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This is Previous-Essay <== This-Essay ==> Following-Essay Click HERE on this line to find essays via Your-Key-Words. {Most frequent wordstarts of each essay will be put here.} ========================================================== %ADVISING VALUES AND IDEALS 861111 The process of serving as an advisor of students is not a value neutral process; it is not a purely technical procedure by which the advisor helps the student achieve a goal previously chosen by the student. Consider why this is so. In the process of calling possible alternatives and considerations to the attention of the student the advisor must of necessity choose among many possibilities to call to the student's attention. Such choices are made in terms of the values and ideals of the advisor. Neither the advisor nor the student has enough time to consider all that the advisor might bring up for discussion. If the advisor is in a hurry, little will be brought up, and the student's confusion and ignorance will be confirmed as satisfactory in the eyes of the advisor. That confirmation is a value judgment motivated by the advisor's values and ideals which say that the student is not worthy of the time it would take to advise; or perhaps which say that one should not get involved in a situation which requires the embarrassment of making value judgments. An advisor who does not have a well articulated conception of values and ideals will be embarrassed by a situation in which decisions regarding how to advise will of necessity entail value laden judgments about ideals and appropriate means. Technocrats who have avoided the embarrassment of the articulation their own values and ideals thus do not make helpful advisors. High levels of technocratic knowledge do not compensate for having avoided the articulation of values and ideals. Pretending to be value neutral in the performance of advising does not make the ritual value neutral. Values and ideals of some kind are inevitably affirmed by all persons cast into the role of advisor. If those persons who are so cast into the role of advisors can not discuss among themselves their ideals and values, they can not be properly helpful to the student whom they are to advise. They will be prone to communicate their values and ideals in disintegrative covert manner. When values and ideals can not be dealt with in open and honest dialogue to consider whether they will be integrative or disintegrative; they are inevitably going to have disintegrative consequences because of the context and manner of their affirmations. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================