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This is http://www.essayz.com/a8904171.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.} ========================================================== %SCIENTISTS THEORY INSTRUCTION TEACHER TRAINING 890417 The crisis in science education is in part rooted in the un-articulated theory of instruction which characterizes research scientists' way of treating future college and university professors. Scientists are often very critical of departments of education and their open articulations of their theories of instruction. By avoiding any open and honest articulation of their own theories of instruction, scientists seek to avoid any reciprocal criticism of their own preconceptions regarding the instructional and learning processes. Respected research scientists very rarely have engaged in open and honest discussions of the personal processes by which students change their perceptions of the natural and personal world. Research scientists have been preoccupied exclusively with objective realities. The processes of students' changing their perceptions of the natural and personal world are not objective realities, and so have not been the focus of research scientists' preoccupations. Such processes cannot be analyzed effectively by exclusively objective procedures, so research scientists have not focused upon such reflexive processes. To focus upon the processes of students' responding to scientists' instructional activities would be to engage in reflexive behavior for which research scientists have not been prepared. They are embarrassed by reflexive activity which can not possibly be objective and free of bias. They have not been trained to deal with such embarrassment, and seek to avoid it in favor of ostensibly thoroughly objective realities. Research scientists have deflected consideration of the behavior of college and university professors by focusing attention upon grade school, middle school and high school science programs whenever there is a growing awareness of the inadequacy of science instruction in the nation. By thus diverting attention they avoid the embarrassment which would be generated if there were an open and honest discussion of the disintegrative role which is played by all the science graduate schools which are addicted to pure research. This addiction to pure research undermines the possibilities of preparing future college and university professors to fulfill their instructional responsibilities. Since the essence of every addiction is yielding to the temptation to be dishonest about the addiction, our college and university science professors have not engaged in honest dialogue about the consequences of their addiction to pure research. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================