http://freedom4um.com/cgi-bin/readart.cgi?ArtNum=18651&Disp=0
More directly, the Milgram study demonstrated the propensity for people to submit to even ‘mild,’ even "presumed" authority – let alone threat or even internal fears. (Not even notable amounts of money were required.) The psychiatrists of the day forecast that 2% of any population would be compliant – the ‘sickos;’ the Milgram Study demonstrated 65%!
The setup of the experiment called for so-called "teachers" (unknowing subjects of the experiment) to be recruited by a newspaper ad offering $4.50 for one hour's work. The ‘price’ is worth noting. The recruits all had college degrees. It is also worth noting that the setup time was remarkably brief; there was no extensive ‘conditioning’ required. Both of these factors attest to an apparent pre-disposition for submission to "perceived" authority. The experiments would remind most of the TV series, "The Twilight Zone."
The volunteer ‘teachers’ thought that they were recruited to take part in a psychology experiment investigating memory and learning. The recruits were introduced to a stern looking "experimenter," dressed in a white lab coat; as well as an ordinary and pleasant co-subject (actor, in fact) who was presumably recruited via the same newspaper ad. The true subject ("teacher") was assigned to direct the ‘learning’ of the other ‘volunteer; using electric shocks as a learning motivator.
The teacher-recruit was led to believe that he/she had been chosen randomly, to be a scientific ‘teacher.’
Both the actor and the ‘teacher’ were given a ‘sample’ 45-volt electric shock, to set the realism of the ‘stage.’ The "teachers" were told that the experiment was designed to explore the effect of punishment, to prompt correct responses for manufacturing learning behavior.
The ‘teachers’ were advised that the electric shocks were to be of increased by 15 volts, for each mistake that the ‘student’ made during the experiment.
The ‘teachers’ control panel had 30 switches, clearly labeled in 15 volt increments; ranging from 15 volts, up to the maximum of 450 volts. Each switch also had a rating label, incrementing from "slight shock" to "danger: severe shock". The final two switches were additionally labeled "XXX". Thus, the subject could not be the least bit ignorant of the potential consequences of his/her deeds.
The experiment environment had the ‘student’ in another room; with the ‘teacher’ made aware of the "actor-student's" discomfort by poundings on the wall.
The actors ("students") pretended to be stupid, seemingly requiring (deserving) increasing shocks – feigning pain, misery and unconsciousness. The "teachers" abided by the background ‘authority’ until they were doing the deeds of sadists & murderers – a convincing simulation, of course.
In reality, no further shocks were actually delivered. Again, the ‘teacher’ was unaware that the ‘student’ in the study was actually an actor who would use his talents to fake increasing levels of discomfort; as the ‘teacher’ administered what he/she assumed were increasingly severe electric shocks, for the supposed mistakes made by the "student".
The ‘experimenter,’ with the white lab coat, was in the same room as the ‘teacher.’ Whenever the ‘teachers’ asked whether the increased shocks should be delivered, he or she was verbally encouraged by the experimenter to continue.
Amazingly, the test subjects didn’t question as to why the ‘experimenter’ needed a surrogate, in the first place.
Using actors as the student-victims, the actual test subjects ("teachers") were directed to ask questions of a presumed "student," sitting in a sealed booth, with the "teacher" delivering increasing electrical shocks, if the ‘student’ got the wrong answer. A presumed torturous-fatal electric shock was incrementally delivered, by 65% of the unwitting "teachers," punishing the student to the very end of the 450-volt scale! No ‘teacher’ stopped before reaching 300 volts!
Worried ‘teachers’ did question the ‘experimenter,’ asking who was responsible for any harmful effects. It is worth noting that the primary concern was personal accountability, versus the welfare of the perceived victim. The ‘experimenter’ assumed full responsibility, with the ‘teachers’ accepting the response as adequate; then continued shocking their ‘student,’ even though some of the ‘teachers’ were obviously extremely uncomfortable with their deeds.
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