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This is http://www.essayz.com/a9209053.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.} ========================================================== %MOTIVATE ANALYZE TALK JUDGE REJECT AUTOMATON 920905 We play many roles in life; with/to each other, and with/to ourselves. We may surprise each other by shifting what roles we play with/to each other; by not fulfilling each other's expectations. Our response to such surprises may be disappointment, confusion, anger, resentment, etc. We may surprise ourselves by a shifting or roles within ourselves when we surprise ourselves by how we do not do what we intended/expected/wanted/hoped/planned. We internally regard ourselves much as we may regard others who have disappointed us; we internally play dual or multiple roles---as if we were more than on person. In our internal multiple roles we may seek to redirect, motivate, guide, lead, analyze, judge, reject, etc. In such processes we may naturally be confused as to just who is playing which roles, and how best to play the multiple roles. There can easily be conflicts among the various actors in the internal drama---because the various actors may be acting in terms of uncoordinated scripts which lead to dramatic conflicts among expectations, intentions, plans, leadership, guidance, quality control, analysis, judgment, rejection, etc. These reflexive processes are not the common foci of scientific analysis and discourse, because scientists seek to avoid almost all reflexive processes as being taboo within the scientific paradigm. Scientists seek to avoid seeing themselves as involved in reflexive processes, so that they can regard themselves as fulfilling their own expectations that they will be as perfectly objective as they can be. If they fail to be objective, they think less of themselves and each other, than if they manage to see themselves as always being objective. Scientists find it difficult to reformulate their paradigm in terms of which they make judgments about how well they are fulfilling their paradigm. This makes it difficult to recognize and correct defects in their paradigm which makes effective science educational programs difficult to devise and fulfill. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================