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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.} ========================================================== %TECHNOCRATIC SCIENCE EDUCATION CRISIS ADDICTION 900808 Highly specialized graduate programs in science (within university departments which are focused upon pure research) promote the intensification of the technocratic tendencies of a society becoming an addict. Emotionally immature people often take refuge in the isolation of research laboratories where they feel that they do not need to deal with the complexities of human relationships. They tend to be personally insecure and unsure of their self esteem; so they are prone to seek to achieve acceptance through accomplishments in implicit competitions. Highly competitive and high quality graduate programs encourage competition in scholarly achievements, especially within the context of professional work where the most important rule is to publish or perish. In such a context emotionally immature but intelligent creative young people are encouraged to develop attitudes and habits of mind and heart which are focused upon and preoccupied with objective relationships; and never encouraged to focus upon personal involvements which would promote emotional, affective, spiritual and artistic growth. Thus it is that graduate students seek to gain personal acceptance on the basis of excellence in technical achievements, and technology becomes a means in trying to achieve the missing emotional satisfactions; i.e., to get a technocratic fix. This is an addictive process, and most university research programs play the role of a supportive codependent in the addictive process. The most successful students of one generation of this process become the leading graduate school professors for the next more intense cycle of the process. This is a process which has no mechanism to provide for healthy self-regulation through honest reflexive processes; and in fact, the implicit rules of the process inhibit open and honest communications regarding reflexive perceptions which are essential to wisdom. It is foolish for political leaders to assume that the highly respected experts (specialists) within such addictive technocratic processes are wise enough and balanced to regulate their own excesses. Political leaders would just as well expect a drinking club full of dishonest alcoholics to wisely regulate their own excessive drinking. Honest confrontations of the collusive games of mutual self deception within the technocratic graduate schools must come from people who are not participants in those games, and are therefore free to see the disintegration which is occurring due to those games. The confrontations need to come from recovering codependent supporters upon whom the graduate schools are dependent for support; i.e., legislative leaders and private donors. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================