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                                        %INITIATIVE 731008

     Insofar  as members of a society do only what someone
else tells them to do,  the society becomes the victim  of
their  inaction and of  the  actions of the aggressive few
who often seek personal gain,  rather  than the welfare of
the whole society.

     Patterns of initiative originate in early life within
the  home and school.   It is often convenient for parents
to create an atmosphere in which the  parent  is always in
full control of the situation,  not  only  with respect to
discipline,  but with respect to what is to be learned  or
not  learned.   To the extent that the parent is  in  full
control,  the child is unable to take initiatives.  To the
extent that young people are not free to take initiatives,
they  will fail to develop patterns of taking  responsible
initiatives---patterns which  will be absent  their  later
lives. They will relive impotence all their lives.

     Students who are not encouraged to  take  initiatives
will stop learning as soon as the initiator is no longer a
dominate  influence in their lives.   It is only when  the
student  becomes the initiator---that the learning process
has carry-over value throughout adult life.

     For   the  student  to  become  an  initiator  it  is
essential that both  the  student  and  the enabler accept
non-traditional  self-images  which are relevant  to  what
their  personal  relationship within the  educing  process
should be.   It  is not possible to draw out of  a student
the  student's  full potentiality---so long as the student
and instructor  maintain the image that education consists
of the teacher filling the student with knowledge.

     Consider  the fact that the word "education"  has  as
its root the word "educe"  which means "to draw out"---not
"to pour in".
                         (c) 1999 by Paul A. Smith in
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                    (On Being Yourself, Whole and Healthy)

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