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 %SCIENCE TEACH PROFESSOR CLASS STUDENT AFFECT FEEL 930401

     What a student remembers and does with what she or he
remembers  from  a science class depends to a great extent
upon the affective experience,  the feelings,   which  the
student   experienced  in  the  science  class  and  while
studying for the science class.    This in turn depends to
a  great extent  upon  how  effectively  the  student  has
resolved conflicts  between  what she or he brought to the
science class, and what was encountered in the context of
taking the science class.

     It is important to note that  affective  experiences,
feelings,   and  conflict resolution are  all reflexive in
nature; not objective in nature.   It is important to note
that  the  formal  graduate  school  training  of  science
professors in  the  exact  sciences  rarely  involves  the
focusing of attention upon affective experiences, feelings
and  conflict  resolution  of students;  or upon what  the
future professors will be able  to  do  in  the  future to
relate  to  those  affective  experiences,   feelings  and
conflicts  to  improve the possibilities of their students
remembering and making integrative use of what is  offered
in the science classes.

     All too often graduate students in the exact sciences
are required  in graduate schools to  focus  their  formal
attention  exclusively upon objective considerations;  and
to   avoid   giving  attention  to  affective   realities,
emotions,    and   reflexive  aspects  of   the   conflict
resolutions which students need to engage in.  Because the
latter are not objective  they  are  excluded from  formal
attention and consideration in the graduate schools of the
more  exact  sciences;   and so professors who have  Ph.D.
Degrees  from  those  programs have tunnel vision when  it
comes  to  dealing with  the affective,   emotional,   and
conflict resolution aspects of science education;  aspects
which  play  central roles in  determining  what  students
learn,   remember  and  use in relation to  their  science
education experiences.

     Compulsively objective scientists will not be able to
deal openly  and honestly with the above  facts  of  life,
because  by  the rules of their paradigm  consideration of
affective,  emotional and conflict resolution  aspects  of
life are not objective and not worthy of formal attention.

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