MIND CONTROL IN THE 21st CENTURY CHAPTER 2
Signs of the Times
Mind Control
2 MIND CONTROL IN THE 21st CENTURY THE PSYCHOLOGY OF AUTHORITY AND PERCEPTION, VERSUS RESPONSE
Compiled by Ralph W. Omholt AIRLINE CAPTAIN skydrifter@comcast.net
In order to understand the mystery of seemingly blind compliance to authority, there is perhaps no better sample of human nature than the 1961 experiments on "Obedience to Authority," conducted by Dr. Stanley Milgram, a psychologist at Yale University. His studies were spawned by the recent trial and execution of Adolph Eichmann. The results were posted in Milgram's "Obedience to Authority: An Experimental View" (1974).
Milgram focused on the propensity for obedience to authority, versus the role of personal conscience. His work was in consequence of the rationalizations and justifications for the Nazi acts of genocide – as offered by the accused at the World War II, Nuremberg War Crime trials. The perpetrators’ defense was typically based on "obedience" - claiming that they were "… just obeying orders" under the authority of their superiors. However weak the claim may have appeared, it was firmly believed, by the accused. In particular, the Nazi perpetrators were well educated and members of the German aristocracy.
The Eichmann trial stirred the question as to how easy it would be for ‘good’ and educated (American) people (college degree) to be conditioned to commit even murder – in exchange for simple "acceptance and approval." What if Eichmann, and his accomplices were, in fact, "….just following orders."
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.
Return to another fact of life – cultures hide the fact that in times of crisis, people have a third choice, beyond ‘fight-or-flight; specifically, "Submission." (Consider the rape victim!)
In the Milgram study, the test subjects were unwittingly submitting to rather mild coercion of their ‘handlers.’ They assumed that they were factually torturing – even killing – the ‘students,’ preferring the acceptance-approval of their handlers, to their basic personal values and even morality, itself. They questioned, but with mild coercion, they complied with ‘authority.’
From Milgram’s "The Perils of Obedience" (1974), it is learned that Milgram solicited predictions on the outcome, from various ranges of people; including psychiatrists, faculty in the behavioral sciences, graduate students, college sophomores and even middle-class adults. Those polled reliably predicted that virtually all of the chosen subjects (‘teachers’) would refuse to obey the experimenter. The psychiatrists, predicted that most subjects would not go beyond 150 volt level, when the actor-victim made the first explicit demand to go free. The psychiatrists expected only 4 percent of the ‘teachers’ to continue to the simulated 300 volt level, estimating that only a pathological personality (one in a thousand) would administer the highest voltage.
The Milgram Experiment was continued in a number of variable scenarios; such as the ‘student’ indicating discomfort by way of voice feedback (versus pounding on the walls of his ‘chamber’) – starting at the "150 volt" level. At that point, the ‘actor-victim’ requested that the experiment be ended. The ‘teacher’ was consistently told by the experimenter that - "The experiment requires that you continue. Please go on." or verbiage, to that effect. In that scenario, the percentage of ‘teachers’ who were prepared to administer the maximum of 450 volts, dropped slightly - to only 62.5%. Desperate verbiage, versus pounding on the walls, made little difference.
The environment of the experiment was considered, as well. The surroundings of the experiments seemed to cast an "aura of authority," as well. When the environment of the experiment was conducted in a nondescript office building – versus within the walls of a prestigious and ornate hall on Yale's campus - the percentage of ‘teachers’ who were prepared to administer the maximum voltage dropped to 47.5%.
Immediate environment also played a key role, demonstrating the ‘personal’ role of authority "proximity," In one environment, the "experimenter" was at end of a phone line; versus being present in the same room as the ‘teacher. In this scenario, the percentage of ‘teachers’ who were prepared to administer the 450 volt shock dropped to 20.5%. In another scenario, the ‘teacher’ could independently elect the magnitude of the shock level; in that scenario, the percentage of ‘teachers’ who were prepared to continue to the extreme of the scale dropped to 2.5%.
That scenario, in particular, clearly demonstrated the role of "authority," as the major influence over the behavior of the subjects, given that the test subjects’ performance otherwise fell into the predicted range of the psychiatrists.
Return to another idea – that the radical majority of any population lives in response to their "Sacred Illusions." The spouse would NEVER cheat, one’s child could NEVER grossly misbehave. We all have such illusions.
Thus in the Milgram Experiment, the "Sacred Illusion" was that once agreeing to take on the task, the subject was committed/compelled to submit to authority – and not much of it – even to the extreme of presumed sadism/murder.
