For Up To Three Extra Credit Points Please Choose Two Of The

For Up To Three Extra Credit Points Pleasechoosetwoof The Four Videos

For up to three extra credit points, please choose two of the four videos linked below (if you did something like this for another course you took with me, please choose videos that you did NOT already choose for the other course) and apply material from the course to each video (do not summarize the videos - there’s not enough space for that; instead, relate the course material to at least one or two points from each video). You’ll also follow the discussion guidelines regarding citations, including your word count, etc. (however, only one post is required; you do not need to respond to other classmates' posts). Your post must be between 300 and 500 words (due 11:59 pm, May 22nd). Megan Phelps-Roper: I Grew Up in the Westboro Baptist Church, Here’s Why I Left (2017) MEETING THE ENEMY A feminist comes to terms with the Men's Rights movement | Cassie Jaye | TEDxMarin A conservative's plea: Let's work together | Arthur Brooks Kathryn Schulz: On Being Wrong (2011)

When engaging with the four provided videos for extra credit, the key is to analyze and relate their content to core course themes such as cognitive bias, social influence, empathy, perspective-taking, and the complexity of human belief systems. Each video offers unique insights into human psychology and social dynamics, which, when connected to course material, deepen our understanding of how individuals form convictions and how open-mindedness can foster social cohesion.

The first video, Megan Phelps-Roper’s account of leaving Westboro Baptist Church, exemplifies the power of effective dialogue and empathy in challenging entrenched beliefs. Her narrative aligns with course concepts such as cognitive dissonance and the importance of emotional connection in promoting attitude change (Fisher et al., 2014). Phelps-Roper’s ability to engage compassionately with individuals who held opposing views underscores the potential of perspective-taking to reduce hostility and foster understanding, consistent with social influence theories (Cialdini, 2007). Her journey demonstrates that even deeply held beliefs can be reconsidered when individuals feel heard and respected, highlighting the importance of empathetic communication in conflict resolution.

Next, Cassie Jaye’s TEDx talk on the Men’s Rights movement offers insights into the complexity of social identities and the influence of perceived social justice narratives. The video accentuates how group identities influence perceptions and how confirmation bias shapes our interpretation of societal issues (Nickerson, 1998). Jaye’s reflection shows the importance of critical thinking and avoiding echo chambers, resonating with course discussions on motivated reasoning and the necessity of openness to alternative viewpoints (Kunda, 1990). Her experience underscores the importance of balanced dialogue in understanding contentious issues, aligning with the course’s emphasis on reducing polarized thinking through empathetic engagement.

The third video, Arthur Brooks’s plea for collaboration across ideological divides, emphasizes shared human values and the importance of moral humility. His argument highlights the social influence of moral humility in reducing polarization—a concept aligned with social identity theory (Tajfel & Turner, 1979)—and the idea that recognizing commonalities can foster unity. Brooks’s call to focus on common goals aligns with the course’s emphasis on constructing superordinate identities to bridge group differences (Gaertner & Dovidio, 2000). This approach demonstrates how leveraging moral and social commonalities can counteract biases that reinforce division.

Finally, Kathryn Schulz’s reflections on being wrong contextualize the role of humility and cognitive flexibility in personal and social growth. Her discussion illustrates how acknowledgment of mistakes can foster learning and reduce defensive thinking, in line with Carol Dweck’s growth mindset theory (Dweck, 2006). Schulz’s insights underscore that embracing fallibility can lead to richer understanding and stronger social relationships, showcasing the importance of open-mindedness promoted in the course. Overall, these videos collectively emphasize that fostering empathy, critical thinking, and humility are essential tools for navigating social conflicts and promoting constructive dialogue.

Paper For Above instruction

The selected videos – Megan Phelps-Roper’s story of leaving Westboro Baptist Church, Cassie Jaye’s exploration of the Men’s Rights movement, Arthur Brooks's call for cross-ideological cooperation, and Kathryn Schulz’s reflection on error – collectively demonstrate crucial psychological and social principles that underpin human interaction and belief formation. Applying course concepts such as empathy, cognitive biases, social influence, and humility provides a deeper understanding of how individuals can navigate ideological divides and foster mutual understanding.

Megan Phelps-Roper’s narrative is a textbook example of how empathy and effective dialogue can challenge entrenched beliefs. Her situation exemplifies cognitive dissonance theory, where exposure to empathetic communication reduces psychological discomfort associated with conflicting beliefs (Festinger, 1957). Her ability to connect emotionally with opponents resonates with the course’s emphasis on social influence and the capacity of compassionate communication to facilitate attitude change (Cialdini, 2007). Her experience demonstrates that fostering genuine understanding can transform hostility into empathy, thus supporting the idea that open dialogue is pivotal in conflict resolution.

Similarly, Cassie Jaye’s exploration of the Men’s Rights movement illuminates how confirmation bias and social identity influence perceptions. Her own transformation underscores the importance of critical thinking and viewing issues from multiple perspectives, echoing the course’s discussion on motivated reasoning (Kunda, 1990) and the filter bubbles created by social media. Recognizing these cognitive biases helps in understanding how individuals form polarized views based on group affiliations. Jaye’s insight encourages critical self-awareness and open-mindedness, essential for reducing societal polarization and fostering constructive debates.

Arthur Brooks’s appeal for shared values highlights the significance of moral humility and superordinate identities, concepts rooted in social identity theory (Tajfel & Turner, 1979). By emphasizing commonalities, he advocates for reducing us-vs-them mentalities, aligning with the course’s emphasis on intergroup contact and cooperation (Allport, 1954). His approach demonstrates that recognizing shared human goals can diminish biases and promote collaboration, which is vital amid increasing political polarization.

Kathryn Schulz’s discussion on being wrong underscores the importance of intellectual humility and growth mindset theory. Her acknowledgment of fallibility fosters openness to feedback and learning, which are crucial for personal development and social harmony (Dweck, 2006). Her perspective supports the view that embracing error can lead to deeper understanding and stronger relationships, reinforcing course themes on humility and adaptive thinking.

In conclusion, these four videos exemplify the central role of empathy, humility, critical thinking, and shared values in overcoming ideological divides. By applying psychological concepts studied in the course, we see that fostering open-mindedness and understanding can significantly reduce conflict and promote social cohesion, which is essential in today’s interconnected world.

References

• Allport, G. W. (1954). The nature of prejudice. Addison-Wesley.
• Cialdini, R. B. (2007). Influence: The psychology of persuasion. Harper Business.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press.
• Gaertner, S. L., & Dovidio, J. F. (2000). Reducing intergroup bias: The common ingroup identity model. Psychology Press.
• Kunda, Z. (1990). The case for motivated reasoning. Psychological Bulletin, 108(3), 480–498.
• Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2(2), 175–220.
• Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks/Cole.