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This is http://www.essayz.com/a9304013.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 TEACH PROFESSOR CLASS STUDENT AFFECT FEEL 930401 What a student remembers and does with what she or he remembers from a science class depends to a great extent upon the affective experience, the feelings, which the student experienced in the science class and while studying for the science class. This in turn depends to a great extent upon how effectively the student has resolved conflicts between what she or he brought to the science class, and what was encountered in the context of taking the science class. It is important to note that affective experiences, feelings, and conflict resolution are all reflexive in nature; not objective in nature. It is important to note that the formal graduate school training of science professors in the exact sciences rarely involves the focusing of attention upon affective experiences, feelings and conflict resolution of students; or upon what the future professors will be able to do in the future to relate to those affective experiences, feelings and conflicts to improve the possibilities of their students remembering and making integrative use of what is offered in the science classes. All too often graduate students in the exact sciences are required in graduate schools to focus their formal attention exclusively upon objective considerations; and to avoid giving attention to affective realities, emotions, and reflexive aspects of the conflict resolutions which students need to engage in. Because the latter are not objective they are excluded from formal attention and consideration in the graduate schools of the more exact sciences; and so professors who have Ph.D. Degrees from those programs have tunnel vision when it comes to dealing with the affective, emotional, and conflict resolution aspects of science education; aspects which play central roles in determining what students learn, remember and use in relation to their science education experiences. Compulsively objective scientists will not be able to deal openly and honestly with the above facts of life, because by the rules of their paradigm consideration of affective, emotional and conflict resolution aspects of life are not objective and not worthy of formal attention. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================