Online Truth


You are the light of the world.  A city that is set on a hill cannot be hidden.  Nor do they light a lamp and put it under a basket, but on a lamp stand, and it gives light to all in the house.  Let your light so shine before men, that they may see your good works and glorify your Father in heaven.  Matthew 5:14-16

 

 

THE GENTILE WAY

 

WHAT WAS WRONG WITH THAT AUTHORITY?

 

 

It has always been of interest to me as to how we come to believe what we believe.  This is true in all areas of life.  Certainly our heritage and our culture are very influential.  The interesting part is that everything we believe, we believe because we believe it is right and correct to believe that way.

 

When it comes to the higher powers, and our relationship with God, it is paramount that what we believe be correct—what God intended and what God asks of us.

 

So today I want to talk about authority as we understand it—the authority others have over us, and the presumed authority we then are granted over others.

 

Michael Pearl, a minister and author who writes on child training writes that “children are born with a will to dominate.  This will to dominate is amazing in its strength, profound in its dedication and consistency, and evil in its disregard for the need of others.  It is the responsibility of parents to train their children so that they do not grow up to be tyrants.  When tyrants grow up, they learn to control their inclinations in situations where they could embarrass themselves or lose their jobs or friends.  How shameful this is that when they go home, out of the public eye, they take out their need to dominate on their families.  Most marital problems are rooted in the fact that one or both parties are trying to dominate the other.”

 

My first experience with authority was the authority in our home.  Obviously, Dad and Mom had authority over me and my siblings while we were growing up.  Because they loved us and cared for our every need, they had the God-given authority to train and teach us to grow to be acceptable to society when we matured and left home to enter into that society.  But did I have, or was I given authority over others?  Being the third son and fourth child in a family of five children, I was given no real or perceived authority over anyone else in the family.  That was understood by other siblings as well.  No one ever thought that the oldest brother had somehow filled a position in a hierarchy and was in some way given authority to “give orders” to all siblings younger than himself.  However, being firstborn, he did have certain blessings and responsibilities to lead by example.

 

At the age of six I was to enter elementary school and started with the first grade.  In the classroom, the teacher or instructor was the authority figure.  There was no understanding that any other student had any real or perceived authority over me.  Nor did I have any real or perceived authority over any of the other students.  This was true of all classes.  When I had progressed and had reached the eighth grade, I still had no perception that any other student had authority over me, and I had no real or perceived authority over any of the other students. 

 

During the early years of growing up, our family did not attend any church or feign any degree of spirituality.  I remember older sis finding some catechism materials and going over them with me a time or two in the brooder house Dad used as a tool shed.  When I was hospitalized for a knee injury while in the fourth grade I was asked what church we belonged to and I responded that we attended the German Lutheran Church.  Mom and several of us children had attended a Christmas service or something of that nature on one occasion, and I had remembered the name. 

 

It was while in the eighth grade that I really started reading the Bible.  My next older brother, my younger brother, and I started reading the Bible with the intention of reading it from cover to cover.  At that time there was only one Bible in the home, that being Mom’s confirmation Bible.  The three of us had to take turns reading the Bible.

 

Not having had an outside influence such as church teachings, I had the opportunity to read the Bible for what it said and for what it meant.  When questions arose, we turned to Dad for the answers.  I remember reading of a number of God’s people being humble, and some repenting in sackcloth and ashes.  I learned that Moses was a very meek man.  Domination over and control of others was not a characteristic attributed to any of the patriarchs or prophets.

 

After graduating from the eighth grade, I matriculated in high school as a freshman.  Even at this stage, I had no perception that I somehow had authority or jurisdiction over the lives of any who had come after me.  I also had no perception that other students in a higher class scholastically, had authority over me.  But that was soon to change.  Looking back I believe it was within a month or six weeks of school starting in the fall of my freshman year, I was made aware of the fact that the seniors in the school were allowed to “exercise authority” over all freshmen for one week.  It was recognized as some rite of initiation, and, to my knowledge, no one was allowed exemption from this seemingly absurd situation.  Though I had read of nothing of this characteristic in God’s servants mentioned in the Bible, there were examples of those who operated in accordance with the “way of the Gentiles.”  I found that Freshmen were expected to fall to their knees and assume a subservient position when a Senior approached.  Seniors often made foolish requests of Freshmen just to exercise their authority over or “lord it over” them.  I suppose it was the vestiges of “hazing” and I immediately knew I was not a part of that system.  Looking back, I should have offered more resistance to the system and taken the opportunity to point out the error of such thinking.  As it was I submitted to the humiliation of having to cross dress, wear hairpins in my hair, and do what was requested of me.  I remember at the official initiation I was required to do 25 pushups (I had been doing 100 pushups at that time, so 25 presented no problem).