What is not addressed, to any adequate degree, is the role of "accountability" – factual or ‘assumed.’ By any account of history, the subservience contained the assumption that ‘authority’ served as a firewall, between the deeds of the performer, versus such accountability as criminal prosecution. The seeming ‘chain-of-command,’ obviously pre-supposes a ‘chain-of-accountability.’
In particular, in the Milgram experiments, the presumed "authority" to commit sadism and even murder, was a simple verbal assertion, "I am responsible; you are not." To the ordinary person, it staggers the imagination that college educated people could be that naïve/compliant. Clearly most are. Milgram’s experiments tested how much pain an ordinary, well educated, citizen would inflict on another person; upon being ordered to so, by an experimental scientist. In those experiments, "apparent authority" was tested against the strongest moral imperatives forbidding hurting another.
Even with the ‘teachers' hearing screams of the ‘victims,’ authority won more often than not – 65% of the time, in optimum conditions. The experiments demonstrated the willingness of ordinary and educated adults to comply with the command of "perceived authority."
Next one must ask what the uneducated person might do, as well as those with a known history of social deviance.
Ironically, the Milgram "obedience to authority" experiments preceded the Viet Nam War, with its bizarre rationalizations, and millions of American soldiers "…just following orders." Tragically, the American soldiers suffered the fate of lepers, when returning home. More tragically, no lessons were learned by the American public, versus the nefarious minds of the American military and related corporate players.
Milgram had plenty of company. The "Milgram Experiment" has been repeated around the world with similar results.
It must be particularly noted that there is an implied risk-reward factor in such cases. 65% of Milgram’s subjects essentially murdered for $4.50!
The significance of that figure indicates implies that money is GENERALLY a minor concern. However, money can be made to be a factor. As starving graduate student may ‘hurry-up’ if $100 was offered, if the experiment was concluded in ½ hour; with verbal taunting by his ‘experimenter.’ What is the reasonable estimate of an ‘experimenter’ asking, "Do you want to ask questions, or do you want to get paid – and how much? The clock is ticking."
Thus, it must be observed that if the ‘65% percentile can be rather easily stirred into sadism & murder, what does it take to get 95% of a given population to submit to the acceptance of propaganda – and a mandate for just ‘silence?’
Where do such experiments lead?
Mind Control
2 MIND CONTROL IN THE 21st CENTURY THE PSYCHOLOGY OF AUTHORITY AND PERCEPTION, VERSUS RESPONSE
Compiled by Ralph W. Omholt AIRLINE CAPTAIN skydrifter@comcast.net
In order to understand the mystery of seemingly blind compliance to authority, there is perhaps no better sample of human nature than the 1961 experiments on "Obedience to Authority," conducted by Dr. Stanley Milgram, a psychologist at Yale University. His studies were spawned by the recent trial and execution of Adolph Eichmann. The results were posted in Milgram's "Obedience to Authority: An Experimental View" (1974).
Milgram focused on the propensity for obedience to authority, versus the role of personal conscience. His work was in consequence of the rationalizations and justifications for the Nazi acts of genocide – as offered by the accused at the World War II, Nuremberg War Crime trials. The perpetrators’ defense was typically based on "obedience" - claiming that they were "… just obeying orders" under the authority of their superiors. However weak the claim may have appeared, it was firmly believed, by the accused. In particular, the Nazi perpetrators were well educated and members of the German aristocracy.
The Eichmann trial stirred the question as to how easy it would be for ‘good’ and educated (American) people (college degree) to be conditioned to commit even murder – in exchange for simple "acceptance and approval." What if Eichmann, and his accomplices were, in fact, "….just following orders."
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.
Return to another fact of life – cultures hide the fact that in times of crisis, people have a third choice, beyond ‘fight-or-flight; specifically, "Submission." (Consider the rape victim!)
In the Milgram study, the test subjects were unwittingly submitting to rather mild coercion of their ‘handlers.’ They assumed that they were factually torturing – even killing – the ‘students,’ preferring the acceptance-approval of their handlers, to their basic personal values and even morality, itself. They questioned, but with mild coercion, they complied with ‘authority.’
From Milgram’s "The Perils of Obedience" (1974), it is learned that Milgram solicited predictions on the outcome, from various ranges of people; including psychiatrists, faculty in the behavioral sciences, graduate students, college sophomores and even middle-class adults. Those polled reliably predicted that virtually all of the chosen subjects (‘teachers’) would refuse to obey the experimenter. The psychiatrists, predicted that most subjects would not go beyond 150 volt level, when the actor-victim made the first explicit demand to go free. The psychiatrists expected only 4 percent of the ‘teachers’ to continue to the simulated 300 volt level, estimating that only a pathological personality (one in a thousand) would administer the highest voltage.
