The Anarchiste in Walden Two by Skinner Essay -- Psychology

In this time we must fully realize the true origins of our society, not the so called â€Å"party line† they feed us. True, while few of us find sanctuary in hidden places, what place is there for we strangelings? Is absolute equality truly a good idea? In our new world, our Walden Two, we are taught from an early age to behave, to conform. From our glass cages at birth, to our debuts at age seven, to our eventual marriages, all we do is in the name of a peaceful, simple existence. We are taught that anger is not allowed, faith in God is not allowed, anything harmful is forbidden! I ask of you, is this truly a life, much less, a life worth living? Now life was not always like this. Life used to be full of emotions, both dark and light. Pain and suffering were not to be avoided, but embraced. Can we really create true art through the same emotions again and again? Can we have unique lives if, like our sheep, we only follow what the prior generation and the one ere that tells us what is and what is not? Shall we continue to spread out our message, this ‘true’ message of peace and simplicity? In our origins we survived alongside the old ways; we meant to keep ourselves separate. We were taught how to survive, how to function as the Waldenites taught us, alongside the supposedly troubled outside world. Our world knows not the beauty any longer that the old one held. We are base, functional creatures, only doing what we are told to in hopes of reward, in a hope of praise. However, if that is not given, do we really care? Is there a point in keeping our society as such, much less spreading this tale of peace and love and harmony? How this worked, none of us know. Did we slowly overtake the old ways? Did Frazier’s... ...on of the Anarchiste, we believe that man must feel pain, must know himself before others, must know his own pain and suffering to truly live. To reason out all of this jumbled mess; their utopia, their dreamland, is in essence flawed. The basis they reasoned from, while, in essence true, was poorly executed. The only end that a utopia can come to is disaster. Espicially in this, their Walden, where the individual is ignored and distroyed in favour of the greater good. Is this greater good, this ease of living worth the sacrafice of small bits of oneself? We, the Anarchiste stand by the fact that no, it is not, nor shall it ever be so. Pain and suffering are the basis of life, they are the measure by which we know we are truly alive, and more so, above the sheep in our pasture, the cattle in our dairy. Rebel, refuse, this drab non-life! Viva la Anarchiste! The Anarchiste in Walden Two by Skinner Essay -- Psychology In this time we must fully realize the true origins of our society, not the so called â€Å"party line† they feed us. True, while few of us find sanctuary in hidden places, what place is there for we strangelings? Is absolute equality truly a good idea? In our new world, our Walden Two, we are taught from an early age to behave, to conform. From our glass cages at birth, to our debuts at age seven, to our eventual marriages, all we do is in the name of a peaceful, simple existence. We are taught that anger is not allowed, faith in God is not allowed, anything harmful is forbidden! I ask of you, is this truly a life, much less, a life worth living? Now life was not always like this. Life used to be full of emotions, both dark and light. Pain and suffering were not to be avoided, but embraced. Can we really create true art through the same emotions again and again? Can we have unique lives if, like our sheep, we only follow what the prior generation and the one ere that tells us what is and what is not? Shall we continue to spread out our message, this ‘true’ message of peace and simplicity? In our origins we survived alongside the old ways; we meant to keep ourselves separate. We were taught how to survive, how to function as the Waldenites taught us, alongside the supposedly troubled outside world. Our world knows not the beauty any longer that the old one held. We are base, functional creatures, only doing what we are told to in hopes of reward, in a hope of praise. However, if that is not given, do we really care? Is there a point in keeping our society as such, much less spreading this tale of peace and love and harmony? How this worked, none of us know. Did we slowly overtake the old ways? Did Frazier’s... ...on of the Anarchiste, we believe that man must feel pain, must know himself before others, must know his own pain and suffering to truly live. To reason out all of this jumbled mess; their utopia, their dreamland, is in essence flawed. The basis they reasoned from, while, in essence true, was poorly executed. The only end that a utopia can come to is disaster. Espicially in this, their Walden, where the individual is ignored and distroyed in favour of the greater good. Is this greater good, this ease of living worth the sacrafice of small bits of oneself? We, the Anarchiste stand by the fact that no, it is not, nor shall it ever be so. Pain and suffering are the basis of life, they are the measure by which we know we are truly alive, and more so, above the sheep in our pasture, the cattle in our dairy. Rebel, refuse, this drab non-life! Viva la Anarchiste!

