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This is http://www.essayz.com/a9109132.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.} ========================================================== %SCIENCE FAMILY ADDICT PASSIVE ABUSE CHILD STUDENT 910913 The typical science education program has entailed extensive passive abuse of science students. The passive abuse of science students parallels the passive abuse of children in "good" families which are addictive in spirit and in muted affective life, etc. Passive abuse is particularly prevalent in graduate school science education programs where the professors are addicted to pure research, and professors are preoccupied with "teaching the subject" rather than focused upon "teaching the students". The passive abuse of science students in leading science graduate programs has played a central role in the development of our technocratic addictive society; for the adult children/students of the addictive scientific families/universities have become powerful addictive/ codependent leaders in a large number of professional situations in the addictive society. The present day adult children/students of the addictive/scientific families/universities are now the leaders of the present-day addictive/scientific families and universities. The present day scientific leaders are confused by the disease born of their passive affective abuse; i.e., by the disease born of affective neglect within their addictive/scientific families/universities of origin. Leading scientists have in self defense forgotten the occasions of the affective abuse within their addictive/scientific families/universities of origin. They cannot by their own isolated efforts recover from the abusive affective neglect of the days of their graduate school training. Training in objectivity, linear analysis, measurement, controlled experimentation, manipulative prediction, and related skills does not prepare any person to deal with the realities of the addictive/codependent style of "living" which characterizes leading scientific communities. Thus such leading communities cannot extract themselves from their patterns of confused self-control. The scientific paradigm is impotent when it is confronted with the reality of its own enmeshment in the reality of addiction and codependence. Professional scientists as addicts and codependents need to transcend the limitations of their scientific paradigm in order to respond wisely to the debilitating nature of their entrapment in the attitudes, values, ideals, assumptions, and affective life styles of addiction and codependence. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================