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This-essay is a8002161.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 ========================================================== %SCIENCE TEACHERS AVOID PERSONAL RELATIONS 800216 Science teacher at the college, university, and graduate school level have been trained primarily to do objective research. Virtually none of them have received any training in the art/science of helping students to learn and grow. Given their analytic/objective orientation it is not surprising that they tend to try to avoid phenomena which can not be understood via their analytic/objective methodology. Each person seeks to deal with phenomena which is understandable in terms of their own language and familiar categories. People tend to avoid situations which seriously threaten their most fundamental world-view. Thus science teachers in higher education tend to focus their attention upon phenomena which can be understood through analysis and objective considerations, for that is what they have been taught to engage in and value. Intimate personal relationships cannot be understood objectively through analysis. The scientists' kind of understanding is not meaningful with regards to intimate personal relationships, and is often violent towards them. Thus scientists experience frustration and threat when confronted with the reflexive complexities of intimate personal relationships. The embarrassment which such encounters with intimacy occasion tends to motivate aversive reactions in the future. Thus many scientists seek their success in the laboratory where objectivity and analysis are means to systematic understanding upon which all of like mind can agree. The science teacher is in an embarrassing situation. Trained to deal analytically with objects, the science teacher must also deal with students as persons who expect to be dealt with as whole persons, and sometimes even wish for some measure of affection and intimacy in personal relationships with teachers. But the long years of intensive specialization tend to discourage the living of balanced lives, and by the time the assistant professorship is achieved the scientist is out of touch with people as whole persons. Promotion does not come through entering into balanced personal relationships, it comes through the performance of scientific rituals of experimentation, objectification, analysis, ensymbolment, and publication. Thus the scientist avoids personal relationships in order not to be disturbed and distracted from the primary task of producing more impersonal knowledge. (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 a8002161.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