 

I determined then and there that I would never participate in the humiliation of others and would never demand that they grovel at my feet.  This may have been acceptable in the Gentile world, but it would not be a part of my Christian life.  I determined I would not participate in any initiation rituals when I was in my senior year.  This antiquated custom continued for the next two years.  But, as luck would have it, when I became a senior, the glass voted to replace this unfortunate custom and tradition with a dance.  I believe it was called the Snowflake Ball.  The dance was for everyone, and there was no humiliation foisted upon the freshmen that year.  I was pleased to be a part of the class that was benevolent enough to make this much needed change.

 

My experience with public education has taught that the instructor was the authority figure so that we as pupils might be appropriately taught.  But there was no authority of one student over another.

 

The same was true in college.  One pays tuition for the opportunity to be taught by the assigned instructor.  One submits to the perceived authority of the instructor in order to receive instruction.  There is no authority outside the matters of the classroom and matters that may damage the image or reputation of the college.

 

When rent is paid for an apartment or room, there are certain rules and regulations as far as activities permissible in the room or apartment.  The owner or management decides these rules and regulations.  They are to maintain the condition of the property and the standards of the owner or management.  But there is no real or perceived authority over individuals.  If the rules and regulations are too restrictive, the solution is to rent a different facility.  When rent has been paid, the rent is paid in order to have a sense of privacy and a place to live and store possessions without interference from other students not in the equation.  If an institution curtails human rights and freedoms guaranteed in the Constitution of the country, the reasonable alternative is to have no further dealings with said institution and seek education elsewhere.

 

Work

These lessons have long ago been learned through experiences in life.  A study of history reveals that originally, most of mankind were what is now known as self-employed.  In agrarian societies, even fathers were basically “home” with the family.  It was well known and often said that “nothing makes the crops grow like the shadow of the farmer.”  It was understood that the presence of the farmer was essential.  Later someone, perhaps with those thoughts in mind was quoted as saying “You can’t farm the road.”  From the pages of the Bible, we find that some could not sustain themselves and some actually became slaves of others.  This happened in ancient Israel.  But God set the system so even slaves could again become freed every seven years.  Of course, in the case of Egypt, they sought to dominate the Israelites and forced slavery upon them.  It is important to recall the statement of John Derek who played Joshua in the movie “The Ten Commandments.”  He states:  “God made man…man made slaves.”

 

With the coming of the Industrial Revolution, many men went to work for employers.  Often they were hired by corporations.  When the corporations became large and hired many employees, management found it necessary to designate some as supervisors or foremen or department heads with certain authority and responsibility over others.  This often led to injustices and unhappiness.  When there were difficulties, the corporation found they had to stand behind their authoritative appointees or their system would falter.  This has been the tradition in the business world.  But this is expected as there is no pretense to be operating according to the will of God.  The business world operates according to the ways of the Gentiles. 

 

However, Jesus introduced a different approach and made it very clear as to how the system would work in Christianity.  Let’s look more closely at Matthew 20:25-28 as rendered in Albert Barnes’ Notes On The Bible. 

Mat_20:25-27

But Jesus called them unto him - That is, he called all the apostles to him, and stated the principles on which they were to act.

The princes of the Gentiles exercise dominion over them - That is, over their subjects. “You know that such honors are customary among nations. The kings of the earth raise their favorites to posts of trust and power they give authority to some over others; but my kingdom is established in a different manner. All are to be on a level. The rich, the poor, the learned, the unlearned, the bond, the free, are to be equal. He will be the most distinguished that shows most humility, the deepest sense of his unworthiness, and the most earnest desire to promote the welfare of his brethren.”

Gentiles - All who were not Jews - used here to denote the manner in which human governments are constituted.

