we know and the more that we have
assumed;  the greater the extent that what we think,  feel
and  judge will depend upon our assumptions---rather  than
upon  realities which are external to us.   Our  level  of
objectivity  and bias will thus depend primarily upon  how
well  informed  we are about  the  personal  relationships
between  Jack,  John and Jill;  and upon how accurate  our
assumptions   have   been   as  we  have   approached  our
consideration    of   the   three   persons   and    their
relationships.

     How well  informed  we can be about the  three people
and about their  personal relationships will  depend  upon
how fully we have participated in reflexive  relationships
with the three people. If our relationships with them have
been   exclusively   objective   relationships---observing
objectively from an emotionally detached distance---we are
likely  to   be   quite  ignorant,   and   our   reflexive
considerations  of  the three people will be dominated  by
our uninformed assumptions. If our relationships with them
have been purely conjectural and speculative; perhaps even
only  hypothetical,  then our reflexive considerations  of
the   three  people  will  be  determined  fully  by   our
uninformed assumptions.

     These  considerations  which have been  offered  here
suggest  the  extent to which  compulsive  objectivity (in
which   scientists  are  compulsively  trained)  forms  an
inadequate  foundation for the building of social sciences
to wisely deal  with  human  beings  engaged  in reflexive
relationships---which    include     the     relationships
between/among the scientists and the subjects who are  the
objects of their scientific analysis and teaching.

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