The obedience experiment by Stanley Milgram.
Stanley Milgram was a psychologist at Yale University, who in 1960 conducted an experiment with over a thousand people to discover the source blind obedience and submission to authority . Wanted to find out how far I could get the man to obey, even when the order out damaging an innocent person .
There are two versions about what had prompted the realization of the Milgram study. The first relates to the trial of Adolf Eichmann , who was sentenced to death for crimes against humanity under the Nazis. He was in charge of planning the process of collecting, transporting and exterminating Jews. When he was tried, he said he did not understand why the Jews repudiated and he was only following orders. In prison he wrote in his diary: "The orders were the most important in my life, and had to obey without question" .
A Milgram was intrigued how a person ordinary could submit to the authority and commit atrocities against other people.
The second experiment corresponds to the social psychologist Solomon Asch , who had conducted studies on peer pressure, and as a result had found a great line that subjects had the wrong answer to questions, even though they knew the answer was incorrect , responded this way to follow the majority, an accomplice of the experimenter, who answered wrong CONSCIOUS. Those who chose the correct answer, going against the majority, were upset and overdrafts.
Whatever the inspiration of Milgram's experiment began publishing a notice in which people sought (1) twenty to fifty years, from different social classes and occupational roles, they were willing to donate one hour of his time to win four dollars in an experiment on memory. Attended
people in pairs, and were handing out leaflets with the role they represent in the experiment. One of them is the teacher and another student. They were told was a study on the influence of punishment on memory and how it could affect the ability to remember what they learned. In fact, the two papers containing the role of teacher, as students who participated as an actor was an accomplice of the experiment.
The experiment consisted of the following: the "teacher" read a couple of words and the "student", who was sitting in an electric chair in another room, "when you read the first word only, which should respond accompanied the first. If the student answered incorrectly, he received an electric shock. discharge began at 15 volts, and ended at 450. The teacher sat in an electric chair before, and they are performing a download of 45 volts, for he knew what he was. then went to another room, where it would be supervised at all times by an experimenter (2) . The teacher and the student talked with a communicator.
Actually electric shock to the student does not exist, but which was previously scheduled performance of pain from the 150 volts the "student" scream in pain and required to give the experiment more advanced downloads, scream agony that can no longer bear the pain. After the 300 volts, the student became unresponsive and showed no sign of life.
As expected, the teacher became very nervous and repeatedly consulted the "authority" nearest the experimenter. This gave four types of responses: "Please continue", "The experiment requires that continue," "is absolutely essential that needs to continue" and "has no choice, must continue." If the student refused to continue after the above, the experiment ended.
teachers' reactions varied: some giggling, others were altered and angry. But there was one common denominator: all were interested in some time of testing, who was responsible for what happened. In the original video is a dialogue between the teacher and the experimenter that illustrates this.
P: He could be dead there! Who will be responsible for this?
E: I am responsible for everything that happens here. Continue.
Q: Okay .
It's amazing to hear this conversation and see what the teacher continues to apply after discharge when creating detached from all sin, from all liability for the acts they are committing.
More amazing still is know that 63% of people who were assigned the role of teacher, agreed to give electric shocks to another, reaching up to 450 volts, just because they say the experimenter.
When the end of the experiment were asked how they felt and why they had continued, the majority replied "you told me to continue."
cognitive dissonance
Dr. Jekyll and Mr. Hyde.
by Milgram Experience relates intimately with cognitive dissonance theory , raised by psychologist Leon Festinger .
dissonance, or inconsistency- is a clash between two opinions or feelings against a person . For example: if I smoke, I know I'm damaging my lungs. However, I find an excuse as "I can not quit," is part of me, "there are many people who smoke and have no diseases, to eliminate dissonance.
For the obedience experiment, the subject is to this internal conflict which longs to leave quickly. He knows that subject another innocent human being is wrong, yet still does. Excuses thinking for example, "the experimenters know what they do," he is asking me to continue, "" is necessary for me to continue to perform the experiment ", etc.
This shows that the person need to be right out of this conflict , which is depicted in the film "Like Icarus" (I comme Icare) , where there is a dramatization of the experiment Milgram, although eye contact between teacher and student, as they were in the same room.
While one of the experimenters and a police investigator look down the passage the experiment, see the "professor" is trying to help students tell the correct answer using gestures. There the experimenter observes says
E: Try to reduce their conflict by helping the victim.
I: What if this conflict is so unbearable, why not stop?
E: If it stops recognizing that there should be started first, if it continues, justifies everything he has done so far.
This confirms the above: the subject wants to be right and the need to get out of this conflict.
We can conclude then that t ll have such conflicts, since in minutiae to major dilemmas. And almost every human being in extreme conditions similar to those raised in the experiment, is able to leave their autonomy of thought and submit to authority blindly obeying no matter what damage may cause the other.
Notes of clarification:
(1) According to sources, the study was also performed by women. In the transcript of the original notice says "persons" and not "men" only. The results in women were the same as in men, although they were more nervous and guilty.
(2) When authority is near, it is easier to obey. The presence of the look of someone who watches a psychological pressure necessary for obedience. Michel Foucault and posed with his theory of the panopticon in which the constant and omnipresent gaze of a guard the prisoners did not reveal.