Minister - A servant. The original word is deacon - a word meaning a servant of any kind; one especially who served at the table, and, in the New Testament, one who serves the church, Act_6:1-4; 1Ti_3:8. Preachers of the gospel are called minister’s because they are the servants of God and of the church 1Co_3:5; 1Co_4:1; 2Co_3:6; 2Co_6:4; Eph_4:12; an office, therefore, which forbids them to lord it over God’s heritage, which is the very opposite of a station of superiority, and which demands the very lowest degree of humility.

Mat_20:28

Even as the Son of man ... - See the notes at Mat_8:20. Jesus points them to his own example. He was in the form of God in heaven, Phi_2:6. He came to people in the form of a servant, Phi_2:7. He came not with pomp and glory, but as a man in humble life; and since he came he had not required them to minister to him. “He labored for them.” He strove to do them good. He provided for their needs; fared as poorly as they did; went before them in dangers and sufferings; practiced self-denial on their account, and for them was about to lay down his life. See Joh_13:4-5.

To give his life a ransom for many - The word “ransom” means literally a price paid for the redemption of captives. In war, when prisoners are taken by an enemy, the money demanded for their release is called a ransom; that is, it is the means by which they are set at liberty. So anything that releases anyone from a state of punishment, or suffering, or sin, is called a ransom. People are by nature captives to sin. They are sold under it. They are under condemnation, Eph_2:3; Rom_3:9-20, Rom_3:23; 1Jo_5:19. They are under a curse, Gal_3:10. They are in love with sin They are under its withering dominion, and are exposed to death eternal, Eze_18:4; Psa_9:17; Psa_11:6; Psa_68:2; Psa_139:19; Mat_25:46; Rom_2:6-9. They must have perished unless there had been some way by which they could he rescued. This was done by the death of Jesus - by giving his life a ransom. The meaning is, that he died in the place of sinners, and that God was willing to accept the pains of his death in the place of the eternal suffering of the redeemed. The reasons why such a ransom was necessary are:

1.   that God had declared that the sinner shall die; that is, that he would punish, or show his hatred to, all sin.

2.   that all people had sinned, and, if justice was to take its regular course, all must perish.

3.   that man could make no atonement for his own sins. All that he could do, were he holy, would be only to do his duty, and would make no amends for the past. Repentance and future obedience would not blot away one sin.

4.   No man was pure, and no angel could make atonement. God was pleased, therefore, to appoint his only-begotten Son to make such a ransom. See Joh_3:16; 1Jo_4:10; 1Pe_1:18-19; Rev_13:8; Joh_1:29; Eph_5:2; Heb_8:2-7; Isa_53:1-12: This is commonly called the atonement. See the notes at Rom_5:2.

For many - See also Mat_26:28; Joh_10:15; 1Ti_2:6; 1Jo_2:2; 2Co_5:14-15; Heb_2:9.

 

  Obviously, God’s way is not the way of the Gentiles.  Nor should the way of the Gentiles ever be practiced and foisted upon Christians as being God’s way.  The proper understanding and implementation of servant leadership is of utmost importance.  Through this means God’s will can be implemented in His Church and all Godly relationships.  But few understand these things and even fewer implement the Godly form of leadership.

 

I found this so true when I began attending a corporate sponsored congregation.  As soon as one enters the door, there is evidence of a hierarchy—usually from ushers to deacons and deaconesses, to the ministry itself.  (Now, there are certain needs that need to be met.  Those who do these things to truly serve others do well.  But more often than not, this turns to these individuals serving themselves and their agendas rather than a humble service to brethren they truly think higher of than themselves.)  The same was true when I matriculated at the corporate church’s college.  Immediately the hierarchy was imposed upon the unsuspecting fledgling student.  Some students were even given the impression that they somehow automatically had authority and jurisdiction over other tuition-paying and rent-paying students.

 

I determined I could be no part of such a system.  It is interesting that a decision of this nature would have certain ramifications.  Not being a part of the system automatically precluded one from many selection processes which required a desire to follow said system and reap the well-known and oft sought after rewards.  Also of interest was the fact that some in the administration felt they had been given jurisdiction and authority over most all aspects of the lives of the students.  On occasion students were informed of this perception.  I had occasion to discuss the matter with a friend who had experienced this treatment some twenty-two years previously.  He informed me how certain members of the administration had informed him that they could tell him what to do and when to do it.  He had decided he did not want this kind of experience in his life, and had left college.  I informed him that, had the same happened to me, I, too, would have left the college.  When this was mentioned to another, the question was asked, “What was wrong with that authority?”

