sionalism when they teach their subject
as an end in itself or for their own satisfaction. Ministers can be
professional in relation to their parishioners. Parents can be
professional in relation to their children. Any relationship can
deteriorate into mere professionalism.

What are some of the marks of professionalism? In the first place,
professionalism is marked by condescension in which an attitude of
superiority is evident. Parents are heard to say: "Children are just
children, you know. They don't know what they want; they don't know what
they're talking about." Attitudes of condescension are contradictory to
the concept of incarnation, which means to be a part of and identified
with another. Condescension, therefore, closes us to the possibility of
being indwelt by the Spirit and from being the instruments of love.

Another mark of professionalism is its manipulative tendency. We push
people around and get them to do what we want them to do, because it is
easier that way. "Mother knows best," "You do it because I tell you."
Obviously, the professional attitude is alienating, because people do
not like to be pushed around, and they will not be, if they can help it;
and if they are, they resent it. Professionalism impoverishes
relationship because, for instance, neither the parent nor the child
gives or receives. The effect of professionalism does not need to be
spelled out in any greater detail, because we all have experienced and
participated in it. We may more usefully turn our attention to a study
of the character of relationship that is the source of life.

_The Values of Mutuality_

Personal growth is nurtured best in relationships in which the quality
of mutuality makes growth a possibility for both the child and the
parent, the pupil and the teacher. If growth occurs on one side, it must
take place also on the other. If parent or teacher does not grow, then
we must conclude that the relationship is not mutual and that the child
will not prosper either. Mutuality means that the teacher and pupil, or
parent and child, are open to each other. When one speaks, he expects to
be heard by the other.

Communication inevitably takes place in a relationship of mutual
expectancy. Communication produces a personal encounter in which one
addresses and the other responds, and a real meeting occurs. We cannot
make this kind of personal meeting take place. We can only prepare
ourselves for it, which is one way of t