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This is http://www.essayz.com/a8902271.htm 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.} ========================================================== %BLOCK LEARN INTELLIGENT STUDENT TEACH COLLUSION 890227 Sometimes learning is blocked by collusions and addictive behavior rather than by lack of native intellectual ability. Intelligent people may be unable to carry out an analysis or to remember relevant facts, because doing so would be a threat to the collusions and patterns of addictive behavior which form the foundations for their daily living. Intelligent people may be blocked by affective considerations which, according to their collusions; should be irrelevant to intellectual considerations. Repressed fears can block cognitive processes which threaten an insecure basis for security. Insecurity is an affective reality and can block cognitive processes which are a threat to pseudo grounds for achieving security in the face of threats which are not wisely understood. Liberal education at its best sets students free from their culture's collusions and patterns of addictive and codependent behavior. Liberal education is not at heart a particular content. Liberal education is at heart a process of liberation from realities which block the learning of the truth about self, other, and environment. Curriculum reform which focuses only upon content, technical process, instructional techniques, and other issues of a technical nature will not facilitate the liberation of students in liberal arts programs. To be effective, the reform of liberal arts programs will have to deal with collusions, addiction and codependent behavior patterns which defend games of mutual self deception. The roots of such behaviors lie in childhood experiences and responses, and reforms must deal honestly with such roots. Such reforms will be revolutionary and threatening to many people in powerful positions. Such reforms will be opposed in sophisticated ways by people who will regard them as a threat to their ground of being who they are with the perverted advantages which they enjoy. Real learning activities are not motivated primarily by cognitive considerations; rather, they are motivated primarily by affective considerations. Choices as to which ways to spend time are related to aversions of a subtle sort, as well as to clear instances of blockage due to collusions and addictions. Differences between strengths of encouragements to engage in one kind of behavior versus encouragement to engage in another kind of behavior can in a cumulative way lead to specialization on the kind of behavior for which there was modestly more encouragement on a daily basis. Collusions need not make use of overwhelming force to discourage any threatening behavior pattern; all that is necessary is that on a daily basis there be modestly more encouragement for non-threatening behavior than for threatening behavior. A steady modest force can have a greater effect than a brief strong force. These considerations suggest the importance in liberal education programs of steady encouragement for behavior patterns which lead to transcendence of the imprisonment of collusions and addictions. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================