 

Truth of the matter is that few recognize the dangers of the Gentile way.  Few recognize the dangers of the hierarchy approach.  In fact, many believe it is absolutely essential and that it is actually a Godly system.  Nothing could be farther from the truth.  As stated earlier, it is human nature to desire and seek dominion and domination over others.  When this domination is acquired, it fulfills the urge and desire for power.  Many are known to do many things, whether those things are good or bad, in search of power.  It is a sad state of affairs when these urges and desires are carried over into what is then believed to be the proper worship of God.  It is actually contrary to the teachings of Jesus Christ, Our Savior, and yet it is carried on in His name.  History confirms that many of the cruelest and bloodiest wars have been carried on in the name of religion.  The sobering fact is that these things are prophesied to happen again before the Jesus returns in full power to reign as King of Kings. 

 

John 16:2 says, (GNB) You will be expelled from the synagogues, and the time will come when those who kill you will think that by doing this they are serving God.

 

Jesus was here instructing His disciples and letting them know that there was a time coming when His disciples would be expelled from worshipping in places of worship, and some would even put Jesus’ disciples to death—would murder them—and think that by doing so, they were actually serving God.

 

In my own experience in the last two years, some have refused to any longer acknowledge me as a servant (minister) of Jesus Christ.  I have been “disfellowshipped” or excommunicated from attending worship services with said people—and individuals have lied, actually believing they are serving God (belief that they are serving the “greater good”), and some have been richly rewarded for doing so.

 

One has to contemplate how individuals are led to believe these things.  At the close of World War II, with the atrocities which were perpetrated by those of German descent, there were those who were quick to attribute this to heredity.  Many speculated that it was just the nature of those who were of German descent, and that, certainly other races and nationalities would never have done such things.  I have heard it speculated that certain characteristic of cruelty have been passed down in other nationalities as well.  One example being that of the Vikings who some believe were exceptionally cruel. 

 

Can that be proven?  Perhaps what others have written may shed some light on the subject.  Some have come to the conclusion that there is an element in human nature that, when encouraged, will lead to many thought to be just ordinary people performing acts of extreme cruelty and actually putting others to death—justified by the rationale that they were “only following orders” given by some perceived authority.

 

It is acknowledged that God the Father is the supreme authority.  There is authority in His Church through His Son, Jesus Christ.  Those who exercise leadership follow the instructions given by Jesus Christ, or the authority they exercise is that of the Gentile way.

 

Whenever authority is exercised over others, the question of whose authority it is must be analyzed.

 

Perhaps elements of truth and understanding can be derived from the writings which follow.

 

 

What does the Devil's right hand look like?  I don't mean this to be
particularly religious or biblical; I just want to know, whatever "evil"
is, what is the main mechanism by which it is served?  Adolph Hitler?
Stalin?  Charles Manson?  Jeffrey Dahmer?  The Columbine shooters?
Nope.  Not even close.

Let's get out the score card.  How many people did Manson, Dahmer, and
the Columbine shooters kill?  A few dozen, at most.  I don't mean to
downplay the horribleness of their atrocities, but on a purely
statistical level, they hardly register on the big scheme of things.

"Oooo, oooo, I know!  Stalin, Mao, and Hitler!" Actually, no.  How many
people actually died at the HANDS of those individuals?  Not very many
(again, in the big scheme of things).  "Well, maybe they didn't do the
actual killing, but they orchestrated mass murder!" True.  And what was
their primary tool?  The true threat to humanity are not the Hitlers,
the Dahmers, and the Mansons.  Those who have a view of reality that
twisted--those who have no regard for human life, or even DELIGHT in the
suffering or death of others--are few and far between.  They are
outnumbered (and perhaps more importantly, out-gunned) at least a
million to one.  No, as disturbing as the occasional psychotic, sadistic
murderer is, that is NOT what society needs to worry about.

Let's look at the other column on the score card.  The grand total is in
the hundreds of millions of human beings tortured and murdered.  And who
is responsible?  Who accomplished atrocities way beyond what the famous
mass-murders accomplished?  Average, generally decent human beings, who
did the wrong thing BECAUSE "AUTHORITY" TOLD THEM TO.  They are the
Devil's Right Hand.  Remove that blind obedience to imagined
"authority"--just getting those people to use their OWN judgment instead
of following someone else's--and you remove 99% of murder from the earth.

