WK2Assgn Welling T

intro

Reading about a survey done in the late 1980s, in rural Indiana. With some particiants taking part in one of a dozen large colleges in LA. The restuls were both shocking and to this student annoying at best. The study was based on the work of B.F. Skinner, a person who in the last cnetuery has had his work for the most part proven incorrect at least a large portion of his theories incorrect three separate times. However in a few years his ideas are going to become popular again, and agina patents will be damages massively, and then studies to find out why the trauma exists, and atgain his theories will prove themselves to be the incorrect therapy for a large percentage of those seeking mental health. But it is the hope of the behaviorslist that on the next try, their ideas will be used correctly on the masses and Skinners work will be finally proven. Which itself is on the serial side of unethical, amoral, and in most cases really nasty to do. But never get between the answer rhtey want and the equations coming up badly for arrogance and egoticaally schlars. They will and have on counless occasions altered the numbers to prove their work good, when in all hard reality when their studies are examined it is obvious the data is fiction. This study is one such examination of said information. the conclusions drawn were from a set of criteria which is only accurate when the reader and scholastic ignore huge amounts of relavnet details. This study did not shock or surprise in the least, not the first dozenth study read which presented the same information. They were just as flawed as this study. The differences between females and males, rural versus urban, teacher versus stduetns was not at all outside of what was expected.

A brief description of your reactions to the questions posed in the ethics survey

According to the scientific method the test was based on the ideas and concets of B.F. Skinner, whose hypothesis ideas have been disqualified as valid twice in the last half century. Once from 1900-1950. These tests were mostly based on his work, which by default is not all that ethical or moral to being with. The tests did provide a profoundly large amount of datea about the different stages of animal behavior. Clearly represeating the different tyupes of thinking from the medulla oblongata, up to the highest level of thinking each human brain is capable of.

The reactions to this study are for the most part offensive, cruwl, nasty, in some cases disgusting, etc. valuable information at its base. But for the most part entirely ethical and impossible to perform said actions in a moral and ethical acadmics setting. Not in essence different from the actions and reactions recorded by Milgram in his experiment's. Very interesting how easy some ethical people can be convinced to perform unethical behaviors based on the correct “Skinner Box” stimulations.

An explanation of any elements of the ethics study that surprised you

It appears that most of the studies presented were based on trying to obtain a visiral/violent recation from at least some of the particiants. The point is to do something unethical to something or someone, then present said information to the group to objct a socially unacceptable reaction from the group. Be that a making a scene by storming out, or by staying and watching unethical behavior.

how each individual’s social rules of acceptable order behavior patterns going to react to the given events presented. The results of the exparimetns are for both the test subjects and the students paying attention. In some ways those tests are also for the teachers and admin to have an accurate measurent of what they are willing to do in their classrooms. Their behavior patterns are also part of the Skinner Box. However students similar to myself, we break the patterns of reaction. We can see beyond the initial issues, and see the big picture. Of which we usually get upset and offended by being used as a pawn in large studies we did not agree to. Even if we agreed to paritipate, our behaviors still usually fall outside the bell curve of social norms. what shocked the most, how few in those in those studies understand they are also a rat in the maze of the study tisefl.

An explanation of your insights regarding how responses to the ethics survey differed based on the demographic categories in the ethics study

This survey did not bring me insights into anything other than the people how gave it. The Skinner box aspects of this study and this paper annoy me. They annoy me because it is not actually a good measurement of how to teach in a class, it is a solid psychological test to determine aspects of each partipants (that would be each student writing this paper) behavior patterns of how specifically the author of this paper was offended.

Based on the studies performed, most of the more radical ones were performed previous to 1970. Ethical laws were passed post which did not allow for said types of unethical treatment of aniamls. Or perhaps some of them could have been done in much less developed nations which in the present are attempting to compete on the world scientific stage. but repeating experiment's ruled unethical in the west half a century ago.

An explanation of how your responses to the ethics survey differed from those in the ethics study

The responses in the ethical study were mostly from students who had literally no idea they too were being the subjects of a much larger and more complex skinner box study. They might have nasnwered a long sequence of questions, but that small survey is part of a much larger and more complex study revolving around the applicatios and concepts of what exactly are the morals and ethics of any one given cultures.

Any implications that occur to you for your future teaching experiences

In my future classes, there is no need for stupid or dominant submissive games. Approaching the students with a solid understanding of the subject, being able to relate the information in an entertaining way. Over time if the subject becomes interesting and the students engage. That is how to teach, let the students become lost in the information, nt the ego and arrogance of the teacher. The teachers job is to be a vessel for the information, not to be worshipped as the holder of knowledge. But simple a vessel for the students to absorb the infuriation through.

The bottom of the survey is just as unethical to the rest of it. Most of the students found the layers and layers of exparimetns to be unethical and in most ways repugnant.

