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This-essay is a7810121.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 ========================================================== %TEACHING METHODS 781012 Science teachers often teach methods of approaching reality---while in their own mind they are teaching the content of science. Their focus is upon the facts, data, concepts, definitions, relationships, objects, equipment, etc. of science. Scientists tend not to consciously deal with the essential existential aspects of the methodology of science. They do not deal explicitly with the fundamental procedural assumptions which underlie their activities. Their methodology is taught by indirection--- even when they are explicitly teaching scientific techniques. Conscious awareness of technique is not the same as a conscious awareness of the methodology which those techniques serve. Science teachers thus often train technicians who are unaware of the values, and methodology which dominates their technical activities. They often are unaware of the history of the development of the methodology which directs their professional activities--- and so tend to be the repeaters of historical mistakes rather than students of historical mistakes, who know how to avoid repeating them. Scientists have often been disdainful of teacher education programs which consciously deal with teaching methods. The programs teach methods for teaching---being consciously concerned with the methodology and the history of its development. Perhaps scientists are put ill at ease by such a conscious consideration of the history of the development of a methodology---because they by collusion are ignoring the history of the development of their own methodology. Scientists may fear to deal overtly with their own methodology, because to do so would make their own methodology vulnerable to criticism by profound people who do not share the same set of biases. Keeping the methodology covert protects it from profound criticism---leaving it mysterious and the focus of reverence on the part of people who do not understand science. In this way scientists can maintain their positions as high priests of the mysteries of science--- and be reverenced by the many people who are not qualified to serve in the laboratory-temples of science. Because of their disdain for teaching methods--- scientists often are not very successful teachers of typical students. Their teaching failures tend to weed out students who are unlike themselves---and so scientists perpetuate their priesthood. (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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