Unfortunately, that's easier said than done.  (Check out "Death by
Government," by Mr.  Rummel.) It's easier for us to imagine a nasty,
malicious, "insane" villain as our enemy.  How many Hollywood movies
spend all the movie making the top bad guy so evil that you can't wait
until he dies at the end (in the most gruesome manner that special
effects can buy)?  Trouble is, those are NOT the implementers of evil in
the real world.  Your neighbor is the implementer of evil.  Yeah, that
nice guy who helped you jump-start your car last week.  Yeah, the one
with the three kids, who is such a great dad.  That's the one.  That's
the Devil's right hand.

What that "nice guy" would have been doing at this age, had he been born
in 1910 in Germany, would be driving a truck with those canisters of gas
on board.  Mind you, he doesn't MAKE the gas, or set up the gas
chambers, or push the people in, or open the valve, or burn the bodies.
No, he just drives the truck.  That's all.  He's just doing his job, and
serving his country.  Well, that's what the "nice guy" WOULD have been
doing, had he been born in Germany in 1910.  But he wasn't.  He was born
in America, the land of the free and the home of the brave, in 1960.  He
now works as a Revenue Agent for the Internal Revenue Service.  Mind
you, he doesn't ARREST anyone, or seize anyone's property.  He just does
the paperwork the way his bosses tell him to.  That's all.  He's just
doing his job, and serving his country.

Know your enemy.  Your enemy is not Darth Vader, or Sauron, or Dr.
Evil.  Your enemy is that "nice guy" next door.  If you want to see just
how scary he really is, I highly recommend a book titled "Obedience to
Authority," which is a detailed psychological study by Stanley Milgram
(done back in the 1960's).  I'll let the book give you all the gruesome
details, but the punch-line is this: the vast majority of your neighbors
will KNOWINGLY INFLICT PAIN AND SUFFERING ON YOU, if someone they
perceive as "authority" tells them to do so.  If that were not the case, there
would be no IRS.  For any who have tried to reason with an IRS agent,
tried to show them the law, tried to get "justice" out of a judge, or
tried to get the IRS to not rob them, you have all the evidence you
need.. .  Mostly the IRS is populated by average folk, who are "just following
orders." They take no responsibility for their actions, they avoid
original thought like the plague, and they are immune to any evidence
or logic which goes against what their bosses are telling them to do.
In short, they are the Devil's right hand.

It's easy to cheer for the super-villain in any movie to be subject to
some horrible death.  How about the 20-year-old German kid on the front
lines in WW II, who doesn't know what he's doing there, is just trying
to do what he is told, and thinks he is somehow nobly serving the
Motherland?  It's not as easy to hate him, or to wish death upon him.
Unfortunately, as revolting as it is that generally decent folk do
horrible things under the direction of some perceived "authority," it
gets worse.  You have a choice: kill the misguided kid, and thousands
like him, or let Hitler rule the world.

Reality bites, doesn't it?  ...Many of you have already
felt the frustration and anger that comes from dealing with the
faceless, responsibility-free bureaucracy called the IRS.  You can't
wait for Darth Vader to show up, so you can lop his head off with your
light saber.  But he doesn't show.  Instead, you're faced with some paper-pusher whose vast knowledge of law and procedure consists
of being able to read "the courts have ruled that to be frivolous" off a
form letter that his bosses sent him.  He, and 90,000 others like him,
are what you are up against.  You are not fighting arch-villains; you
are fighting cowardly "obeyers."

You have a choice: hurt them or be hurt by them.  Which will it be?
 I mean making their jobs absolutely miserable, in every legal way you can think of, as long as they refuse
to obey their own regulations.  If you won't do it, you can rest assured
that they WILL make your friends' and neighbors' lives miserable.

If you examine history, and read "Obedience to Authority," it should be
clear what your options are.  To be nice, appeal to their reason and
rationale once, on the off chance that they are one of the very few
capable of thinking and acting on their own, CONTRARY to what
"authority" tells them to do.  After that, resort to their aversion to
discomfort.  Train them as you would train a pit bull: "if you hurt me,
I will hurt you worse." Unfortunately, as many millions have learned
throughout history, there is only one other choice: submit to absolute
tyranny.

