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Sample ESSAY TEXT


                                  %LEARNING TO FEEL 800131

     The language which we use regarding feeling is not as
well  defines  and  precise  as is  the  language  we  use
regarding thinking; i.e., cognition, logical, rational and
similar   processes   being  referred  to  by   the   work
"thinking".    "How  we feel"  points to both  manner  and
content of feeling,  while the words "how we think"  point
to only the content of thought.

     We  recognize  instances of learning how and what  to
think and recognize instances of being taught how and what
to think---but only rarely is conscious recognition  given
to  instances  of  learning how and what  to  feel  or  to
instances of being taught how and what to feel.   This  is
not  to suggest or say that we are not taught,  or that we
do  not learn,  how and what to feel---but just that  such
processes  usually occur without our thinking about  them,
even  though  we may feel that they are  occurring.    The
reverse thus occurs; i.e.,  we often feel very deeply (and
sometimes  think  about  such feelings)   due  to  violent
teaching of how and what to think.

     Thought  tends  to focus upon objects,   ideas,   and
relationships  between them.   Feelings tend to focus upon
persons,   inter-personal  relationships,   and   personal
desires, fears, hopes, goals, decisions, etc.  Thus though
tends to be objectively analytic while feelings tend to be
personally holistic.

     All teaching involves teaching students how to  feel.
Teachers can not avoid teaching students how to eel,   for
their  life  styles and instructional styles present  role
models which include affective and dis-affective  behavior
to  which  the  students must respond.   As  the  students
respond  to  the  teachers'  expressions  of  feeling  the
students learn how to feel and what to feel---and what  to
repress.

     Learning  is inhibited by inhibited  feelings.    The
repression  of  feelings  and of expressions  of  feelings
inhibits  the communication which is central  to  learning
and  growth  towards  personal  integrity.     Educational
institutions  that are genuinely interested  in  promoting
learning and growth will work to provide contexts in which
students  have well protected rights to express  not  only
their  opinions,   but  their  feelings,   emotions,   and
affection.
                         (c) 1997 by Paul A. Smith in
                      "Search for Integrity and Honesty"
                    (On Being Yourself, Whole and Healthy)

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