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This-essay is a7309122.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %CONSIDERING AND CARING 730912 It has not been traditional in higher education for professors to consider the emotional responses of students to science instruction, at least not in comparison to the consideration given to mastery of facts, analytic skills, and procedural techniques, It would be a helpful step for professors to give consideration to the way students respond emotionally to science instruction programs. Yet, there are some hidden dangers even in such an advance. In setting priorities some instructors are likely to seek technical solutions and try to remain in full control while considering students' emotional responses. It is quite possible to consider students' emotional responses while in a rationalist's state of consciousness, remaining objective and analytic. Such an approach may occasionally be helpful. Yet, if it is the usual approach it is likely to do personal violence to students. One can not have a genuine concern which is communicated to students and at the same time maintain an analytic- objective-approach to them which reduces them to objects of analysis, manipulation and control. To fail to become involved personally in the students' concerns---is to communicate a lack of concern. One can consider another's emotional responses to a science instruction program and not really care about persons? Science educators need to start both considering and caring about students' emotional responses to instruction programs. The appropriate instructor's response is not likely to involve as much analysis, as perception and feeling; not so much in the way of technical solutions, as personal dialogue; not so much maintaining standards, as trying new ways. This is a complex situation. Natural scientists are accustomed to recognizing complexity when it can be analyzed objectively and quantitatively. It is harder to recognize complexity when to perceive it one must participate in it. In such situations pure objectivity is impossible. Science instructors can not maintain pure objectivity---and still be helpful in dialogue. (c) 1999 by Paul A. Smith in GO: essayz.com "Search for Integrity and Honesty" (On Being Yourself, Whole and Healthy) ==========================================================
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