Factors Affecting Hidden Curriculum Essay

The concept of hidden curriculum stems from the ideas of John Dewey (1859-1952), notably his concept of â€Å"collateral learning† (Combleth, 1984). The hidden curriculum comprises values, modes of behavior, beliefs, and skills that students learn at school but which are not taught through official channels (Combleth, 1984; Myles, 2001). Researchers and theorists have identified both positive and negative effects of hidden curriculum, ranging from more success in the working world due to competitive environments at school (Wren, 1999), to reinforcing the socioeconomic status into which the students were born (Anyon, 1980), to undermining intellectual development (Combleth, 1984). Because these effects are so pronounced, attention must be paid to recognizing those elements of the learning environment which impact hidden curriculum. This paper examines eight of these factors: teacher expectations, definitions of acceptable classroom behavior, teacher questioning techniques, school culture, segmentation of the school day, tracking, curricular inconsistencies, and gender bias. Teachers’ expectations of their students, in terms of critical thinking skills, undoubtedly play a role in hidden curriculum. Anyon (1980) examined five fifth grade classes in schools of varying demographics. She found that, in schools comprised of students from working-class families, teachers expected nothing more than rote memorization of facts. In schools serving students from middle-class families, teachers expected students to be able to re-explain concepts in their own words. Teachers working with students from upper-class families, however, emphasized critical thinking. Anyon (1984) concluded her study by remarking that the different expectations in these schools reinforce the expectations of the social class into which these children were born. Different teachers have different rules regarding what constitutes acceptable classroom behavior, and these guidelines affect hidden curriculum. In her study, Anyon (1984) also considered classroom behavior. She found that students from upper-class schools were generally allowed to make their own decisions about how best to accomplish their work: they could leave the room when they needed to, they were allowed to get any supplies they needed for themselves, and they were encouraged to ask questions. Through their guidelines for classroom behavior, teachers in these schools emphasized that students were in charge of their own destiny and must decide for themselves their best course of action (Anyon, 1984). One of the negative consequences of the hidden curriculum noted by Wren (1999) and Combleth (1984) is that students often blindly accept what is being taught in the official curriculum. Some students, then, are not learning how to question what is being taught, how to look for inconsistencies in theories, and how to think for themselves. This consequence can result from how teachers ask questions. Questions that require one-word answers would tend to place value on rote memorization of facts and the acceptance of the teacher and textbook as â€Å"authority. † Questions that require short answers responses or questions framed as â€Å"why do you think†¦Ã¢â‚¬  would encourage students to think for themselves and engage with the material in a meaningful way. Wren (1999) remarked that school culture has a powerful influence on the hidden curriculum. For the purposes of his study, he defined culture as the values and symbols that have an effect on students’ and educators’ perceptions of the school environment (p. 593). This culture is manifest in the traditions and rituals of the school that are passed down from generation to generation: pep rallies, graduation ceremonies, the school motto, school policies, yearbooks, school newspapers, and faculty handbooks, to name but a few. Wren did not examine the effect of school culture on hidden curriculum; rather, he encouraged educators to take note of the presence, or absence, of traditions in their own school and encouraged them to appraise the meanings they imparted on the school community. Loporchio (2007) provided an interesting perspective on the yearbook process in particular, mentioning many elements that affect hidden curriculum: the socialization process between teachers and students outside of the classroom, representations of the entire student body or just a select few individuals, and extracurricular activities and their value. Combleth (1984) mentioned the segmentation of the school day – with supposedly separate subjects being assigned fixed time periods – as one of the factors affecting hidden curriculum. Though Combleth did not expand on this comment, one could argue that separating subjects as they are traditionally done leads to a compartmentalization of knowledge. Skills and ideas learned in one class are not necessarily used in another. Though this manner of scheduling is convenient, students are not encouraged to draw links between what they learn in different classes, for example links between historical events and trends in literature. In his book devoted to the subject of tracking and the hidden curriculum, Rosenbaum (1976) argued that tracking is the element that most strongly affects hidden curriculum. Based on their placement in various tracks, students create friends, become involved in extracurricular activities, participate in different types of field trips, and are perceived differently by staff and students. In the same vein, Combleth (1984) claimed that schools, even though purporting to provide equal opportunity for all students, actually convey the message that some students are more equal than others through their tracking procedures. Curricular inconsistencies can also contribute to hidden curriculum. Combleth (1984) gave an example of a hypothetical text book that highlights freedom of speech as a defining characteristic of political democracy and yet ignores or disparages activities of modern dissenters (p. 30). This text book sends conflicting messages to the students: Is freedom of speech and the resultant ability to take issue with prevailing hegemonies a value to be lauded or to be denigrated? Chapman (n. d. ) provided many examples of behaviors and objects that reveal gender bias in education: dividing students by gender; praising girls for being neat and quiet; praising boys for thinking independently; regarding assertive behavior from girls as disruptive; using textbooks with gender bias, and interacting with students differently based on their gender, to name but a few. In all of these instances, teachers and administrators send the message that girls and boys are treated differently, that certain behaviors are not appropriate for girls (or boys), and that girls are unequal to boys. The socialization process is thereby reinforcing gender stereotypes that society at large has striven to eliminate. These eight factors affecting hidden curriculum touch on different elements of the educational system ranging from classroom experiences and interactions between students and teachers to how administrators set up school scheduling and policy. Teachers and administrators must examine the hidden curriculum particular to their school. Are students being encouraged to live up to their potential? Are societal biases related to gender and socioeconomic status being questioned or reinforced? Are students being prepared for the work environments of their future?

Human Obedience Essay example - 984 Words

â€Å"Human Obedience† A person is taught to be obedient from a very young age. We are taught to be obedient to our parents, to teachers and to higher authority. As humans it’s our nature to be obedient, and one might be viewed as abnormal if one rebels against authority. However, is being obedient at all times the right thing to do? Certainly not. Obedience can certainly be dangerous, especially when harm is inflicted upon another person. We live in a world that is filled with different people, different cultures, different beliefs, and different personalities. Each person is unique in his or her own way, with different likes and dislikes, and their individuality makes them who they are. Often, people give up their individuality†¦show more content†¦The obedience of Adolf Eichmann’s army to kill and torture innocent people was inhumane and immoral, but they were only carrying out orders. They did not accept responsibility for their actions, bec ause they were simply doing their job. They may have felt remorse towards the people they were executing, but if they had disobeyed the orders, their own lives would have been in jeopardy: â€Å"Some were totally convinced of the wrongness of their actions but could not bring themselves to make an open break with authority† (Milgrim 367). In 2003 U.S. soldiers were abusing and tormenting the Iraqi prisoners at the Abu Ghraib Prison. These prisoners were physically and mentally abused, and the ones abusing them were soldiers that took an oath to serve and protect. Does this happen because good people are placed in hateful situations? People tend to commit acts which they would never commit in their normal life, but in a changed environment they act completely differently: â€Å"Can it really be, you wonder, that intelligent, educated volunteers could have lost sight of the reality that they were merely acting a part in an elaborate game that would eventually end?† (Zimbardo 396). 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