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Students: please read all of the following questions. Think about what is being asked in each question. Then formulate in your mind what your answers to those questions would be.

ER/SR Evaluate the significance of how Elliott used this exercise to teach the meaning of brotherhood and moral/ethical reasoning for overcoming stereotypes and relating to people who are different.

CT/TR Discuss your overall reaction to “A Class Divided.†Respond to this thinking routine: Before viewing “A Class Divided†I Used to Think . . . After viewing “But Now I think . . . “ This change of mind is because? . . .

SD Have you ever personally experienced discrimination? If so, what were the circumstances? How did you cope with stress?

SR If not, what will you do in the future when you see or experience discrimination in action?

ER/SR Notice about how quickly the children fell into their assigned roles. What does this say about the ease of learning to become prejudice?

CT/ER Participants in this exercise are only exposed to discrimination for a relatively short amount of time. Relate their attitudes and behavior after just a short amount of time to that of minority group members in our society who are exposed to a lifetime of discrimination.

CT/ER Select a marginalized, disenfranchised or minority group of people and identify the parallels between the comments and actions made by the brown eyed children on the first day and the comments and actions of the marginalized, disenfranchised or minority group you selected.

Paper For Above instruction

The exercise conducted by Jane Elliott using the blue eyes/brown eyes experiment holds profound significance in understanding human behavior related to stereotypes, prejudice, and societal divisions. Elliott's purpose was to demonstrate how arbitrary attributes such as eye color could be manipulated to induce feelings of superiority or inferiority, thereby unveiling the ease with which prejudice can be fostered. By assigning roles based on eye color, she effectively illustrated how societal stereotypes and biases are socially constructed and learned behaviors, rather than innate qualities.

The ethical implications of Elliott's method are complex. While the exercise provided a powerful eye-opening experience for students and viewers, it also involved the intentional creation of discrimination and emotional distress among children. From an ethical perspective, this raises questions about the balance between educational value and potential harm. Indeed, the impact on children's psyche, especially at such impressionable ages, could lead to long-lasting internalized stereotypes or feelings of inferiority and guilt. However, the overarching goal was to foster empathy and awareness, which are critical for confronting and overcoming prejudice in society.

Elliott's exercise taught lessons in morality of brotherhood and the importance of moral and ethical reasoning. It demonstrated that prejudice can be learned quickly and can influence behavior profoundly. The stark contrast between the privileges accorded to the "superior" group and the discrimination faced by the "inferior" group exemplifies how societal hierarchies are constructed and maintained. Importantly, such awareness is essential for developing moral reasoning that recognizes the equality and dignity of all individuals, regardless of superficial differences like eye or skin color.

My overall reaction to “A Class Divided” is one of both admiration and concern. I am impressed by the effectiveness of Elliott's method in revealing the ease with which prejudice can take hold and perpetuate within a community, especially among children who are still forming their understanding of social norms. However, I am also cautious about the ethical costs of such simulated discrimination. The routine's demonstrated impact on children—who quickly adopted discriminatory roles—highlight the importance of addressing prejudice at its roots, ideally through education that promotes empathy and cultural understanding from an early age.

Personally, I have not experienced discrimination directly, but I recognize its pervasive presence in various societal contexts. When encountering discrimination, I believe it is essential to respond with patience, education, and advocacy for equality. The exercise underscores the importance of raising awareness and fostering empathy to combat biases. Future steps include promoting diversity education, supporting anti-discrimination policies, and engaging in open dialogues about prejudice.

The speed at which children in Elliott's exercise adopted discriminatory roles indicates how easily prejudice can be learned and internalized, often without conscious awareness. This aligns with psychological research suggesting that social conditioning and authoritative cues can rapidly influence attitudes and behaviors. It underscores the importance of early intervention and education in preventing prejudice formation, fostering inclusivity, and challenging stereotypes before they become ingrained.

The parallels between the children's behavior and the experiences of minority groups are striking. For example, minorities often face systemic and interpersonal discrimination that, over time, influences their self-esteem, opportunities, and societal status. The marginalization of groups like racial minorities, religious minorities, or those with different sexual orientations echoes the early social divisions observed in Elliott’s experiment. These groups continually endure stereotypes, prejudiced perceptions, and discrimination, often reinforced by societal institutions, which can be compared to the quick role assignment and bias demonstrated by the children.

In conclusion, Jane Elliott’s Blue Eyes/Brown Eyes exercise remains a powerful pedagogical tool for illustrating the constructed nature of prejudice and the importance of moral reasoning. While ethically complex, its impact in raising awareness about discrimination is undeniable. It highlights the need for ongoing educational efforts to build empathy, challenge stereotypes, and promote equality, recognizing that prejudice, once learned, can be difficult to unlearn without deliberate and sustained intervention.

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