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      %MOTIVATE ANALYZE TALK JUDGE REJECT AUTOMATON 920905

     We play many roles in life;  with/to each other,  and
with/to ourselves.

     We may surprise each other by shifting what roles  we
play  with/to each other;  by not fulfilling each  other's
expectations.   Our  response  to such  surprises  may  be
disappointment, confusion, anger, resentment, etc.

     We  may  surprise ourselves by a  shifting  or  roles
within  ourselves when we surprise ourselves by how we  do
not do what we intended/expected/wanted/hoped/planned.  We
internally  regard ourselves much as we may regard  others
who  have  disappointed  us;  we internally play  dual  or
multiple roles---as if we were more than on person.

     In  our  internal  multiple  roles  we  may  seek  to
redirect,  motivate, guide, lead, analyze, judge,  reject,
etc.  In such processes we may naturally be confused as to
just who is playing which roles,  and how best to play the
multiple  roles.  There can easily be conflicts among  the
various actors in the internal drama---because the various
actors  may  be acting in terms  of  uncoordinated scripts
which  lead  to  dramatic  conflicts  among  expectations,
intentions, plans, leadership, guidance,  quality control,
analysis, judgment, rejection, etc.

     These reflexive processes are not the common foci  of
scientific analysis and discourse, because scientists seek
to  avoid  almost all reflexive processes as  being  taboo
within  the scientific paradigm.  Scientists seek to avoid
seeing themselves  as involved in reflexive processes,  so
that they can regard  themselves  as  fulfilling their own
expectations  that they will be as perfectly objective  as
they can be. If they fail to be objective, they think less
of  themselves and each other,  than if they manage to see
themselves  as always being objective.  Scientists find it
difficult to reformulate their paradigm in  terms of which
they make judgments  about  how  well  they are fulfilling
their paradigm.  This makes it difficult  to recognize and
correct  defects in their  paradigm  which makes effective
science  educational  programs  difficult  to  devise  and
fulfill.
                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
                    (On Being Yourself, Whole and Healthy)  
                                                                                                                               
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