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%COMMUNAL PERSON INTEGRITY EXTENDED FAMILY INTIMATE+930428
 %COMPETENCY ACHIEVEMENT SKILL KNOWLEDGE ACCEPTANCE 930428

     In  graduate  schools which are dedicated to research
and the publication  of  the fruits  of  research  as  the
essential   ingredients   of    the  training   of   Ph.D.
candidates  to  be accepted for the Ph.D.    degree award;
it  is  natural that the technical experts come to  accept
students    in   terms  of   competency,      achievement,
acquired  knowledge,   acquired skills,  etc.  Because the
technical   experts   are  not   experts   in    reflexive
relationships   (and   often   seek  to   avoid  reflexive
relationships)   the  technical experts fall into the trap
of  accepting  students  exclusively  upon  the  basis  of
technical  competency,  technical achievements,   acquired
technical knowledge, acquired technical skills, etc. Those
students who  are not found to be  acceptable  upon  those
grounds merit little if any consideration,  attention,  or
concern.  They are often forgotten,  neglected,  rejected,
excommunicated.   They  are not accepted  into  meaningful
personal communication or dialogue.

     The alienative  (evil)  circumstances described above
will  not  be transcended by people operating  within  the
paradigm of  the existing science graduate schools.    The
technical experts  who have created the  existing  science
graduate   schools   are   not   competent  in   reflexive
relationships and do  not  know  what to  do to  transcend
the   alienations  (evils)     of  the  science   graduate
schools.  They lack  the reflexive skills which are needed
to  create a more healthy environment.   It is  absurd  to
expect   them  to achieve the transcendence of  their  own
limitations.   They need the help of experts in  reflexive
relationships;   but they tragically cannot  respect  such
experts  because experts in  reflexive relationships  have
often   violated  the  taboos  of  the technical  experts'
dominant paradigm.

     The experts in reflexive  relationships cannot impose
their  insights,   will,   competency and wisdom upon  the
technical   experts    who   do   not  respect   reflexive
competency.     The technical experts need to be open  and
honest   about   their  need   for  more  that   technical
expertise;    and  to seek  the assistance   of  reflexive
experts  who   are  not  acceptable people in   terms   of
the  traditional  standards  of  the paradigm of technical
experts.

     In the absence  of  the  acknowledgement by technical
experts  that    they  need  the  help  of   experts    in
reflexive relationships,   the absurd tragedies of  trying
to   resolve human conflicts through  the use and abuse of
manipulative technologies will continue unabated.

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