When our daughter Annie was two years old she saw television for the first time. We were in Islamabad, Pakistan and she was invited to a birthday party of some older children. My husband took her while I stayed home with our brand new baby boy. When they came home he relayed to me her reaction to this first time of watching TV. She was watching a cartoon and the character was hit over the head with something. As often happens with cartoons, there was a bonk, birds flew over the head of the character and then the scene faded out. She began to cry. She thought the character was dead and was inconsolable. In her 2-year-old mind she was unable to distinguish real from imaginary on the screen.
This is huge. Until a child is seven years old, they cannot differentiate between imaginary and real; fantasy and reality. So when young children see television violence, it’s accepted as not only real, but a part of “normal” life.
Lieutenant Colonel David Grossman, in an article released in 2000 called “Trained to Kill”, speaks in-depth to this problem. In nature, he says, “Healthy members of most species have a powerful, natural resistance to killing their own kind.” So while rattlesnakes bite others, they wrestle each other; while piranhas use their fangs on others, they fight each other by flicking their tails. So it is true with humans – we don’t naturally want to kill, we are taught to kill.
He talks about three ways of being conditioned to kill – the first is something we would think of when we think of boot camp. Everyone is taken and their heads are shaved, they are shouted at, they get up at unearthly hours and go through relentless discipline and violence. At the end the recruit believes this is normal. This is a perfect segue into a war zone.
The second is “classical conditioning” where violence is associated with pleasure. The author would suggest that “classical conditioning” takes place in kids as they watch violence while eating their favorite foods of popcorn and soda, or smelling a girlfriend’s perfume, all while watching horrific movie violence as “entertainment”.
The third is “operant conditioning” which is a stimulus response. This is where in target practice a target shaped like a man would pop up. If you shoot the target correctly, it will fall, and so on. Contrast this, he says, to video games, where for hours at a time a kid is pointing and shooting, pointing and shooting, getting better and better at hitting the targets and gaining points every time they do so.
The article is well worth looking at and provides irrefutable evidence of the problem: all this is teaching kids how to kill. The evidence is present in the tragedies that read like headlines from newspapers – because they are.
- Jonestown, Arkansas Massacre 1998 – An 11 and a 13 year-old, camouflaged in the woods kill four kids and a teacher with ten others wounded.
- Paducah, Kentucky 1999 – A 14-year-old opens fire on a prayer group at school and hits eight kids.
- Columbine High School, 1999 – Two kids in trench coats terrorize the school ultimately killing twelve students, one teacher. 21 other students are injured and ultimately the kids kill themselves.
There are more but this makes the point. All of these have one thing in common – they are kids killing kids. It begs the question: Why are we shocked when we see child soldiers from the widely seen Kony 2012 video?
So why am I suddenly bringing up violence and kids killing kids? In the newly released movie “The Hunger Games” that is the premise and it has some people disturbed. And that is the very point of the author. My friend Stacy, who blogs at Slowing the Racing Mind, wrote an excellent post on this called “Hunger Games – Disturbing? Indeed” Suzanne Collins, author of The Hunger Games, wants us to be disturbed so that we can discuss this and question it, talk with our kids and know that there are times where we must stand up to what is wrong.
I won’t go into The Hunger Games further, as others have done a fine job of doing just that, but I would argue books like these, and movies like these, are not what creates violence in our kids. It’s gratuitous violence in movies and video games that evokes laughter as opposed to tears, mocking as opposed to compassion. That’s what we should be worried about. Crying because a 12-year-old was killed in a society’s sick attempt at control is a human response; laughing when a teacher tells you that a middle schooler ambushed a school, killing kids and a teacher, is a an inhuman response born of inappropriate exposure to violence at young ages.
It’s a big issue – What do you think?
“On June 10th, 1992, the Journal of the American Medical Association (JAMA) published a definitive study on the impact of TV violence. In nations, regions, or cities where television appears there is an immediate explosion of violence on the playground, and within 15 years there is a doubling of the murder rate. Why 15 years? That’s how long it takes for a brutalized toddler to reach the “prime crime” years. That’s how long it takes before you begin to reap what you sow when you traumatize and desensitize children. (Centerwall, 1992).” (from Teaching Our Kids to Kill)
- A Conversation with Suzanne Collins – author of The Hunger Games
- Let the Hunger Games Begin