“Rather than adversaries, it appears that professors have allies in their students when it comes to expectations of appropriate ethical behavior.” page 161. As the rest of the beginning of that chapter points out, that students and teacher alike in this survey and clinical study were for the most part not happy with its results. Most all involved united behind the common goal, this was a bad experience.

Shwoing direct evidence that by the time students enter college, for the most part hteir ethics, morals, and character are set. What they find good and or bad has been determined. Of course this study was done at a very specific time in a select campus.

This study was published out of Ball State, which is in a semi-rural area of Indiana. A state which has been known for a very long time as a cradle of conservative culture. Ohio to the east which for a considerable amount of its pre 1910 history some of the politicians involved were to varying degrees pro slavery. Illinois to the west which outside of Chicago the rural of said state are on the rather extreme side of conservative. Indiana is bordered to the south by Kentucky, which outside of Oklahoma is a state which advanterises how conservative the culture has been since its founding when it was a terrority.

The study itself was created in an area where unethical behavior is based on puritan values. Most of those hard core puritan aka Great Awakening aka Born Again Christian values are set in by late adolescence. Middle teen years do not change the ethical and moral compass of those who choose to live in said culture. Now if this study was done at say Berkley, Columbia, Oxford, Dublin, etc. the results could and very likely would be different. There are about dozen colleges and universities in Los Angles, there is no way to determine which of the dozen colleges in LA was chosen. Choose a college which a specific bent in any one given direction of other, and the results are skewed into the fiction realm. It is just assumed it was UCLA, but Cal Tec is just as large.

But Cal Tech and specifically Jet Propulation Laborarities itself was fouded and contineutes to operate within the framework of unbelievable levels of unethical behavior. Hedy Lamarr founded JPL and had her name stripped form all asepcts of the school by Richard Nixon in the 1930s. His political claim to fame was that “I hsave roekd for a living”. Well tht alivign was as a laywer for the city to the due east of JPL. His efforts as a laywer for that city led to Ms. Lamarr having her name, fortune, etc stripped from her in any and all associsations of the foudngin of her think tank.

Most of the students who have attended have less than no idea of those events took place. It does require some digging into the facts and the place, but that in itslf is just as unethical to not look just go with the crowd is just as unethical as not idneitfying which of the 12 collges was used in the study.

Taking the time to know that the white house was constructd by slaves is also something else which most people gravely ignore. Those records are much easier to find. Salley Hemmings her proven through DNA with Thomas Jefferson were denied flat out by the descendants from 1770-the very last of 1900s early 2000s. That is more than 200 years of denying the absoltuel obvious facts and evidence. That most of the students involved also do not seem to have any problem or issues with ignoring those unethical and amoral issues. This study was done in the late 1980s, when the politics of the time was creating a religious icon out of the man in the white house, who was full thratoed supported by the man who stripped an eastern European born female Jew mechanical engineer protige from her money, lands, and fame. The admin, teachers, and student showed a remarkable level of unacceptable of unethical behavior which directed affected them in a personal and visarable manner. But ignored flat out much more egregious and sinister unethical behavior, because it did not immediately affect them.

Evidence in the three decades since this study was conduced the American culture is still fighting against unethical behavior which might affect them, but ignoring unethical and amoral behavior which does or will not have a direct affect on them.

It is easy to fight against an issue when today x group of people in a class might be given all As, and everyone else given all Cs. That is easy, since tomorrow’s class or next weeks class you might be in the group who are given all Cs. Real ethics, real moral behavior is to fight just as hard for items which avhe not ht slightly affect on your life. You will personally not be affected by the unethical behavior in almost any way, however others will be. so where is the moral outrage to subjects which do not harm you and have almost no real ability to bring you personal harm.

Conversion therapy is still a subject up for debate in Indiana three decades after ti was proven to be pure fiction.

conclusion

references

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Chapter 2, “How Does the Way Students Organize Knowledge Affect Their Learning?” (pp. 40–65)

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct: Including 2010 amendments. Retrieved from http://www.apa.org/ethics/code/index.aspx

Corty, E. W. (2008). Resolving a conflict between APA learning goals and APA ethical principles. Teaching of Psychology, 35(3), 223–225.

Haney, M. R. (2004). Ethical dilemmas associated with self-disclosure in student writing. Teaching Of Psychology, 31(3), 167–171.

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Chapter 17, “Strategies for Managing Ethical and Legal Issues” (pp. 223–240)

Svinicki, M., & McKeachie, W. J. (2014). The ethics of teaching. In McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 319–327). Belmont, CA: Wadsworth.

Tabachnick, B. G., Keith-Spiegal, P., & Pope, K. S. (1991). Ethics of teaching: Beliefs and behaviors of psychologists as educators. American Psychologist, 46(5), 506–515.