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   %PHYSICS STUDENTS' PRECONCEPTIONS BLOCK LEARNING+020620
 %NEWTON THREE LAWS OF MOTION ENERGY MOMENTUM FORCE+020620
  %POSITION SPEED VELOCITY ACCELERATION ACTION MASS+020620
  %INERTIA ANGULAR IMPULSE KINETIC ENERGY POTENTIAL+020620
   %INTIMATE PERSONAL RELATIONSHIPS SEXUALITY MORAL+020620
 %DOMINATION SYSTEM COLLUSION ADDICTION CODEPENDENT 020620
                                                          
     Physics  professors have discovered that students  in
introductory  physics   course   often   come   to   their
introductory physics courses with firm many preconceptions
and  convictions about how and  why  physical objects move
through space as they do; convictions which often resonate
with  the  explanation  of  the ancient  Greeks  such   as
Aristotle.    Unfortunately  it took mankind  about  2,000
years to  move beyond  Aristotle's misguided  explanations
about how and why physical objects move as they do.       
                                                          
     Unfortunately about  half  of  the modern students in
introductory physics course do not move beyond Aristotle's
informal  mind-set;   even  though  the students pass  the
course by incoherently using some formal tools part of the
time ---  and hold onto their informal convictions in less
formal settings.     Students' "preconceptions"    have to
be  recognized   by the students as not being adequate  in
real  life   situations ---   before they can  learn   the
adequate  modern  understandings of how  and  why  objects
move through four-dimensional space-time as they do.      
                                                          
     There is no doubt a parallel between physics students
in introductory courses which focus on Newton's Three Laws
of  Motion;   and students of human relationships  in  the
"course  of  life".      All come  to their  studies  with
preconceptions and  convictions  which  are  inadequate to
dealing   with  modern  situations  in  which  there   are
dangerous conflicts between conceptual frameworks.        
                                                          
     It   is   common  for  people  to  believe   in   the
effectiveness  of  "redemptive violence"  ---  as  IT  has
endlessly  been  portrayed in mythology,  epic stories  of
admired heroes,  war-stories, western cowboy movies, kids'
cartoons,  soap operas, Bible Stories,  etc.   The myth of
"redemptive violence"  says over and over that it is often
necessary to use violence to overcome and eliminate  EVIL:
EVIL-people,  EVIL-teachings,   EVIL-ideas,   EVIL-images,
EVIL-desires,  EVIL-   groups,     EVIL-religions,   EVIL-
politicians,  EVIL-leaders,  EVIL-armies, EVIL-terrorists,
etc.                                                      
                                                          
     The reality is  that  the  use  of violence does  not
overcome  EVIL.  Violence  perpetuates  EVIL-relationships
which are characterized by: fear,  anxiety,  want,  hurts,
anger, revenge, hunger, ignorance, misunderstandings, dis-
ease, disease,  illness,   prejudices,  arrogance,  greed,
self-righteousness, ego-centricity, paranoia,  alienation,
estrangement, distrust, etc.                              
                                                          
     In  order  to  learn  to  enjoy   being  involved  in
healthy-relationships  with  people  of  integrity  within
integrative communities  ---   we must come to terms  with
the  fact  that the myths  of  redemptive   violence   are
all  misleading, dysfunctional,   dishonest,    collusive;
unworthy    of  respect,    honor  and  support.       See
Walter  Wink's  book "The  Powers that  Be"    for a  more
extensive   articulation   regarding  how  the   myth   of
redemptive   violence    undermines  both   personal   and
communal integrities of all kinds.                        
                                                          
                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
                    (On Being Yourself, Whole and Healthy)  
                                                                                                                               
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