CENTER HOME-PAGE
FIRST Previous This-Report Next-Report ENDS FIRST scr-x62.htm scr-x63.htm scr-x64.htm ENDS The links above let you view this whole set of reports. Sample ESSAY TEXT Sample ESSAY TEXT
%LEARNING TO FEEL 800131 The language which we use regarding feeling is not as well defines and precise as is the language we use regarding thinking; i.e., cognition, logical, rational and similar processes being referred to by the work "thinking". "How we feel" points to both manner and content of feeling, while the words "how we think" point to only the content of thought. We recognize instances of learning how and what to think and recognize instances of being taught how and what to think---but only rarely is conscious recognition given to instances of learning how and what to feel or to instances of being taught how and what to feel. This is not to suggest or say that we are not taught, or that we do not learn, how and what to feel---but just that such processes usually occur without our thinking about them, even though we may feel that they are occurring. The reverse thus occurs; i.e., we often feel very deeply (and sometimes think about such feelings) due to violent teaching of how and what to think. Thought tends to focus upon objects, ideas, and relationships between them. Feelings tend to focus upon persons, inter-personal relationships, and personal desires, fears, hopes, goals, decisions, etc. Thus though tends to be objectively analytic while feelings tend to be personally holistic. All teaching involves teaching students how to feel. Teachers can not avoid teaching students how to eel, for their life styles and instructional styles present role models which include affective and dis-affective behavior to which the students must respond. As the students respond to the teachers' expressions of feeling the students learn how to feel and what to feel---and what to repress. Learning is inhibited by inhibited feelings. The repression of feelings and of expressions of feelings inhibits the communication which is central to learning and growth towards personal integrity. Educational institutions that are genuinely interested in promoting learning and growth will work to provide contexts in which students have well protected rights to express not only their opinions, but their feelings, emotions, and affection. (c) 1997 by Paul A. Smith in "Search for Integrity and Honesty" (On Being Yourself, Whole and Healthy)