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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.} ========================================================== %PHYSICS STUDENTS' PRECONCEPTIONS BLOCK LEARNING+020620 %NEWTON THREE LAWS OF MOTION ENERGY MOMENTUM FORCE+020620 %POSITION SPEED VELOCITY ACCELERATION ACTION MASS+020620 %INERTIA ANGULAR IMPULSE KINETIC ENERGY POTENTIAL+020620 %INTIMATE PERSONAL RELATIONSHIPS SEXUALITY MORAL+020620 %DOMINATION SYSTEM COLLUSION ADDICTION CODEPENDENT 020620 Physics professors have discovered that students in introductory physics course often come to their introductory physics courses with firm many preconceptions and convictions about how and why physical objects move through space as they do; convictions which often resonate with the explanation of the ancient Greeks such as Aristotle. Unfortunately it took mankind about 2,000 years to move beyond Aristotle's misguided explanations about how and why physical objects move as they do. Unfortunately about half of the modern students in introductory physics course do not move beyond Aristotle's informal mind-set; even though the students pass the course by incoherently using some formal tools part of the time --- and hold onto their informal convictions in less formal settings. Students' "preconceptions" have to be recognized by the students as not being adequate in real life situations --- before they can learn the adequate modern understandings of how and why objects move through four-dimensional space-time as they do. There is no doubt a parallel between physics students in introductory courses which focus on Newton's Three Laws of Motion; and students of human relationships in the "course of life". All come to their studies with preconceptions and convictions which are inadequate to dealing with modern situations in which there are dangerous conflicts between conceptual frameworks. It is common for people to believe in the effectiveness of "redemptive violence" --- as IT has endlessly been portrayed in mythology, epic stories of admired heroes, war-stories, western cowboy movies, kids' cartoons, soap operas, Bible Stories, etc. The myth of "redemptive violence" says over and over that it is often necessary to use violence to overcome and eliminate EVIL: EVIL-people, EVIL-teachings, EVIL-ideas, EVIL-images, EVIL-desires, EVIL- groups, EVIL-religions, EVIL- politicians, EVIL-leaders, EVIL-armies, EVIL-terrorists, etc. The reality is that the use of violence does not overcome EVIL. Violence perpetuates EVIL-relationships which are characterized by: fear, anxiety, want, hurts, anger, revenge, hunger, ignorance, misunderstandings, dis- ease, disease, illness, prejudices, arrogance, greed, self-righteousness, ego-centricity, paranoia, alienation, estrangement, distrust, etc. In order to learn to enjoy being involved in healthy-relationships with people of integrity within integrative communities --- we must come to terms with the fact that the myths of redemptive violence are all misleading, dysfunctional, dishonest, collusive; unworthy of respect, honor and support. See Walter Wink's book "The Powers that Be" for a more extensive articulation regarding how the myth of redemptive violence undermines both personal and communal integrities of all kinds. (c) 2005 by Paul A. Smith in (On Being Yourself, Whole and Healthy) ==========================================================