Circle of Viewpoints: Exploring diverse perspectives

How often do you try to put yourself in another’s shoes (speaking figuratively, of course!)? This Circle of Viewpoints activity requires you to think about the same topic from different and diverse perspectives or points of view. Understanding that people may think and feel differently about the same topic(s) is a critical concept that is studied throughout the social science disciplines. Remember, although we may not agree with other people’s beliefs and values, they should still be treated with respect and dignity - those are basic human rights! 

Choose an image and take a minute to ‘read’ it.

Ethnocentrism

Many times, different perspectives and strong opinions can lead to tensions in - and between - people, societies, and cultures. If you take a moment, you can likely think of some examples of this that have occurred just recently, as well as some historical examples. These tensions constantly surround us.  When society becomes too divided or fractured, the results can be devastating (e.g., genocides, the Holocaust, Francophone-Anglophone relations Canada). 

Social scientists study these important issues in order to understand behaviour, society, and culture so they can, in turn, help people and institutions (e.g., government, charities, corporations, etc.) respond to problems in society.  These are also known as societal ills. Examples of societal ills include: homelessness, poverty, discrimination, crime, bullying, drug addiction, and other societal issues. 

Many different factors throughout our lives, for example the different experiences we have, influence our beliefs, values, political views, and ideas of right and wrong (or, morality). Although it is easy to say we ‘don’t judge others,’ the reality is, if we are being honest, many of us likely do. We judge others based on many different factors (e.g., appearance, gender, age, religion, jobs, etc.).  It is also likely fair to say, that we have all experienced being pre-judged; we all know how it feels, in some form or another. You will learn more about this throughout the course, but for now you need to realize that judging others is based on what we believe is ‘right’ or ‘wrong.’ Believing that our own culture is better or superior is called ethnocentrism. And it is something that social scientists try to avoid.

Why would social scientists try to avoid being ethnocentric? To really understand ourselves, other people, societies, and cultures, social scientists need to be objective. This means that social scientists cannot truly learn about others if they judge them with preconceived ideas of what they are like.  Regardless of whether social scientists are studying behaviour, society, or culture, they need to be sure they are doing so objectively. 

This short video further illustrates the concept of ethnocentrism:

Critical Literacy Skills

Human behaviours don’t affect the climate. It’s true! Or, is this ‘fake news?’ You have already learned how to use the CRAAP test (and self-assessment tool) to evaluate (primary and secondary) sources, but you also need to have critical literacy skills to help you make informed decisions about complex issues with multiple viewpoints.

Do you have strong critical literacy skills? The term critical literacy refers to your ability to analyse and evaluate the meaning of text as it relates to these important issues: Equity, power, and social justice - so that you can form a stance, response, and/or action. Critical literacy skills can be applied across subject areas, modes of expression, texts, and new technologies. In fact, any time you read something you should reflect on these questions to develop your skills (incidentally, these questions will also develop your metacognitive skills!).

Do I:

• recognize that texts contain certain perspectives and biases;
• recognize that point of view influences how a text is interpreted and understood;
• determine whose voices are present or absent;
• evaluate multiple perspectives for bias, reliability, fairness, and validity;
• analyse how language is used;
• take a stance and engage in a response in the interest of equity, fairness, and social justice; and
• use technology to seek divergent perspectives, interact with authentic audiences, and express my ideas?

Source: Adolescent Literacy Guide (Revised, 2016)

Let’s think critically. Take a few moments to read this infographic.

 

Here are some sample reflection questions that you could use to develop your critical literacy skills when you ‘read’ this image.

• What biases or perspectives are included in this infographic?
• Do you think the statistics that are included in this infographic are accurate? Why or why not?
• Is anyone’s voice missing from this infographic?
• How might a teenager interpret this infographic differently than a senior?
• Do you think the information included in this resource is valid and reliable? Why or why not?
• Why do you think the author of this infographic (i.e., the Government of Canada) made this infographic? What message is the author trying to send?

But At What Cost? 

Ethics In The Social Sciences

Social scientists do learn a lot from their research. However, there are times when people and/or animals may be (unintentionally) harmed because of it - not necessarily physically, but perhaps, they may be psychologically or emotionally hurt.  This makes people ask: should the greater good come at the cost of the few? In other words, is it acceptable to make some people (or animals) suffer to try to help out lots of people? To be able to answer that question, you must first understand what ethics are, and why it is important to conduct ethical research. 

Investigating the damaging consequences of a specific and unethical experimentation may be the best way to illustrate the importance of this topic.

In the 1940s, René Spitz was interested in studying the concept of development in children (e.g., How do children develop in a healthy way?). Spitz was likely interested in studying childhood development because the results of his studies could potentially help many people (e.g., parents, guardians, care-givers, nurses, etc.), nurture and support healthy generations of children. What factors contribute to positive development? Certainly there are many, but Spitz’s work focused on one: social interactions. (Incidentally, you will learn much more about development and socialization or social interaction throughout the course.)  

Specifically,  Spitz observed two different groups of children from the time of they were born until they were several years old. As you might have guessed, Spitz chose two different groups to study so that he could compare the results from one group to the other. That way he would be able to see if there was a difference in the children’s development.

The first group of children was raised in an orphanage where they had minimal (very little) contact with other humans. These children stayed in their cribs for the whole day and there was just one nurse to care for several children. Stop and think about this for a moment. Why would it matter that there was only one caregiver for several children? One caregiver for so many children meant that there was no time for cuddling, hugging, playing, reading - no social interaction. In essence, Spitz deprived the children of one-on-one social interaction and stimulation. 

The second group of children involved in Spitz’s study were raised in a nursery in a social institution (a prison) where their respective mothers were inmates. Although these children were also raised in an institution like an orphanage, their mothers were allowed to see, cuddle, and care for their babies every day. The babies also interacted (played) with each other.

If you are using a screen reader, you can click here to access the long description of accountable talk protocols.

Spitz's Findings

By the time the children were a year old there were notable differences in development. This chart summarizes some significant differences between the groups of children:

Type of Institution and Behaviours of Children:

Sources: History Module: The Devastating Effects of Isolation on Social Behaviour; Emotional Deprivation in Infancy Study by Rene A. Spitz 1952 an ehemaligen Heimkindern

Stop And Reflect: Think about your answers. Were your guesses about Sptiz’s findings correct?

Were these children delayed in development before the study occurred? (In other words, were the children born that way? Were the behaviours somehow linked to their genetics?) Sadly, we will never know. The consequences of depriving (taking away) social interaction are irreparable - we can’t reverse time.

Current Guidelines For Ethical Research

Thankfully, there is an entire (lengthy) document that guides research standards today. Before social scientists can think of conducting an experiment or research they must go through a strict review process to ensure that their work will not harm - physically, psychologically, or emotionally - others (subjects) involved in the study. This video describes the three key principles that guide today’s research (with human subjects).

1. Respect for Persons (informed consent).
2. Beneficence (no negative impacts).
3. Justice (subjects are not used in an unfair or selfish way or exploited).

(We will learn more about each of the studies that are highlighted in this video as we dive deeper into each of the disciplines.)

If you would like to see a document that governs research in the social sciences Ethical Conduct for Research Involving Humans.