This is http://www.essayz.com/a9211202.htm         
Previous-Essay      <== This-Essay ==>     Following-Essay
Click HERE on this line to find essays via Your-Key-Words.
{Most frequent wordstarts of each essay will be put here.}
==========================================================
   %COB COMPULSIVE OBJECTIVE SCIENTIST THEORY TEACH 921120

     Compulsively OBjective   Scientists   (cobs)   cannot
develop  effective theories  of teaching or be   effective
teachers, because  teaching pertains in essential ways  to
personal  relationships  which  are   not   objective   in
character.    A  Compulsively Objective  Scientist   (cob)
cannot   engage in the essential reflexive  inter-personal
relationships which are central to effective teaching; for
to    do    so  would violate the  requirements   of   the
compulsively   objective  paradigm within  which  the  cob
lives.

     A   helpful   theory    of   effective  teaching   is
essentially  reflexive  in  character;   for  it  reflects
back  upon  the people who formulate the theory,  and upon
the teachers who embody the theory in practice  seriously.
The people who seek  to  validate  or  invalidate a theory
of    effective   teaching  must   engage   in   reflexive
considerations to do so.  They   will  not  be  interested
in  the  validation   or invalidation  process,   if  they
are  not  interested  in effective teaching;  and  so  the
theory  which they seek to test reflects back  upon  them,
and   they   cannot  consider  the  theory    with    full
objectivity.   If they are cobs they are forbidden by  the
rules of cobs' collusive games of mutual self deception to
consider  such a theory at  all,    for to consider such a
reflexive theory is taboo.

     Cobs   who  engage  in  teaching  do  so   in   terms
of   an inarticulate  theory  of  teaching.   They are not
free  to articulate their own theory of teaching,  for any
theory  of  teaching   articulated  by  a  teacher  is   a
reflexive  reality;   and   it   is  taboo for  a  cob  to
articulate  any  reflexive reality.    Cobs  must  pretend
not to be involved  in  any reflexive activity;  even when
they are,  as when they are teaching.    Thus  cobs cannot
behave wisely in regards  to their instructional mistakes;
for to deal with  one's  own instructional  mistakes is to
behave reflexively---and that is taboo!

     Cobs   make   small   of  any  theory   of   teaching
which  is articulated  by people who are not cobs.    They
criticize   such   non-cob   theories   of   teaching   as
unscientific;  because they  are not grounded in objective
research  and  are  not formulated within the framework of
the  objective  paradigm.  In  the  view of cobs it  is  a
waste  of  time to spend  time considering  any  effective
theory of teaching;   because all effective   theories  of
teaching  are  essentially  non-objective   in  character,
dealing  as  they   do   with essentially reflexive inter-
personal relationships.

     Cobs  have  a particular difficulty in  dealing  with
the   teaching    of    objective  scientific    theories.
Clearly  scientific theories should be taught objectively,
because  they  are objective  in character and  deal  with
objective realities.    What sense could it possibly  make
to be non-objective in formulating the proper way to teach
objective scientific theories about objective   realities?
Cobs   have difficulty drawing the distinctions which need
to   be  drawn  regarding  objective  realities  and  non-
objective  realities;  for  the  latter  can not be  named
and   described   without embarrassment within  the  cobs'
compulsive culture.
                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
                    (On Being Yourself, Whole and Healthy)  
                                                                                                                               
==========================================================