This is http://www.essayz.com/a9601291.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.} ========================================================== %CREATIVE PROFESSION ADVANCEMENT PROMOTION HONOR+960129 %CONFORMAL PARADIGM INTERDISCIPLINE TRANSDISCIPLINE+960129 %ENTHUSIASM 960129 To gain recognition and be advanced within a mainline profession one needs to work within the framework of the paradigm which defines the profession---to be enthusiastic about what that paradigm makes possible. Authorities within a mainline profession are usually skeptical of people who are skeptical of any portion of what their paradigm affirms, assumes, and takes for granted. Thus they are skeptical of people who see merit in complementary paradigms, if the affirmation of the complementary paradigm seems to call into question what their own paradigm affirms, assumes, and takes for granted. Creativity within a paradigm is honored only so long as the creativity operates within the main-stream of the paradigm---does not call into question what the paradigm enthusiastically affirms, assumes, and takes for granted. People who seek to be creative may need to seek opportunities in the margins of professions where people professions honor interactions with complementary professions. In inter-disciplinary and trans-disciplinary programs true creativity may be recognized and honored more often than in the main-stream of main-line professions. Yet, to be successful in inter-disciplinary and trans-disciplinary efforts can be more difficult than within the main-stream. Inter-disciplinary and trans- disciplinary efforts are often step-children of main-line departments in academic institutions. Lip service may be paid to the ideals of inter-disciplinary and trans- disciplinary efforts---but when hard choices have to be made regarding funding, hiring, and firing; the persons and students in the inter-disciplinary and trans- disciplinary programs are likely to suffer. Young people need to think carefully which route they want to risk. Mainline programs are likely to stifle creativity while appearing to try to promote creativity within the framework of their paradigm which calls into question genuinely creative challenges to the paradigm. Inter-disciplinary and trans-disciplinary programs are less likely to stifle creativity by the weight of their affirmations of a well defined paradigm---but they are also not always reliable supporters of people who are taking the risks to be at the margins of mainline professional training programs. Personal considerations are as likely to play important roles as are formal considerations in making wise judgements about the relative opportunities in competing programs within any particular institution or institutions. Young people need to be broadly informed and prudent to make wise decisions in these regards. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================