Written by Fran Shure
Monday, 20 January 2014
Architects and Engineers for 911 Truth

Part 3: Obeying and Believing Authority

Summary/Editor’s Note:

Frances Shure, M.A., L.P.C., has performed an in-depth analysis addressing a key issue of our time: “Why Do Good People Become Silent—or Worse—About 9/11?” The resulting essay, to be presented here as a series, is a synthesis of reports on academic research as well as clinical observations.

In answering the question in the title of this essay, last month’s segment, Part 2, addressed the anthropological study, Diffusion of Innovations, which discusses how change occurs in societies. These anthropologists discovered that, within diverse cultures, there can be found groups that vary in their openness to new ideas and technology—groups that fall within a neat bell curve. The success of the spread of an innovative technology or new idea reliably hinges on one point: whether or not opinion leaders vouch for it. In this context, the mainstream media can rightly be seen as promoting the official myth of 9/11, and therefore aiding and abetting the crimes of September 11, 2001.

We continue Ms. Shure’s analysis in Part 3 with the authority experiments of Stanley Milgram, Jane Elliott, and Philip Zimbardo.

In his famous 1961 experiment on obedience to authority, Yale University psychologist Stanley Milgram set out to answer the question, “Could it be that Eichmann and his million accomplices in the Holocaust were just following orders? Could we call them all accomplices?”

Three people made up each of Milgram’s experiments: an experimenter (the authority); the subject of the experiment, a volunteer who was told that he or she was a “teacher”; and a confederate (a plant) who was thought by the subject to be a “student” or “learner,” but who was actually an actor.

The “teacher” (subject) was given a sample electrical shock that the “student” (actor) would supposedly receive. Then, the teacher read a list of word pairs to the student, and the student would press a button to give his answer. If the response was correct, the teacher would go to the next list of word pairs, but if the answer was wrong, the teacher would administer an electric shock to the student. This would continue with shocks increasing in 15-volt increments for each succeeding incorrect answer. In reality, no electric shocks were actually administered, but pre-recorded sounds of pain would play at certain shock levels. At a higher level of the supposed shocks, the actor would bang on the wall separating him and the teacher and complain of his heart condition. At an even higher shock level, all sounds from the student ceased.

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