Sincerely,

Larken Rose

 

 

 

Stanley Milgram was born on 1933 in New York city. He grew up during the second world war, right when the Nazi atrocities were still fresh in the memories of millions.

Milgram's classic experiment pitted the subject's moral beliefs against the demands of authority. Of all the psychology experiments I am aware of, Milgram's produces the most startling and disturbing. Remember when this experiment was conducted - people were searching for explainations for how the attrocities of World War II had occured.

Around this time (early 1960's) research was being conducted into the authoritarian traits of Germans in an attempt to explain how the attrocities of World War II could have taken place. Milgram's study demonstrated that these traits were not confined to Germans and were not confined to certain types of situations (eg war). This was a profound and extremely thought provoking discovery.

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Obedience to authority is a basic tenant of any human social organization. Virtually every society has developed some sort of hierarchy in which some individuals exercise a degree of authority over others. For example, teachers have authority over their students; police officers have authority over members of the public.

Basically, its hard to conceive of a society that could function without this type of arrangement. However, there are times when private belief and compliance with those in authority may come into conflict. The resolution of this type of conflict represents one of the oldest problems in philosophy and religion. Abraham, when commanded by God to kill his son, was torn between his love of his son and his obedience to God. Obedience to authority is a form of compliance and as such it has been studied in the laboratory's of social psychologists for 30 years.





 

Milgram's experiment doesn't begin in a laboratory, but rather a lecture theatre where a group of psychiatrists, university students and middle-class adults of various occupations and ages have gathered to listen to a lecture on obedience to authority. During the lecture, Milgram asks the audience to imagine the following situation:

In response to a newspaper add offering $4.50 for one hour's work, you turn up at Yale University to take part in a Psychology experiment investigating memory and learning. You are introduced to a stern looking experimenter in a white coat and a rather pleasant and friendly co-subject. The experimenter explains that the experiment will look into the role of punishment in learning, and that one of you will be the teacher and one will be the learner. You draw lots to determine roles, and it is decided that you become the teacher. The three of you then proceed to an adjacent room, where the "learner" is strapped into a chair. The experimenter explains that this is to prevent excessive movement during the experiment, but its pretty obvious to you that the learner could not escape from the chair if he wished. Then, an electrode is attached to the learners arm, and conductive gel as applied to the electrode. The experimenter explains that this is to prevent burning and blisters. Both you and the learner are told that the electrode is attached to a electric shock generator in the other room, and that electric shocks will serve as punishment for incorrect responses. The learner asks the experimenter if "the shocks will hurt" to which the experimenter replies: "although the shocks will be painful, they cause no permanent tissue damage".

You leave the learner in his room and return to the other room where the experimenter shows you the shock generator. The generator has 30 switches, each is labeled with a voltage ranging from 15 up to 450 volts. Each switch also has a rating, ranging from "slight shock" to "danger: severe shock". The final two switches are labeled "XXX". You are told that your role is to teach the learner a simple paired associate task, but that you must punish him for incorrect responses. You are told that for every incorrect response you must increase the voltage by 15 volts (i.e. one more switch). The experimented gives you a 15 volt shock (enough to make you arm tingle) to check that the generator is functioning correctly. Now the experiment begins. The learner finds the task difficult and makes numerous errors. Each error results in a higher voltage shock than the previous one. To begin with the shocks are weak, but soon they become more intense. At 75 volts you can hear the learner "grunt" through the wall. The same thing happens at90 and 105 volts. At 120 volts the learner says the shocks are getting painful. You know, because you can hear him through the wall. At 150 he cries "get me out of here! I refuse to go on!".

His protests continue as the voltage gets higher and higher. If at this point, or any other point, of the experiment you question whether you should be continuing, the experimenter tells you to keep going, using such reasons as "you can't stop now", "he is getting paid to do this experiment" or that "the experiment depends on your continuing compliance". He may even say "you have no choice". As the shocks increase the learner screams out "I can't stand the pain!" At 300 volts he begins pounding on the wall and demands to be let out. After 330 volts there is no longer any noise from the learner. At this point the experimenter tells you that the learner's failure to respond should be interpreted as an incorrect response and to continue increasing the shock level. Soon either the highest shock level is reached or the learning task is completed and the experiment concludes.





