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                             %INTELLECTUAL LEARNING 731009

     Institutions of  higher learning  have  traditionally
been  intellectual institutions managed by persons devoted
to intellectual states of consciousness.   Via  unexamined
assumptions  within  them,  political decisions based upon
personal  feelings  have  focused   students'    attention
primarily  upon  rational ensymbolments---rather than upon
sensitive interpretations  of a mutual awareness  of  self
and  other,   and of the nature of reality as experienced.
All too often institutions have assumed that  intellectual
learning encompasses all of the forms of learning that are
appropriate   for   valuation  and  evaluation   and   re-
evaluation.   They have taken for granted that  liberation
is  caused  by  an appropriate  recipe  of various subject
matters---considered  from  within intellectual states  of
consciousness.    In recent years it has been additionally
assumed  that  the  more  analytic and  quantitative  such
considerations   are,   the  greater  the  valuation   and
evaluation should be.

     These recent trends in the ways in which homo-sapiens
prepare  their youth for the responsibilities of parenting
and   communal  life---might  helpfully  be  put  in   the
perspective  of  setting  priorities and participating  in
political  decisions  and  actions.    Consider  the  most
significant decisions made between birth and  death,   and
the  extent  to  which intellectual skills play  a primary
role in  realizing  the  value  judgements  made  therein:
choice  of friends,  choice of sexual partners,  choice of
self-image; choices of jobs, reproduction,  voting,  child
raising, commitment to violence, commitment to creativity,
commitment   to   selfishness,   commitment  to   service,
commitment to deception, commitment to honesty, commitment
to  openness, commitments to collusions, etc. Only  rarely
are the really  significant decisions determined by purely
intellectual   analysis.     Intellectual   and   rational
considerations  pertain   primarily   to  techniques   for
accomplishing   that  which  is  willed  by  powers  which
transcend intellectual considerations. It is only  as self
develops  with  integrity---that those  powers  can   most
creatively  and  helpfully   make   use   of  intellectual
considerations and rational analysis---to serve others who
have  real problems and dilemmas which can  be  solved and
resolved through corporate  use of techniques---within the
fail-safe  context  of  authentic  meetings  and  intimate
relationships.
                         (c) 1999 by Paul A. Smith in
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