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Unfortunately, I don't have the bandwidth or time to argue in the didactic, premise-driven way you'd like me to. Let's use the "reasonable person" standard here. Do you think the final paragraph of the essay is reasonably in accordance with the standards of writing in undergraduate academic psychology? My answer is no. If you share your thoughts on that paragraph, perhaps we can inch closer to a shared vocabulary here.
I think going to the institutional office would be effective in getting the grade changed, or at least bring more clarity and consistency, yes. I suppose I have trust in that sort of thing. It would be corrective to the extent that the graduate student would be more responsible going forward and likely illustrate to Fulnecky where her writing could improve.
Unreasonable and arbitrary standards are usually trotted out for convenience, true.
Sure. My answer is 'you have not provided an established standard by which it is not in accordance.' It is also exceedingly unreasonable to use a position of authority to formally punish people for something that is not against the rules. The actual material of the paragraph is immaterial- if it is not forbidden, it is unreasonable to punish it as if it were forbidden.
Why should you think that, given the plethora of examples of the American culture war in universities including open discrimination by institutional offices against red-tribe-coded faculty and students?
Should neutral observers believe your trust in that sort of thing is warranted or indicative of good judgement, given the last decades of American culture war observations and admissions in American academia?
Why do you believe the graduate student would be more responsible going forward under a course of action with a long and contemporary history of American academic institutions discriminating in favor of the graduate student's preferences and practices?
Are you making a positive claim that academic evaluations do not, or ought not, incorporate normative expectations of domain relevancy? This feels like an untenable position; can you point to another equivalent domain of human interaction where such a positive claim would be supported? I can't imagine a high school calculus teacher accepting "because my mom told me so" as an acceptable answer in a proof whether or not the syllabus explicitly stipulated mathematical reasoning as a grading requirement. Most people don't begin asking a stranger on the street for directions with an explicit enumeration of acceptable sources of knowledge yet would be unnerved if informed the source came from a dream.
In any case, virtually every university student handbook will identify the purpose of education and grades as being for the purpose of learning. This doesn't mean just in a generalized sense but also in the specifics of learning a topic. Unless otherwise stated, calculus class is offered with the intention of teaching students calculus. This is usually identified under a section like "Academic Integrity" because it clarifies exactly this question: this is not a free for all. It might just be easier to look at OU's Academic Integrity language:
https://studenthandbook.ouhsc.edu/hbSections.aspx?ID=430
Arguing about the biblical implications of a psychological claim does not provide any evidence of the students learning or growth in the field of psychology and consequently does not satisfy the academic integrity requirements of the university.
Students are obligated to read, understand, and agree to the terms in the handbook every year by the way.
No. I am making the claim I actually made. Since you quoted it, I'll spare you the re-citation.
Welcome to the Motte, by the way. I am flattered you made your first comment of this account to engage with me in particular. I look forward to your long and consistent posting record going forward.
The point I did make on it being unreasonable to punish people for a standard not established? Trivially- as should you.
If you want to make any appeal to normative expectations, a bedrock principle of conflict resolution and the application of rules is an odd one to feign ignorance of.
Possibly you cannot imagine it because these are non-equivalent scenarios deliberately framed to be ridiculous. There is a reason you start with a scenario in which there is an objective correct position to have such that a deviation is a failure, just as there is a reason that neither scenario reflects the format of an open-ended position-agnostic assignment that is grading for structure.
The later does not follow from the former, particularly when the former rests on false premises.
By its nature, being able to argue about the biblical implications of a psychological claim already demonstrates that the student has learned enough about the psychological claim to link it to a major social / cultural / societal effect influencing the psychology of billions of people. This, in turn, demonstrates growth in the field of psychology, as someone without such growth would not have been able to identify, apply, and discuss the link.
You may dismiss the link, you may deny the link, but growth in understanding in the field of psychology does not depend on your approval of the link.
Hence why the graduate grader appealed to other factors to justify their arbitrary decision to ignore the rubric they were supposed to grade by. A standard which they agree to apply every time they agree to take on the course and issue it to their students.
I am as familiar with the practice of searching for another excuse to justify the abuse as you. I am also familiar with its limitations towards the misdeeds of the adjudicator.
A more fruitful response would have attempted to delineate some difference between the claim you intended and the claim as it reads. I quoted you directly
The "punishment" you're referring to in this context is the assigned grade, and this line is a quote response to the question
Making you appear to be responding to the notion that standards exist beyond those explicitly outlined among some set of specifically delineated "rules" (most likely the formal rubric). In other words this is a positive assertion that
If this is not what you intend, you should be more clear.
You're welcome to make an argument.
This is confused on a few counts. First, comprehending the implications of a conclusion implies no necessary understanding of the arguments which lead to the conclusion. These are two wholly distinct domains of knowledge. Second, the issue in this case is not identifying the existence of "biblical implications of a psychological claim" but rather making a claim about psychology on the basis of biblical premises. Biblical evidence is not itself scientific in nature and consequently does not form a rational basis for scientific claims.
