Showing posts with label disparagement. Show all posts
Showing posts with label disparagement. Show all posts

Thursday, March 25, 2010

WHAT’S WRONG WITH PUT-DOWNS IN THE CLASSROOM AND WORKPLACE?

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PUT-DOWNS
Ya gotta love ‘em. Most everybody does it. The put-down may be the most ubiquitous form of humor. Everywhere we look, from Leno to Conan (Where ever you are!) to Letterman, to images of professionals on sitcoms, to colleagues, and even to our closest friends and our families, the put-down is inescapable.

Check out the regular insults spewed by Dr. Gregory House (played by Hugh Laurie) at his colleagues, boss, associates, and patients on House. Lawyer Denny Crane (played by William Shatner) on the now defunct, but great, TV series Boston Legal was just as insensitive in his put-downs of racial and religious groups and people with physical disabilities.

DISPARAGEMENT HUMOR: Tendentious or disparagement humor belittles an individual or group that has been victimized, or that has suffered some misfortune or act of aggression. Sometimes it is rather harmless in the context of kidding around or teasing; at other times it can be mean, cruel, and hurtful, albeit a powerful weapon for verbal abuse. Freud believed this to be an important function of humor, allowing people to express aggressive and hostile feelings in a “socially acceptable” manner. There is even research evidence that people enjoy put-downs more when they have negative attitudes toward the victim.

Although there may be a time and a place for put-down humor, such as in those over-advertised videos of Friar’s Club Celebrity Roasts emceed by the late Dean Martin and others, the classroom is definitely not the place. Even recent versions of those roasts have become mean-spirited, profane, and vulgar.

HIGHER EDUCATION EXAMPLES: In higher education as elsewhere, the perpetrator is usually in a superior position in the organizational food chain compared to the victim. Since the victim, which is often the student, administrative assistant, TA, RA, or lower rank colleague, is already in a vulnerable position, the put-down by a lofty faculty member or dean can be devastating. This behavior is part of the bullying mentality and incivility in the workplace that is on the rise.

In the classroom and department, a faculty put-down may be followed by the words, “I was just joking” or “I was only kidding.” This is the typical “redeeming” strategy to get the faculty member off the hook for the direct hit (aka put-down insult). It never does redeem and never will. Anyone who does that should be reprimanded.

SPECIFIC TARGETS TO AVOID: I suggest you avoid the following specific targets of put-downs in all forms of media in the classroom and workplace:

• Popular, entertainment, or political personalities
• Race, ethnicity, culture, nationality, gender, religion, or sexual orientation
• Physical characteristics (e.g., fat, thin, short, tall, blonde, pregnant, bald, or all of the preceding)
• Physical disabilities or handicaps
• Mental handicaps or illnesses

Also, don’t even think about these put-downs of your students, administrative assistant, TA, RA, and colleagues.

ALTERNATIVE HUMOR: Creating humor that builds your students up rather than tearing them down is not easy. However, yielding to the temptation to tear down can produce the negative consequences described previously.

Are you having fun yet? Next topic is sarcasm, which is almost as much fun as put-downs. What do you think about these issues? Have you had experiences you would like to share? Please comment.

COPYRIGHT © 2010 Ronald A. Berk, LLC

Tuesday, March 23, 2010

HOW DO YOU DEFINE WHAT IS OFFENSIVE TO YOUR STUDENTS IN THE CONTEXT OF TEACHING?

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WHAT IS OFFENSIVE?
Definition: It seems that we should know what is offensive when we see or hear it. We do, but it’s not that simple. Any medium that offends is based on an individual, subjective interpretation. Consider this definition:

Any word, object, or action that violates a person’s values, moral principles, or norms of behavior is offensive.

The operative word here is VIOLATION. A significant violation is what offends. The determination of that violation is very personal. You can not take a vote in your classroom and determine by a majority what is offensive to your students or not. It’s an individual, reflexive reaction. Ah, the plot thickens. Therein lies the difficulty of determining teaching material that could be offensive.

Examples: An example of violation is sexist jokes. They offend feminists because they stereotype and degrade women. Racist or ethnic humor offends people who are strongly committed to the principles of human dignity. Belching and other bodily sounds in comedies such as Shrek, The Nutty Professor, and Doctor Doolittle 2 offend many adults because such noises violate propriety; other adults and children find such behavior hilarious.

The level of attachment or commitment to principles may determine whether the medium is offensive. A violation of others, such as put-downs, does not produce as strong an attachment as a violation of oneself. Disparaging and vulgar lyrics about women in rap music and videos would constitute a personal violation to women. Lyrics, dialogue, and jokes at the expense of other people are more acceptable to performers than spewing put-downs of themselves. Why? Because they are much more committed to their own dignity and comfort than that of others.

IMPACT ON STUDENTS
When a student is offended by something we say, do, or present, he or she experiences this personal violation. What emotional effects are manifested from this offense? It can produce the following negative effects:

• Withdrawal
• Resentment
• Anger
• Tension
• Anxiety
• Turning off/tuning out

If we are offended by something we see on TV, in the movies, or at a concert and exhibit those reactions, we can turn it off or walk out. Our students have no where to go if they're offended by a YouTube clip we showed in class. They have to come back to class over and over again as they fester anger and resentment toward you. Quite possibly, you have lost those students for the semester and may not even be aware it.

My next blog will examine those responses further and suggest a few guidelines for minimizing the chances of these problems from occurring.

COPYRIGHT © 2010 Ronald A. Berk, LLC