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  %OBJECTIVE REFLEXIVE THEORY EDUCATION INSTRUCTION+940425
  %SCIENTISTS CONTEXT STUDENTS RESPONSE EMOTION JOY+940425
     %ENJOYMENT RESENTMENT FRUSTRATION ANGER DESIRE+940425
     %FAIL SUCCESS PERFECT KNOWLEDGE INSIGHT CREATE 940425

    Any adequate theory of instruction and education  will
include  honest reflexive  considerations  of the personal
relationships  among  the participants in  the  processes:
including  students,   teachers,  professors  and  support
personnel.    It  is not enough to analyze the  elementary
components of the processes; it is essential to understand
the  nature of the relationships of all  the  participants
who create the context within which learning takes  place.
Because is is people who  are  the  key participants,  the
essential considerations are reflexive considerations, not
objective considerations.  Any adequate theory instruction
will thus include many reflexive considerations,   as well
as objective considerations.  Any  theory  which  does not
include  many   reflexive  considerations  will not be  an
adequate theory, because it is  an   exclusive   theory---
excluding essential considerations.

    Due   to   the  above  considerations  no  theory   of
instruction  which  is  exclusively  objective  (excluding
reflexive considerations)  will be an inadequate theory of
instruction.   Thus all traditionally scientific  theories
of instruction will be inadequate theories of instruction-
--even  if  the  focus  of  attention  in  the instruction
pertains  exclusively to objective sciences.    Scientists
who are exclusively objective in their approach to science
education are not competent  to develop an adequate theory
of science education---because they  are biased  in  their
approach to the subjects who  are the central participants
in   education.    The  subjects  who  are   the   central
participants   are not abstract topics or things:     they
are real people.
                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
                    (On Being Yourself, Whole and Healthy)  
                                                                                                                               
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