The student shouldn't have been given a zero my prior is strongly in favor of the position that the grader's decision to award no points rather than whatever the rubrik assigned was politically motivated.
However, if you are rejecting the question
On the basis that such considerations would constitute an "unreasonable" application of authority to "formally punish people for something that is not against the rules."
Then you're incorrect both in general and in these particulars.
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You are asking me to articulate the academic standards of psychology from first principles. I respect your demands for rigor and honestly I'd enjoy such a discussion. I simply don't have the argumentative skill, time, or knowledge in epistemology to do that. However, it seems self-evident to me that discussing matters of God is not a valid truth-claim in psychology especially as a response to another article. It's somewhat common-sense within the profession and I'm not sure I could even find an explicit statement of it in an academic text. It's hard to draw the line exactly but it's easy to know when it's been crossed - hence my reference to the reasonable person's standard. If you disagree then I would rather hear your counterargument, affirmatively stated, instead of continued needling.
It is true that institutions fail students and play "culture warrior" at times, but I suppose I would have rather Fulnecky started by going to her school instead of immediately escalating. For every controversy we hear about, there are many more cases that go successfully resolved. Especially because the instructor is an untenured grad student, it is reasonable that the school could've sided with Fulnecky. Graduate students are not gods in academia the way tenured profs are.
Then the profession's common-sense may far less imbued with beneficent academic rigor than commonly perceived, and so be less deserving of public trust and deference. The social sciences do struggle with this, and deservedly so with the replication crisis of the things that do find their ways into academic texts.
On the other hand, I could find explicit statements in academic texts of how arbitrary and even retroactive application of rules is unjust in an ethical sense and bad policy from a professional sense. I could also find academic texts of how professional gain public trust and deference from being self-regulating, and how efforts to circle the wagons around a colleague who abuses their position from within the profession loses that public trust and deference that separates a profession from a mere line of work.
I already have, and you continue to evade and excuse rather than address: it is unreasonable to punish people according to a standard which is not established.
If you will not stand by or take the time to defend the opposite from first principles, or even second, why should others give you yet another argument to to pick at tertiary principles? The first were already more than enough to cause you to flee both the motte and the bailey.
That you would prefer the victim to play by the preferred rules of the abuser is clear, but not a compelling reason to defer to. Particularly when you started your OP with rather unsubtle contempt for the victim in question, and used it to make an outgroup swipe for a lack of deference you've avoided every challenge to justify deserving it.
That you are attempting to smuggle in an appeal to an unfalsifiable majority is of no consequence. I could just as easily say 'for every case that goes successfully resolved, there are even more that go unsuccessfully resolved where the abuse stands.' You might challenge it, and I might raise the decline of conservatives in academia over time and the admissions of ideological discrimination as supporting evidence, but it would remain just as fallacious an appeal.
And they are not gods because when they try to play as such by imposing their own personal politics in lieu of objective standards, they find they can be crucified in the court of public and political opinion and not be the beneficiaries of higher intervention.
It is a salutary lesson for untenured grad students everywhere, and more likely need to learn it if they are to overcome the institutional rot and collapse of professional reputation their tenured professors have cultivated for them to inherit.
I see. I get the sense that we might not see eye to eye but I'll give it one more go. Please give me some charity here with my phrasing - I'm in a rush.
You are concerned about improper application of authority and the negative consequences involved when applying rules selectively, arbitrarily, or in the case that the rules have been not stated. I agree with this, believe it or not.
My response was that the rule of "do not appeal solely to Scripture to support a truth-claim in psychology" is not explicitly stated because it is widely understood. A text may exist somewhere that states it, but that text is not commonly assigned or propagated because the rule is the sum total of hundreds of years of epistemology and philosophy. It is foundational to the methods of psychology. I'm sure it exists but I can't easily locate it because it's such a widely held but diffuse belief. While it would be nice for this rule to be explicitly stated often, it usually isn't because doing so would be seen as unnecessary. At most, the APA encourages "evidence-based" practice and responsible data standards, which are usually hammered in during a research methods course. Fulnecky likely took this course, as she is a junior. She would have known. There is room for Scripture in psychology, but it would be more palatable if it was accompanied by appropriate argumentation.
For Fulnecky to have made it to her junior year and not understand this represents a significant failure in some way. So significant, in fact, I am suspicious of her immediate choice to run to the media. I reject your framing of abuser-abised, as there is no evidence Fulnecky had a compromised relationship with the school. Again, if she tried the usual channels and was met with a corrupt response, then it would be more prudent to go to the media. I just think the school should have been given the benefit of the doubt.
I respect your passion and commitment to standards of rigor.
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