I leave you some links of videos from youtube:
original experiment: Link 1, Link 2
Movie "I comme Icare" Link 1, Link 2
There are two versions about what had prompted the realization of the Milgram study. The first relates to the trial of Adolf Eichmann , who was sentenced to death for crimes against humanity under the Nazis. He was in charge of planning the process of collecting, transporting and exterminating Jews. When he was tried, he said he did not understand why the Jews repudiated and he was only following orders. In prison he wrote in his diary: "The orders were the most important in my life, and had to obey without question" .
A Milgram was intrigued how a person ordinary could submit to the authority and commit atrocities against other people.
The second experiment corresponds to the social psychologist Solomon Asch , who had conducted studies on peer pressure, and as a result had found a great line that subjects had the wrong answer to questions, even though they knew the answer was incorrect , responded this way to follow the majority, an accomplice of the experimenter, who answered wrong CONSCIOUS. Those who chose the correct answer, going against the majority, were upset and overdrafts.
Whatever the inspiration of Milgram's experiment began publishing a notice in which people sought (1) twenty to fifty years, from different social classes and occupational roles, they were willing to donate one hour of his time to win four dollars in an experiment on memory. Attended people in pairs, and were handing out leaflets with the role they represent in the experiment. One of them is the teacher and another student. They were told was a study on the influence of punishment on memory and how it could affect the ability to remember what they learned. In fact, the two papers containing the role of teacher, as students who participated as an actor was an accomplice of the experiment.
The experiment consisted of the following: the "teacher" read a couple of words and the "student", who was sitting in an electric chair in another room, "when you read the first word only, which should respond accompanied the first. If the student answered incorrectly, he received an electric shock. discharge began at 15 volts, and ended at 450. The teacher sat in an electric chair before, and they are performing a download of 45 volts, for he knew what he was. then went to another room, where it would be supervised at all times by an experimenter (2) . The teacher and the student talked with a communicator.
Actually electric shock to the student does not exist, but which was previously scheduled performance of pain from the 150 volts the "student" scream in pain and required to give the experiment more advanced downloads, scream agony that can no longer bear the pain. After the 300 volts, the student became unresponsive and showed no sign of life.
As expected, the teacher became very nervous and repeatedly consulted the "authority" nearest the experimenter. This gave four types of responses: "Please continue", "The experiment requires that continue," "is absolutely essential that needs to continue" and "has no choice, must continue." If the student refused to continue after the above, the experiment ended.
teachers' reactions varied: some giggling, others were altered and angry. But there was one common denominator: all were interested in some time of testing, who was responsible for what happened. In the original video is a dialogue between the teacher and the experimenter that illustrates this.
P: He could be dead there! Who will be responsible for this?
E: I am responsible for everything that happens here. Continue.
Q: Okay .
It's amazing to hear this conversation and see what the teacher continues to apply after discharge when creating detached from all sin, from all liability for the acts they are committing.
More amazing still is know that 63% of people who were assigned the role of teacher, agreed to give electric shocks to another, reaching up to 450 volts, just because they say the experimenter.
When the end of the experiment were asked how they felt and why they had continued, the majority replied "you told me to continue."
cognitive dissonance
Dr. Jekyll and Mr. Hyde.
by Milgram Experience relates intimately with cognitive dissonance theory , raised by psychologist Leon Festinger .
dissonance, or inconsistency- is a clash between two opinions or feelings against a person . For example: if I smoke, I know I'm damaging my lungs. However, I find an excuse as "I can not quit," is part of me, "there are many people who smoke and have no diseases, to eliminate dissonance.
For the obedience experiment, the subject is to this internal conflict which longs to leave quickly. He knows that subject another innocent human being is wrong, yet still does. Excuses thinking for example, "the experimenters know what they do," he is asking me to continue, "" is necessary for me to continue to perform the experiment ", etc.
This shows that the person need to be right out of this conflict , which is depicted in the film "Like Icarus" (I comme Icare) , where there is a dramatization of the experiment Milgram, although eye contact between teacher and student, as they were in the same room.
While one of the experimenters and a police investigator look down the passage the experiment, see the "professor" is trying to help students tell the correct answer using gestures. There the experimenter observes says
E: Try to reduce their conflict by helping the victim.
I: What if this conflict is so unbearable, why not stop?
E: If it stops recognizing that there should be started first, if it continues, justifies everything he has done so far.
This confirms the above: the subject wants to be right and the need to get out of this conflict.
We can conclude then that t ll have such conflicts, since in minutiae to major dilemmas. And almost every human being in extreme conditions similar to those raised in the experiment, is able to leave their autonomy of thought and submit to authority blindly obeying no matter what damage may cause the other.
Notes of clarification:
(1) According to sources, the study was also performed by women. In the transcript of the original notice says "persons" and not "men" only. The results in women were the same as in men, although they were more nervous and guilty.
(2) When authority is near, it is easier to obey. The presence of the look of someone who watches a psychological pressure necessary for obedience. Michel Foucault and posed with his theory of the panopticon in which the constant and omnipresent gaze of a guard the prisoners did not reveal.
I leave you some links of videos from youtube:
original experiment: Link 1, Link 2
Movie "I comme Icare" Link 1, Link 2
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