 

Following the lecture (described above), each audience member is asked to privately record how he or she would have acted. All of the audience groups responded similarly. They all saw themselves as disobeying the experimenter somewhere early on in the experiment. On average, the psychologists said they would have stopped when the voltage level reached 120. For the university students it was 135. Remember, this is about the level when the learner would have first protested about the pain. Nobody in any group said they would have continued beyond 300 volts.

When asked to explain their disobedience, the audience members responded that they "didn't want to hurt anyone". In other words, the audience saw their disobedience as stemming from their empathy for the subject and compassion for those in pain and a sense of fairness. The psychologists predicted that only 4% of the teachers would progress beyond 300 volts. The students said that 0.1% would reach the highest level on the generator. These latter cases (who would use the highest voltage setting) were described by the psychologists as "pathological sadists".

The experiment described above could have been a hypothetical situation, but in fact the experiment described in the introduction page actually took place! Not only that, but the results were completely different to those predicted by the various audience members to whom the experiment was described.





 

When Milgram conducted the study, he found that with a little bit of coaxing, the majority (60%) of subjects would administer shocks right through to 450 volts. The people administering the shocks were not "pathological sadists" as the psychologists had described them, but normal everyday people. At this point I think I should point out that nobody actually received electric shocks... the learner was a confederate of the experimenter and was pretending to be in pain. The only real subject in the experiment was the "teacher".

In a post-experimental interview, Milgram asked the subjects to rate how painful they thought the electric shocks would have been (on a scale of 1 to 14 where 14 is the most painful). The typical response was 14 (extremely painful). Although most of the subjects obeyed the experimenter, there were obvious signs on an intense internal struggle. Many exhibited unusual reactions such as nervous laughter, uncontrollable seizures, trembling and groaning. One of Milgram's observers recorded a particularly insightful and disturbing observation (see illustration on left).

Although no-one actually received any electric shocks, Milgram's study came under fire for the adverse it had on the "teachers". Milgram's interviews with his subjects tended to confirm the view that ordinary everyday people can cause pain and suffering to another person under the right set of circumstances. Milgram recounts one interview in particular with a devout Catholic married to a plumber... According to Milgram she gave the impression of complete humility. At 225 volts she turned to the experimenter and in a tentative voice said "I hesitate to press these". But when the experimented told her to continue, she did. Later she hesitated again, but once again, when the experimenter insisted that she continue, she did... right up to the maximum 450 volt shock.





 

Milgram also conducted several follow-up experiments to determine what would mediate the likelihood of maximum shock delivery. He repeated the experiment described above, except that this time he had four conditions. One condition (the verbal condition) was exactly the same as before, i.e. the "learner" was in another room but could be heard by the "teacher". In the second condition, the remote-feedback condition, the only feedback on the learner's condition was a pounding on the wall at 300 volts. In the third condition, the proximity condition, the learner was seated right next to the teacher. In the fourth and final condition, the touch-proximity condition, the teacher was required to hold the hand of the learner on a "shock plate" in order to give him shocks above 150 volts.

The most amazing thing to note from this follow-up experiment is that 32% of the subjects in the proximity-touch condition held the hand of the learner on the shock plate while administering shocks in excess of 400 volts! I don't know about you, but this result both shocks and intrigues me! Further experiments showed that teachers were less obedient when the experimenter communicated with them via the telephone versus in person, and males were just as likely to be obedient as females, although females tended to be more nervous.





 

Milgram's experiment has been repeated in Australia, South Africa and in several European countries. In one study, over 85% of the subjects administered a lethal electric shock to the learner!

Milgram felt that his experiments helped provide light into how behavior such as the Nazi war crimes and Vietnam massacres. He notes that Nazis frequently described themselves as helpless parts in a big machine. He also notes their tendency to "devalue" their victims... the European Jews were the subject of a massive propaganda campaign designed to make them appear as sub-human. Milgram found a tendency to devalue the "learner" in his experiment... utterances such as "why doesn't the dumb guy get it right" were not uncommon. One "teacher" even claimed the "learner" was "so dumb he deserved to get shocked!".

The experiments carried out by Milgram have given insight into human obedience. While not giving us the complete picture, they are certainly sobering and give us a glimpse of one of the darker sides of human nature - a side that we would probably want to pretend didn't exist!

 

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