Obedience to Authority: Different Obedience Rate Between Chinese Students and the US students
- DOI
- 10.2991/assehr.k.210806.174How to use a DOI?
- Keywords
- Obedience, US education, Chinese education, Authority
- Abstract
When people discuss about obedience, it reminds us of Milgram experiment. Indeed, the author wants to learn more about relationship between students and teachers when people regard obedience in this situation. This paper discusses about different obedience rate between Chinese students and the US students in order to test the obedience to authority. By designing an in-class activity and post-experimental surveys. Indeed, it will show the obedience rate of different groups of students. The result indicates that students in different education systems will show out the significant difference of obedience rate. However, students who change from one education system to another one will not have significant difference in obedience rate. This may because of two factors. First, the different cultures play an important role. Second, the two distinctive education systems will form different students. By doing research about this field, we can learn more about the influence of different education systems to students. It will show out why some people prefer to study in the US. It may relate to the obedience rate in American education systems. According to the experiment in this work, students who study in the American have lower obedience rate, which may be better to students’ future life.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Yunhan Ma PY - 2021 DA - 2021/08/09 TI - Obedience to Authority: Different Obedience Rate Between Chinese Students and the US students BT - Proceedings of the 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021) PB - Atlantis Press SP - 921 EP - 924 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210806.174 DO - 10.2991/assehr.k.210806.174 ID - Ma2021 ER -