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     %UNCERTAINTY RELATION TEACH STUDENT PROF GRADE 921210

     In  teaching  there  is an  uncertainty  relationship
pertaining to the  evaluation  of the students's  learning
and the quality of student/teacher relationships.

     If  the  relationship between student and teacher  is
very  distant,  objective,  formal,   structured,   and/or
conformal---then the teacher cannot be well informed about
the nature of the student's  learning  experience; and  so
cannot facilitate the  student's learning experience well,
and  cannot  appraise  the  student's learning  experience
well. A high level of certainty about objective aspects of
the student means  small  uncertainty about those aspects;
and  is  associated  with a large  uncertainty  about  the
quality of instruction  and  the quality of the  student's
learning  experience.  Small uncertainty about objectively
measured aspects  of  students  is usually associated with
large uncertainty  about  the quality of the instructional
relationship  between  the student and the  teacher.   The
product of the two complementary uncertainties  is usually
of the same order of magnitude.

     People  who  are  preoccupied  with  minimizing   the
uncertainty about objective aspects of students'  learning
are usually preoccupied with not having their  objectivity
compromised by becoming emotionally involved in  reflexive
intimate  dialogue  with students.  Thus  they  disqualify
themselves from being  able  to  appraise  the  quality of
their instructional relationship  with students;  and also
from being able to  appraise the quality  of the students'
learning experiences---which are essentially reflexive  in
nature.

     Teachers who  are preoccupied with  getting  to  know
students  well through reflexive intimate dialogue run the
risk of losing  objectivity  and  letting  their emotional
involvement  cloud  their judgments.  They may not  value
objectivity sufficiently highly.  The uncertainty in their
appraisal of the objective aspects of what  their students
have learned,  may be quite high,  even if they are not at
all uncertain about the nature  of  the students' learning
experiences  and  about  the  nature  of  their   personal
relationships with the students.  The product  of the  two
complementary  uncertainties  is usually of the same order
of magnitude.

     A preoccupation with one  pole of human relationships
in the spectrum from I-It to  I-Thou  does not  provide  a
means   for  transcending  the  uncertainty   relationship
between the two complementary kinds of uncertainty.

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