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This-essay is a7709281.htm which is available at the web-site 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 ========================================================== %EXCLUSIVELY HIGH STANDARDS 770928 Many educational programs maintain and defend exclusively high standards of excellence in programs of specialization. In the name of excellence they demand their best students' total effort in narrow programs of specialization---to the exclusion of respect for, valuing of, interest in, and attention to complimentary foci which are essential aspects of integral perceptions and lives. Students within such educational programs of "excellence" are given many subtle signals that coerce them into adopting the narrow perspectives and values of their authoritarian mentors. The value messages are rarely overtly given in a context which encourages an unbiased examination of their propriety. The value messages are usually given through body language, glances, tones of voice, innuendo, silences, ignored topics, etc.---messages which are not open to discussion. Through such messages students are encouraged to achieve excellence in narrow avenues of specialization. Professional specialists seek to fulfill themselves through their students. They covet their students' success in ways which are valued by the narrow specialty. Such success will be undermined by their students having affairs with other disciplines, so such affairs are discouraged by comments critical of other disciplines in terms of the values of the critics own specialty. Respect and support of the student is made provisional, dependent upon faithfulness to the value system of the narrow specialty. Excellence is defined in terms of such faithfulness and exclusivity. Such possessiveness and jealousy tends to block communication between specialties and undermines integrity in transdisciplinary study. Members of different disciplines tend to be suspicious that each other will seduce their best students into perceptual patterns which are questionable and misleading, so the best students are kept close to home doing high level research within the specialty---in preparation for more intensive specialization in graduate schools which will bring honor to the mentors. High standards become counter-productive when they become exclusive---when they prevent students from achieving the breadth necessary for acquiring fresh new insights. High standards may become idolatrous and block communication; i.e., promote sin. When that happens education is not liberal, it is imprisoning. (c) 2005 by Paul A. Smith in Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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This-essay is a7709281.htm which is available at the web-site These 5 lines echo top lines. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One