{"id":46,"date":"2024-04-04T06:43:18","date_gmt":"2024-04-04T03:43:18","guid":{"rendered":"https:\/\/sisu.ut.ee\/sensiclass\/what-manipulation-about\/"},"modified":"2024-06-21T10:32:09","modified_gmt":"2024-06-21T07:32:09","slug":"what-manipulation-about","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/constructivist-treatment-political-values-and-identities-educational-process\/exercises-10\/what-manipulation-about\/","title":{"rendered":"What is manipulation about?"},"content":{"rendered":"<nav style=\"font-style:normal;font-weight:400;\" class=\"has-background has-light-background-color has-regular-font-size is-responsive items-justified-left mb-1 mt-1 wp-block-navigation is-horizontal is-content-justification-left is-layout-flex wp-container-core-navigation-is-layout-c39e78a4 wp-block-navigation-is-layout-flex\" aria-label=\"Constructivist Treatment of Political Values and Identities in the Educational Process\" 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has-light-background-color has-regular-font-size is-responsive items-justified-left mb-1 mt-1 wp-block-navigation has-regular-font-size\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/constructivist-treatment-political-values-and-identities-educational-process\/\"><span class=\"wp-block-navigation-item__label\">Constructivist Treatment of Political Values and Identities in the Educational Process<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/constructivist-treatment-political-values-and-identities-educational-process\/methodical-explanation-1\/\"><span class=\"wp-block-navigation-item__label\">Methodical explanation<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item 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wp-block-navigation-submenu__toggle\"><span class=\"wp-block-navigation-item__label\">Exercises<\/span><\/button><span class=\"wp-block-navigation__submenu-icon\"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"12\" height=\"12\" viewbox=\"0 0 12 12\" fill=\"none\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M1.50002 4L6.00002 8L10.5 4\" stroke-width=\"1.5\"><\/path><\/svg><\/span><ul data-wp-on--focus=\"actions.openMenuOnFocus\" class=\"wp-block-navigation__submenu-container wp-block-navigation-submenu\"><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/constructivist-treatment-political-values-and-identities-educational-process\/exercises-10\/time-machine-narratives-past\/\"><span class=\"wp-block-navigation-item__label\">Time Machine \u2013 Narratives of the Past<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/constructivist-treatment-political-values-and-identities-educational-process\/exercises-10\/what-manipulation-about\/\"><span class=\"wp-block-navigation-item__label\">What is manipulation about?<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/constructivist-treatment-political-values-and-identities-educational-process\/exercises-10\/who-free-and-who-not\/\"><span class=\"wp-block-navigation-item__label\">Who is free and who is not?<\/span><\/a><\/li><\/ul><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/constructivist-treatment-political-values-and-identities-educational-process\/note-teacher-regarding-teaching-sensitive-and-controversial-topics\/\"><span class=\"wp-block-navigation-item__label\">A note for the teacher regarding teaching sensitive and controversial topics<\/span><\/a><\/li><li class=\"has-regular-font-size wp-block-navigation-item wp-block-navigation-link\"><a class=\"wp-block-navigation-item__content\" href=\"https:\/\/sisu.ut.ee\/sensiclass\/e-modules\/constructivist-treatment-political-values-and-identities-educational-process\/references-10\/\"><span class=\"wp-block-navigation-item__label\">References<\/span><\/a><\/li><\/ul>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><\/nav>\n\n<p>\n\t<b>Main subject: <\/b>Civics, Social science\n<\/p>\n<p>\n\t<b>Key words: <\/b>Manipulation, Social behaviour, Decision-making, Argumentation\n<\/p>\n<p>\n\t<br><b>Main questions to be reflected on: <\/b>\n<\/p>\n<ol>\n<li>\n\t\tWhat does it mean that someone is manipulated or that somebody manipulates?\n\t<\/li>\n<li>\n\t\tIs manipulation an inherently evil kind of social behaviour?\n\t<\/li>\n<li>\n\t\tHow can I recognize that I am manipulating someone or that I am being manipulated?