Not sure if I completely agree with the conclusions made about the Milgram experiment. I would agree that some element of "it was for the greater good" does come into play, but I don't think you can completely disregard the role of obedience to commands. The podcaster asserted that only the 4th prompt was a true command, and that the previous 3 were not commands. I would instead argue that there is no clear distinction between command and not-command here, but that each prompt is progressively more forceful.
The major bias in saying that not one person gave the shock after being commanded to do so (ie after being given the 4th prompt) is that the ONLY people who ever received the 4th prompt were people who had already disobeyed 3 strongly worded prompts asking them to give the shock.
So it seems to me that the only people who were ever given the 4th prompt were the participants who were most assertive in their moral stance. The people who were liable to follow commands against their better moral judgement had already caved at one of the earlier prompts, such as "the experiment requires that you continue."
I have heard of how great Kumon is, where the syllabus teaches consistency and repetition. I decided to teach my daughter (started Kumon workbooks at the age of ) by myself, since I think I can handle the syllabus. I don’t think Kumon center is truly required, because I have heard that the instructors are there only to guide. I see alot of improvement in my daughter’s math where by at the age of 3 she can write upto 120 numbers. She goes to a daycare, and the teachers were surprised by her academic achievement. I like the idea where Kumon workbooks can help a child progress in their own time and space, and become excellent at the subject. Alot of the things my daughter learn from Kumon workbooks become second nature when she applies that knowledge in school. I buy varieties of Kumon workbooks (not just math).
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