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This is http://www.essayz.com/a9002181.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.} ========================================================== %LIBERAL EDUCATION DETACH OBJECTIVE PARADIGM FREE 900218 Authentic liberal education helps young people to detach from the imprisoning aspects of the dominant paradigm of the administrators, professors, teachers and parents. There is a natural tendency for administrators, professors, teachers and parents to have attitudes, thoughts and behave in ways which tend to imprison young people in collusive, addictive an/or codependent patterns of the dominant paradigm. Authentic liberal educational institutions deliberately take steps to balance the natural disintegrative tendencies, with actions which facilitate detachment from unhealthy ways of perceiving, thinking and feeling. Many educational institutions do not take such steps. Scientists who are compulsively dedicated to the dominant objective paradigm tend to ignore the details of the perceptual processes by which each organism is aware of the outside world. The perceptual process involves the skin and its sensory and data processing extensions. The most notable sensory organ (the skin) has to do with touch; yet touch plays virtually no role in the paradigm of those who are most compulsively dedicated to objectivity. Intimately related to touch are the sensations which are relevant to sexual relationships. They play a major role in the ways in which individuals relate to the outside world; yet sexual sensations play virtually no role in the paradigm of those who are most compulsively dedicated to objectivity. The senses of taste and smell are next in order as we move from internal to the more external sensations; and even taste and smell play only minor roles in the conceptual framework of those who are most compulsively dedicated to objectivity. Next we come to the sense of sound which brings information from places far away which are less intimately associated with the detector. Yet even here the use of sound in the paradigm of compulsively objective people is pretty much reduced to representations which can be presented for visual examination. The dominant sense of the compulsively objective is the visual sense; which is capable of detecting signals from the most distant parts of the universe which are less intimately related to the detector. Objectivists tend to regard a sense as unimportant if it cannot be encoded in visual signals. In general the more detached the signal is from the organism, the more significant it is seen to be. Metaphors having to do with sight play a major role in the language of compulsive objectivists; but metaphors having to do with other sensory organs play only a small role in their language. Compulsively objective people rarely give much consideration to the ways in which the processes of sensation and interpretation of sensations play a major role in determining the organism's perception of the presumably objective world. In a similar way they rarely give much consideration to the ways in which collusions, addictions and networks of codependent support play major roles in determining the conception of the nature of objective reality, and in interpreting sensory perceptions. Liberating science education would require steps to institutionalize procedures to correct for the natural biases which are prevalent in existing programs of training young people to become respected scientists and technicians---who are blind because they are narrowly specialized in an imprisoning paradigm. Liberally educated scientists would be able to see the objective world more clearly and with less bias because they would use all their senses in integrative ways. They would not filter out most of the signals which they receive. They would view reality in inclusive, rather than in exclusive ways. Traditional scientists who are compulsively objective tend to act as if the more abstract and mathematical is their manner of perception, the more close to ultimate reality is their conception. In the final analysis they pay little attention to actual objects and a great deal of attention to their mathematical conceptions which they think contain the essence of all real objects which they compulsively ignore. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================