\n\t<\/li>\n<\/ol>\n<p>\n\t<br><b>Teaching methods:<\/b>\n<\/p>\n<ul>\n<li>\n\t\tmovie analysis\n\t<\/li>\n<li>\n\t\tindividual work\n\t<\/li>\n<li>\n\t\tteamwork\n\t<\/li>\n<li>\n\t\tdiscussion\n\t<\/li>\n<li>\n\t\twriting\n\t<\/li>\n<li>\n\t\tcase study\n\t<\/li>\n<\/ul>\n<p>\n\t<br><b>Time<\/b>: 45 minutes\n<\/p>\n<p>\n\t<b>Teaching aids: <\/b>worksheet, writing implements, video extracts (see links below)\n<\/p>\n<p>\n\t\u00a0\n<\/p>\n<p>\n\t<b>Links:<\/b>\n<\/p>\n<ul>\n<li>\n\t\t<a href=\"https:\/\/www.youtube.com\/watch?v=B-w1SbkpzV8&amp;ab_channel=StarWarsSagaLatinAmerica\">Video extract 1<\/a> (Star Wars)\n\t<\/li>\n<li>\n\t\t<a href=\"https:\/\/www.youtube.com\/watch?v=7AaSfysYEEg&amp;ab_channel=Arihant\">Video extract 2<\/a> (Chernobyl)\n\t<\/li>\n<li>\n\t\t<a href=\"https:\/\/www.youtube.com\/watch?v=njJ41irPjTc&amp;ab_channel=brownsuga1122\">Video extract 3<\/a> (Shawshank Redemption)\n\t<\/li>\n<li>\n\t\t<a href=\"https:\/\/www.youtube.com\/watch?v=PwrlrfSQghM&amp;ab_channel=LATIGRE\">Video extract 4<\/a> (Fire and Sword, <b>time 0:33:10 \u2013 0:37:30<\/b>)\n\t<\/li>\n<li>\n\t\t<a href=\"https:\/\/www.youtube.com\/watch?v=kQMvX5Jcd4A&amp;ab_channel=DutchHPfan1992\">Video Extract 5<\/a> (Harry Potter Trial)\n\t<\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=no7hxwicxiA&amp;ab_channel=PracticalPsychology\">11 Manipulation Tactics \u2013 Which ones fit your Personality?<\/a>\n\t<\/li>\n<li style=\"margin: 0cm 0cm 18pt\">\n\t\t<span style=\"color:black\" lang=\"CS\"><a href=\"https:\/\/youtu.be\/9HYHg5TCg-o\">10 Ways Politicians Use Psychology to Trick the Masses<\/a><\/span>\n\t<\/li>\n<\/ul>\n<p>\n\t<br><b>Main aim of this exercise<\/b>:\n<\/p>\n<p>\n\tThis activity focuses on the consideration of manipulative behaviour as an inherent though unfavourable part of social life that every human being is capable of and needs to understand. In this regard, the material called \u201cFamous heroes as manipulators\u201d endeavours to suggest that there is neither a universal nor clear-cut definition of acceptable ways to persuade or, on the contrary, inappropriate manipulative techniques, since the delimitation of suitable and unsuitable acts is dependent on the variable contexts of their use. To demonstrate this quandary, students are provided with several extracts from famous movies that most students are expected to know and whose main characters they may identify with. The selection of the movies might, of course, vary depending on the particular context and purpose of each teacher, but in the initial setting, excerpts from these movies have been selected:\n<\/p>\n<ol>\n<li>\n\t\t\u00a0 The removal of the chancellor scene\u201d from the first episode of <i>Star Wars<\/i>, in which Queen Amidala initiates the process of removing the current chancellor and thus unwittingly brings the dark side to power (Lucas, 1999);\n\t<\/li>\n<li>\n\t\t\u201cThe restarting of the reactor scene\u201d from the series <i>Chernobyl<\/i> in which the shift manager blackmails his subordinates (Renck, 2019);\n\t<\/li>\n<li>\n\t\t\u201cThe roof scene\u201d from the movie <i>The Shawshank Redemption<\/i> in which the main character, Andy Dufresne, manages to persuade the chief warder to carry out a mutually beneficial though illegal transaction (Darabont, 1994);\n\t<\/li>\n<li>\n\t\t\u201cThe Cossack democracy\u201d from the Polish historical movie <i>Fire and Sword<\/i>, in which the Cossack leader Bohdan Khmelnytsky decides on the fate of his subordinates (Wajda, 1999).\n\t<\/li>\n<li>\n\t\t\u201cThe trial scene\u201d from the movie <i>Harry Potter and the Order of the Phoenix <\/i>in which Albus Dumbledore convinces the wizard jury not to sentence Harry for breaking a law (Yates, 2007);\n\t<\/li>\n<\/ol>\n<p>\n\tStudents are then told to distinguish good and bad characters in each of the excerpts and to support their decisions with reasonable argumentation; moreover, they are also supposed to think about the possible connection between all the excerpts with regard to the presented social behaviour. After the presentation, students comment on all the characters in the particular excerpts one by one and observe whether they are able to reach a consensus or not, which is complicated by the fact that some of them might be very well aware of the entire plots of the chosen movies whereas some of them might not. Having seen all the excerpts, students are invited to formulate what the link between all the situations is and they are expected to focus on the fact that in all cases, some kind of successful process of convincing takes place. On the basis of this revelation, students should identify the particular examples of this persuasion and also decide whether they assess them as acceptable or inappropriate ways of manipulation. Of course, individual observations will probably differ, because of possible reasons, such as various interpretations of good and bad characters, the level of knowledge of the plots or willingness to accept the principle of \u201cthe ends justify the means\u201d etc. might be dissimilarly significant for each student. On the basis of such reasoning, students should realize that the evaluation of nearly the same behaviour might vary completely depending on the particular context and on the personal affiliation to particular characters, groups or identities. To sum up, the complex of such activities therefore enhances a desirable understanding of social values and deeds as something which cannot be judged once and for all and which also requires the taking of historical, cultural as well as minority points of view into account.