This was the first time I’ve seen the Milgram Experiments and they are extremely interesting. They are a series of tests that do not test the subject, but rather the administrator. When will the test administrator’s conscience say no to willingly hurting another, aside from being told by an authority figure to continue. What must happen in order for someone to take themselves out of an experience and asses what is going on. A huge question of mine has always been when is enough, enough?
As John Dewey once stated “Education is not preparation for life; education is life itself”, his perspective of education also emphasizes on the collaboration among learners to an end of academic achievement, just like how importance for people to interact with others if they are to succeed. Reading the excerpt from Democracy and Education (Dewey, 1916), we can be certain that the idea of the group in learning is, to Dewey, of crucial significance. Every single person has a different original environment from which he was born, raised, grew up, and thus is so rooted to it that escaping from the limitations of this social group is not a simple task. Yet Dewey believes the group in learning could give a mean for people to conquer the challenge and “come into living contact with a broader environment” since they not only perform their own action but also have to perceive that of others as reference and react to it. This whole process offers opportunities to break down “those barriers of class, race, and national territory which kept men from perceiving the full import of their activity”.
The teacher was told that the object of the experiment was to study the effects of punishment on learning. They are also told that their role in the experiment was to read word lists to the learner and the learner must remember the second word from a list of word pairs they had read earlier. If the learner got the answer wrong, then the teacher was told to administer shocks, for each answer that the learner got wrong, and the shocks had to increase in intensity. The teacher is unaware of the fact that the learner is actually an actor, and receives no shock. The experiments, involving the Undergrad students from Yale, resulted in 60
No formal testable hypothesis was set up, but there is enough experiential evidence to accept that an outcome will predictably result from a specific action. We all learn this way; since we were born we’ve learned from experience gained from the positive and negative effects that result from our own actions. In the hypothetico-deductive method that we are exploring in this experiment, the student in the role of researcher will formally set up a testable hypothesis as we have discussed in the section above. This testable hypothesis must be potentially disprovable or supportable. Think of it as formally setting up an “if…then…” statement.
It MUST be resistance training to receive credit. If you have questions about what classifies as resistance training, see your textbook or ask your instructor. * Read the TWO forms of verification that are REQUIRED for the activity category you choose. A grade of ZERO will be given to assignments without proper verification. * Make sure you have the necessary resources to provide the verification
How did group pressure and conformity influence the outcome of the experiment? [your answer here] Paragraph 3/ what happened? Diffusion of Responsibility can help explain why the participants did what they did because... iii. Diffusion of Responsibility: [“ This is where you will quote the textbooks definition of Diffusion of Responsibility” (Boss, 2010, pg XXXX)] (Chapter 4) iv. How diffusion of responsibility explains what happened: [this is where you will apply what you know about diffusion of responsibility to the experiment in your own words].
The information I learned from completing the Ethical Lens Inventory showed me how to make decisions that are ethically mature. These ethically mature decisions are necessary in pursuing academic integrity. Academic integrity includes being honest, not cheating, and citing properly. As stated by Aaron and Roche (2013), “Cheating related to assignments can range from copying one answer to submitting an entire assignment taken from another source.” (p. 168) By being honest, I resist the temptation to take shortcuts and steal other people’s ideas. According to my instructor, Denise Finney, cheating causes one to miss learning valuable information.
Posey1 Ms. Margaret Wanning ENG 101 7- Oct- 2013 Brutal Realities Many of us learn at a very young age to obey those who we deem as having authority over us, and in many cases we do just that. The thought may cross our minds to use our own discretion in many situations, but the feeling of being accepted by someone we look up to reigns supreme. Even though morally we may have our own indiscretions, we make decisions based on the majority rather than the minority. Two great examples of this type of behavior are shown in, “The Lottery”, by Chris Abani and “Salvation”, by Langston Hughes. In “The Lottery”, written by, Chris Abani the story tells of a 10- year- old whose perception of his aunt changes one day at a local market when
Discipline to me understands what may happen if the rules are or are not followed. Discipline is not just correcting misbehavior but rewarding the correct behavior. Discipline as one: punishment, two: obsolete: instruction, three: a field of study, four: training that correct, molds or perfects the mental faculties or moral character (Webster Dictionary 2012). Management is controlling your environment by leading the people place under your control. The art of managing is a skill that every teacher needs.
Many things that you come across will influence your identity without a doubt, including your peers, the latest trends and technology such as social media and the internet. Acceptance is receiving the approval of others. To be accepted by them. Unfortunately identity and acceptance do not always go hand in hand. Some people feel the need to alter their identity in order to be accepted by others.