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This-essay is a7908161.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 ========================================================== %LEARNING FRUSTRATIONS TEACH AFFECT ANGER VIOLENT+790816 %AUTHORITARIAN TEACHING REWARD PUNISH THREAT+790816 %CONDITIONAL ACCEPTANCE WAR SCIENCE SIN+790816 %PROFESSIONAL VALUES IDOLS ALIENATION 790816 Authoritarian teaching promotes learning frustrations. The threat of conditional rewards and conditional personal acceptance generates fear and frustration. The threat of punishment in the event of failure occasions anxiety. Authoritarian teaching undermines curiosity, initiatives, learning pleasures, creativity, and honest personal relationships. Authoritarian teaching tends toward being technocratic--- with all that implies. Authoritarian teaching does things to students. It changes them as persons. They associate frustration, anger, and violent desires with what they learn. Future use of what they learn will therefore have associated with it the frustration, anger, and violent desires which they experienced while learning it under authoritarian motivation. The affective-emotional tone of the learning situation is thus bound to color the kinds of use to which the learning with be put. The frustrations, anger, and violent desires of the learning context are likely to be expressed in the adult context in which the learning is put to use. Thus, authoritarian teachers plant psychic time-bombs which will tend to explode during the students' adult years. Authoritarian science and engineering teaching will tend to create scientists and engineers who are sinful (alienated) and so prone to make inhumane uses of what they learn. The frustrations, anger, violent desires of the science lecture and laboratory will find avenues of expression in violent manipulation of the human ecosystem, of persons, and of human self-perceptions. It is natural for frustrated scientists and engineers to express their personal anger in the design of weapons of destruction such as tanks, bombers, missiles, guns, flame-throwers, atomic bombs, hydrogen bombs, etc. Science teachers through their alienative affirmation of professional values literally plant time-bombs which are destructive beyond imagination. For this reason the professional values of scientists and engineers must be examined in the light of the alienation which affirming them has occasioned. Science and engineering have been sinful (alienative) through idolatrous affirmations. A rededication to the traditional technocratic values of science and engineering will be even more sinful. (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 a7908161.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