blog traffic analysis
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.} ========================================================== %SCIENCE EDUCATION DILEMMA CONNECT PARADIGM OBJECT 910201 The resolution of the dilemma regarding the improvement of science education is made difficult by the following considerations: 1. The paradigm in which scientists are imprisoned provides virtually no connections to the lives of students in the realms of affection, emotion, reflection, prayer, listening, dialogue, sexuality, reflexivity, meditation, security, mystery, holiness, spirituality, etc. Thus students have a hard time connecting themselves with scientists. 2. Scientists are involved in collusive games of mutual self deception, addiction and codependence within which they find it impossible to be honest about the details of their personal experiences and behaviors. 3. Scientists are preoccupied with concepts, techniques, technologies, relationships, etc. which are not central to being in dialogue with students---and so preoccupied with them that they usually exclude from consideration all that is essential to being truly in dialogue with students and connected to student's learning difficulties. 4. Students are viewed as essential to the professional advancement of scientists, as means to scientists' goals; but not as appropriate foci for personal interest and truly connected relationships. 5. Scientists as addicts are preoccupied with issues of control in their efforts, and regarding the outcome of their efforts; and this poisons their personal relationships with students who do not want to be controlled and are aversive towards people who are preoccupied with issues of control. 6. Scientists are NOT seeking the truth regarding themselves and their reflexive relationships, and in fact they are usually trying to avoid that truth. Thus they find it difficult to enter into truly meaningful reflexive relationships with each other and with students. This makes it virtually impossible for them to honestly reflect upon mistakes made, and so they find it nearly impossible to learn from mistakes made so as to avoid repeating such mistakes. Emotional honesty is not important to scientists. 7. Scientists are NOT dedicated to searching for personal and communal integrity; they have many other preoccupations which are far more important to them. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================