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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.} ========================================================== %OBJECT MOTIVE DESIRE EXPECT INTEND TEACH SCIENCE 910201 Scientists are not trained professionally to deal with the realities of people's motives, desires, expectations, intentions, fears, regrets, etc. This is true because scientists' paradigm tends to deal exclusively with objective realities in an effort to be perfectly free of bias. The objectivists' paradigm leads them to perceive human emotions as unreliable, misleading, biased and unworthy of respect. The consequence is that scientists ignore reflexive realities in their professional training and often leading scientists are ignorant of the knowledge and skills of many non-scientists with regard to non-objective realities. Scientists' ignorance and lack of skills in dealing with non objective realities underlies the continuing dilemma regarding science education. There is no crisis in science education because the dilemma has been a long standing one rooted in the character of scientists and their compulsively objective and quantitative paradigm. The resolution of the instructional dilemma of scientists will involve dealing with the truth regarding the lack of integrity and completeness in the scientists' paradigm. Young scientists are not taught the truth regarding the lack of integrity and completeness in the historic pattern of scientists seeking perfection through objectivity, measurement, accuracy, analysis, computation, linearity, prediction, manipulation, and other preoccupations; to the exclusion of professional consideration of reflexive realities. Each generation of science educators has tended to be more extreme in its enmeshment in the limitations of the over-specialized paradigm, and so less able to perceive what must happen to resolve the dilemmas related to science education. Scientists regard the situation as one which calls for the development and distribution of new technical skills, procedures and curricula; and the use of such new technologies in educational systems. The dilemma is that viewing their dilemma that way is the heart of the nation's "crisis" in science education. Science students' learning difficulties have to do as much with their fears, regrets, motivations, expectations, hopes, aspirations, desires, intentions, repressions and inner conflicts; as with objective realities. So long as leading scientists continue to ignore and be ignorant of such important non-objective realities which play critical roles in science education, so long will students not learn to be scientists with personal and communal integrity. The integrity of the science teaching profession is undermined by the systematic pattern of ignoring non-objective realities in the lives of both students and professional leaders. It is difficult for scientists who are imprisoned in an exclusively objective/analytic paradigm to deal with the no-objective and non-analytic aspects of their prospective students, and of themselves. They have been taught and have learned to value objectification, analysis, quantification, computation, linearization, prediction, manipulation, control, perfection, etc. They have learned to respect and accept such criteria to serve as the grounds for the selection of foci for favorable attention; i.e. as values and ideals. Scientists are confronted with the reality of real students and their own real lives, and find that they have no trusted grounds for respecting or accepting most of their real students or themselves. Thus they reject most prospective students and have low self esteem as regards themselves. They seek to achieve high self esteem by further narrowing their focus upon those realities which they have been taught and learned to respect, and the cycle of alienation intensifies itself in non-objective ways, upon which they are not free to reflect. See the next essay. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================