I was talking to a sociology professor acquaintance of mine, who also has been diagnosed with Asperger's (interesting combination). She was discussing the process of getting an experiment approved by her institution. I am always interested to hear different iterations of ethical codes, so I started asking her about the sociological approach to ethics, which is apparently very different from the psychological approach and is abhorrent to anthropologists. She told me that sociologists have a bad reputation from studies like Tuskegee syphilis experiment (arguably not even a sociological experiment) and the Milgram experiment.To me the Milgram experiment is just good science. Get some ordinary person via a classified ad, put them in a room, instruct them to torture a third person, and see how far they are willing to go, based solely on the "authority" of the person conducting the experiment.
The sociologist acquaintance of mine thought that the Milgram experiment is harmful to test subjects because people want to believe that they are a good person, not someone who is capable of doing horrific things, and the test deprives them of that belief. I told her that the experiment did society a favor by forcing at least some of its members to face hard facts, i.e. almost anyone is capable of the world's worst horrors, if only put in the right situation. My argument was that if we fail to understand our capabilities for evil as well as for good, than we are doomed to repeat the atrocities of yesteryear. We agreed to disagree about this point.
Later in the conversation, however, she began talking about how she uses her charisma and the structure of the class to get her students to realize that they are racist, that they have knee-jerk reactions unsupported by any evidence, and that the logical conclusions of their positions would be tenets that they would be unwilling to acknowledge as their own, despite being the root of their misinformed views. Of course I support her manipulating her students to the point of shaking the very foundations of their beliefs, but I did mention to her that I thought it was a little hypocritical that on the one hand she thought it was "unethical" to expose experiment subjects to the realization that they too could be torturers given the right circumstances, but she was willing to basically tell her students that their belief systems were completely flawed. People in her classes cry when they realize how small-minded they have been. How is this any different than the Milgram experiment, I asked? Because if it is different, it seems to only be a matter of degree of harm, not type.
When I finally got her to realize my point, she gave me a look as if she were going to cry too and started asking me if I believe in the "soul" and why would I be asking all of these questions. I felt bad for having let the mask slip (apparently, although I thought we were just having a reasonable discussion). I tried unsuccessfully to backtrack saying things like your students arguably impliedly consent to this treatment by signing up for your class (no they don't, the class is required, she is the only one who teaches it), or for going to university in the first place (can you really be said to consent to being the mental plaything of your professors by going to university?). I woke up the next day to a very long email (Asperger's) going into aspie detail with sentences like this "When we assess the consequences of policies or laws or teaching philosophies that are driven by normative and evaluative ideological considerations, the assessment can be shifted from 'right' or 'wrong' to 'functional' or 'dysfunctional'" and "And of course, one could argue that by making assessments on the basis of what is functional/dysfunctional for society (vs. individuals), we are also saying, as a normative/evaluative issue, that the well-being of society is more important than giving effect to the norms and values of sub-groups in society. This is especially (ethically) problematic in that what is functional for society may actually serve to further marginalize vulnerable minority groups (antithetical to certain democratic values), but if the society is not healthy, then the rest becomes moot (maybe)." And then she basically went on to say that society values critical thinking skills, so jacking with her student's minds is fine, ethically speaking.
I think this is illustrative of the true point of systems of ethics, which is -- let's agree on some random value system that we'll call "common" or "normal" and either enforce it past the point of bearing any resemblance to what it was meant to accomplish in the first place or ignore it whenever it is convenient. If the end is always going to justify the means, what is the point of even discussing the ethics of the process?