The Milgram Experiment was continued in a number of variable scenarios; such as the ‘student’ indicating discomfort by way of voice feedback (versus pounding on the walls of his ‘chamber’) – starting at the "150 volt" level. At that point, the ‘actor-victim’ requested that the experiment be ended. The ‘teacher’ was consistently told by the experimenter that - "The experiment requires that you continue. Please go on." or verbiage, to that effect. In that scenario, the percentage of ‘teachers’ who were prepared to administer the maximum of 450 volts, dropped slightly - to only 62.5%. Desperate verbiage, versus pounding on the walls, made little difference.
The environment of the experiment was considered, as well. The surroundings of the experiments seemed to cast an "aura of authority," as well. When the environment of the experiment was conducted in a nondescript office building – versus within the walls of a prestigious and ornate hall on Yale's campus - the percentage of ‘teachers’ who were prepared to administer the maximum voltage dropped to 47.5%.
Immediate environment also played a key role, demonstrating the ‘personal’ role of authority "proximity," In one environment, the "experimenter" was at end of a phone line; versus being present in the same room as the ‘teacher. In this scenario, the percentage of ‘teachers’ who were prepared to administer the 450 volt shock dropped to 20.5%. In another scenario, the ‘teacher’ could independently elect the magnitude of the shock level; in that scenario, the percentage of ‘teachers’ who were prepared to continue to the extreme of the scale dropped to 2.5%.
That scenario, in particular, clearly demonstrated the role of "authority," as the major influence over the behavior of the subjects, given that the test subjects’ performance otherwise fell into the predicted range of the psychiatrists.
Return to another idea – that the radical majority of any population lives in response to their "Sacred Illusions." The spouse would NEVER cheat, one’s child could NEVER grossly misbehave. We all have such illusions.
Thus in the Milgram Experiment, the "Sacred Illusion" was that once agreeing to take on the task, the subject was committed/compelled to submit to authority – and not much of it – even to the extreme of presumed sadism/murder.
What is not addressed, to any adequate degree, is the role of "accountability" – factual or ‘assumed.’ By any account of history, the subservience contained the assumption that ‘authority’ served as a firewall, between the deeds of the performer, versus such accountability as criminal prosecution. The seeming ‘chain-of-command,’ obviously pre-supposes a ‘chain-of-accountability.’
In particular, in the Milgram experiments, the presumed "authority" to commit sadism and even murder, was a simple verbal assertion, "I am responsible; you are not." To the ordinary person, it staggers the imagination that college educated people could be that naïve/compliant. Clearly most are. Milgram’s experiments tested how much pain an ordinary, well educated, citizen would inflict on another person; upon being ordered to so, by an experimental scientist. In those experiments, "apparent authority" was tested against the strongest moral imperatives forbidding hurting another.
Even with the ‘teachers' hearing screams of the ‘victims,’ authority won more often than not – 65% of the time, in optimum conditions. The experiments demonstrated the willingness of ordinary and educated adults to comply with the command of "perceived authority."
Next one must ask what the uneducated person might do, as well as those with a known history of social deviance.
Ironically, the Milgram "obedience to authority" experiments preceded the Viet Nam War, with its bizarre rationalizations, and millions of American soldiers "…just following orders." Tragically, the American soldiers suffered the fate of lepers, when returning home. More tragically, no lessons were learned by the American public, versus the nefarious minds of the American military and related corporate players.
Milgram had plenty of company. The "Milgram Experiment" has been repeated around the world with similar results.
It must be particularly noted that there is an implied risk-reward factor in such cases. 65% of Milgram’s subjects essentially murdered for $4.50!
The significance of that figure indicates implies that money is GENERALLY a minor concern. However, money can be made to be a factor. As starving graduate student may ‘hurry-up’ if $100 was offered, if the experiment was concluded in ½ hour; with verbal taunting by his ‘experimenter.’ What is the reasonable estimate of an ‘experimenter’ asking, "Do you want to ask questions, or do you want to get paid – and how much? The clock is ticking."
Thus, it must be observed that if the ‘65% percentile can be rather easily stirred into sadism & murder, what does it take to get 95% of a given population to submit to the acceptance of propaganda – and a mandate for just ‘silence?’
Where do such experiments lead?
posted by Hold On at 12:17 PM
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