\n<\/p>\n<p>\n\t\u00a0\n<\/p>\n<p>\n\t<b>Teacher\u2019s Instructions<\/b>\n<\/p>\n<p>\n\tEach student will be handed the <a data-fid=\"70517\" href=\"https:\/\/sisu.ut.ee\/wp-content\/uploads\/sites\/463\/template13.2.pdf\">worksheet (see below)<\/a> where he distinguishes \u201cgood\u201d characters from the \u201cbad ones\u201d in each video excerpt.\n<\/p>\n<p>\n\tWhen all students are equipped with the worksheet, the teacher will tell them the instructions: \u201cNow we are going to watch 5 excerpts from famous movies one by one. You are supposed to watch them carefully and in each case to decide which characters you consider as good ones and which as bad ones. You should also be able to explain your evaluation of all these characters with the help of rational argumentation.\u201d\n<\/p>\n<p>\n\tSubsequently, the teacher will play the first excerpt (video 1) and after watching it they will stop it to allow students enough time to reflect on each excerpt and to write down their solutions (i.e. the division of characters with their argumentation). When all students are ready, the teacher carries on playing the following excerpts (2\u20135) with the necessary break after each excerpt.\n<\/p>\n<p>\n\tAfter the last video excerpt, the discussion will start when all students are invited to present their interpretations. Of course, the disputes might occur based both on different visions of moral behaviour as well as on the differences between students who know the general contexts of the movies and the ones that have seen the movies for the first time. However, such differences should be positively used for the demonstration of the typical trait of social reality, where the interpretation of particular behaviours is inherently dependent on distinguished level of knowledge of peculiar or more general context (i.e. our evaluation of certain people and their ways of behaviour raises from our variable awareness of their past, intentions, background etc.)\n<\/p>\n<p>\n\tWhen all characters have been analysed and commented upon, the teacher can ask the final question: \u201cWhat do all these video excerpts have in common?\u201d Of course, students\u2019 reactions might vary, but they are supposed to be able to reflect on the basic character of social behaviour which is present in all cases, i.e. the fact that the individual characters use manipulative techniques in the particular situations to persuade the others of the possible solution to the dilemmas that are at stake in each case.\n<\/p>\n<p>\n\tWhen the manipulation is identified as the common trait of all excerpts, the analysis of this social phenomenon should follow:\n<\/p>\n<p>\n\tThe teacher will present the fundamental attributes of manipulative behaviour with the help of these analytical educational links:\n<\/p>\n<ul>\n<li>\n\t\t<span style=\"color:black\" lang=\"CS\"><a href=\"https:\/\/www.youtube.com\/watch?v=no7hxwicxiA&amp;ab_channel=PracticalPsychology\">11 Manipulation Tactics \u2013 Which ones fit your Personality?<\/a><\/span>\n\t<\/li>\n<li>\n\t\t<span style=\"color:black\" lang=\"CS\"><a href=\"https:\/\/youtu.be\/9HYHg5TCg-o\">10 Ways Politicians Use Psychology to Trick the Masses<\/a><\/span>\n\t<\/li>\n<\/ul>\n<p>\n\tOn the basis of this reflection of manipulative behaviour, students should be able to:\n<\/p>\n<ul>\n<li>\n\t\tformulate the basic universal definition of manipulation\n\t<\/li>\n<li>\n\t\tdecide whether they assess manipulative behaviour as something inherently evil\n\t<\/li>\n<li>\n\t\t<span>what are the essential traits of manipulative behaviour and how to react to it<\/span>\n\t<\/li>\n<\/ul>\n\n\n<div class=\"wp-block-group attached-files-group is-layout-constrained wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-95a7ac8e-0105-4ce6-99fd-397da03ad490\" href=\"https:\/\/sisu.ut.ee\/wp-content\/uploads\/sites\/463\/template13.2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">template13.2.pdf<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Main subject: Civics, Social science Key words: Manipulation, Social behaviour, Decision-making, Argumentation Main questions to be reflected on: What does it mean that someone is manipulated or that somebody manipulates? Is manipulation an inherently evil kind of social behaviour? How &#8230;<\/p>\n","protected":false},"author":240,"featured_media":0,"parent":43,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-46","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/46","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/users\/240"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/comments?post=46"}],"version-history":[{"count":6,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/46\/revisions"}],"predecessor-version":[{"id":2396,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/46\/revisions\/2396"}],"up":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/43"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/media?parent=46"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}