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This-essay is a7807251.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 ========================================================== %SCIENTISTS AS STUDENTS 780725 When scientists become concerned with the social implications of their activities, they tend to assume that they as technical experts have a responsibility to come out of their ivory tower laboratories and give advice regarding the consequences of the use of the knowledge, skills, equipment, etc. which they have generated. They tend to assume that their responsibility is to make technical "input" into the social process, to insure that technical activities are knowledgeably directed. The tacit assumption is that the scientists have "something" to offer. To be responsible means for them to be concerned and make technical input relevant to the uses of technical creations. The "flow" is from scientists as sources to non-scientists as "needers". There is little, if any, awareness of the scientists' need to learn. The scientists do not go to non-technical people and ask for assistance in understanding the non-technical world. It is assumed that the non-technical world is fully understandable to technical people---without them having a balanced education regarding the various realities and complex inter-relationships of the non-technical world. Scientists will be unable to educe or help the non- technical people until after they understand non-technical people more sympathetically. They need to establish rapport with non-technical people---before they try to educate non-technical people in the values which scientists consider to be essential. Scientists need to recognize that meaningful dialogue is two-way, with a balance between listening and speaking (in all kinds of languages), rather than just broadcasting by one person, and receiving by another. Technically oriented people need to become profound students of non-technical people. Profound non-technical people have many insights to offer to technical people, and vice versa. We all need to transcend the assumption that education is essentially a process of technical training, and never a process of non-technical learning. Under the former assumption, the teachers must always be technically oriented and skilled. Under the latter, the teachers may be either technical or non-technical in orientation. In the long run, inclusivity is wiser than exclusivity. Scientists need to be more inclusive. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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This-essay is a7807251.htm which is available at the web-site www.essayz.com. 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