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ÒThere is nothing noble about death, even though the reason for dying may be nobleÓ (Dennis O. Schaffner, 2001, Survey Participant).
I. Introduction
Throughout the United StatesÕ history, the military has refined the notions of honor and sacrifice. For example, basic training Òtypically disconnects recruits from past social networks and established identities and develops new identities. Although recruits begin basic training as complete strangers, the isolation from civilian society, an almost complete lack of privacy, and shared socialization experiences create a strong normative group bond among new soldiersÓ (Franke 177). Furthermore, Òas a powerful identity-shaping process, military socialization establishes cognitive referents-- i.e., identity images, values, norms, attitudes-- that soldiers learn to invoke to guide their operational decisions and behaviorÓ (Franke 178). As a consequence of an intimate link among values, attitudes and behavior, the strength of the soldiersÕ identification with the military and their country influences their commitment to missions (Franke 178).
In order for the military to increase the ranksÕ commitment, the soldiersÕ identification to the military and country were strengthened, which was accomplished by forming a brotherhood as a quasi-kin structure that reinforces honor and sacrifice. Moreover, it has been conducive of society to create a concept of honor, in which people could ÔgainÕ or ÔprotectÕ their personal or family honor by fighting to defend commonly held ideals of the society. This is often accomplished through the military. Also, the principal of honor has transcended class; no matter what socio-economic class a person is from, they can achieve a high sense of honor with dedication and work. Building upon this principle, the ultimate way for individuals to gain undeniable honor was to sacrifice themselves for a noble cause. Case and point, consider the amount of honor and reverence associated with Japanese Kamikaze pilots from an Oriental societal perspective.
The purpose of our project was to investigate the correlation between honor and sacrifice in the military. How was honor and sacrifice viewed and carried out by Americans during World War II and Vietnam? What are the views of our generation, a generation that has not experienced military conflict, about honor and sacrifice in the realm of our parents, upbringing, and thoughts/beliefs? Additionally how has the social viewpoint on each of these issues changed as generations age? Do members of the World War II, Vietnam, and current generation think honor and sacrifice are essentially part of human nature or societal constructions?
We were specifically interested in this line of research because it would give valuable insight into the importance of these two concepts, honor and sacrifice, in American culture. Once assessed, we would be able to form conclusions about whether the current view of honor and sacrifice is a beneficial element or a hindrance to modern society. Our research will also provide information on how specific values and ideals are passed on from one generation to the next.
We predicted that people during World War II would have a stronger and more defined concept about the notion of honor and sacrifice. This was partly because America, as a whole, believed that our role in the war was necessary and moral. We also anticipated that the view of America during Vietnam was not as supportive because of our role in the conflict. In the Vietnam era, American beliefs opposed many of the soldiers who served, reasoning that they were not fighting for a clearly defined cause, as opposed to the clear cause found in World War II. Consequently, many soldiers could not find honor in sacrificing themselves for a vague cause.
We also predicted that the views of our generation would not hold the concept of honor and sacrifice as high. One reason is that our generation has not seen military
conflict, nor a social movement that would instill the ÔprideÕ associated with dedicating oneÕs life to a cause. As generations have progressed, the concept of honor and sacrifice have seemingly declined. Soldiers during World War II are commonly referred to as Ôheroes,Õ while soldiers during Vietnam have received little recognition until recent years. Thus, ideals that the W.W.II generation passed on to their children would not be the same as parents have instilled in the current generation.
Relevance
Since the concepts of honor and sacrifice are not new, there are numerous researchers who have attempted to pin down concrete information about the nature of each. Although the general basis of each concept (honor and sacrifice) have remained essentially the same throughout time, finding specific research on our topic-- the views of W.W.II, Vietnam, and the current generation-- drastically limits the amount of viable
information. However, after looking through several article databases, we have found that personal recollections from individuals who have lived through the different time periods provide the best information.
For example, we found the personal journal of Bob Tweed. In this, Tweed tells of his experiences with the Rainbow Division during World War II. While overseas fighting in the European Theatre, TweedÕs journal entries reflected the progression in his views about Ôhonor through military combat.Õ He recalled several conflicts in which his actions, along with his unitÕs actions, gave him a sense of pride, contributing to the honor his service has provided him. The text Personal Recollections by Nicholas Essinger also provided a similar set of information that involved the Vietnam War. However, this source also has traces of a wave that went through American society, changing their perspective on the importance of honor and sacrifice. This wave questioned the norm of forcibly drafting American youth to fight in a conflict in which there was neither a clear enemy nor clear goal.
LeffÕs article, ÒThe Politics of Sacrifice on the American Home Front in World War II,Ó discusses many of the same points raised in TweedÕs journal, but on a more academic, analytical level. An added component to LeffÕs article is the addition of sacrifices made on the homefront during wartime. The two journal articles and the information on the WW II US Veterans Website expanded on the subjects already mentioned. However, each source has taken a different perspective at examining honor and sacrifice, some from an academic view and others from a social standpoint.
In theory, humans and other primates will not give up something of more value
for something less valuable, especially if it is for non-kin. Consequently, the military has created a quasi-kin structure in order to promote sacrifice. When people enter the military, they must be willing to give the ultimate sacrifice, their lives, on behalf of a common cause. Consequently, whatever they are sacrificing their lives for, must be of great value (honor). Our research had the intention of either proving or disproving the validity of this correlation. If the correlation was found to be accurate, we would be able to learn when the amount of honor of various activities/qualities, humans are more willing and more likely to sacrifice.
II. Methods
Our experimental design, which went through a few revisions, was based on two premises. First, we distributed 60 surveys (20 for each sample group) to Americans who served in World War II, Vietnam, and members of Miami UniversityÕs ROTC program. This provided a general bases to form our outlook at the target groups and provide generalizations. Our questions were chosen because they directly pertained to our hypotheses and could be answered quickly and simply, which minimized unintelligent, impudent answers. The surveys were done in a variety of locations including a ROTC classroom, an American Legion, and a Ohio state veteransÕ meeting. Surveys were conducted in a non-biased, random manner by announcing we were conducting a survey about honor and sacrifice in the military and allowing people to participate if they wished. Although the settings differed among the groups, it was doubtful that this would skew the results.
The survey questions were created with the specific intention of analyzing the results in a scientific manner. Therefore, the first few questions of the survey dealt with the individualÕs sense of pride. The survey then asked four questions dealing with the concept of honor. Finally, two questions about personal sacrifice were asked. The reason we chose this method is that it would not only be simple to tabulate, but one question would lead into another. The progression of the questions culminated in the participant ranking whether they thought honor and sacrifice were human nature, social constructions, or a combination of the two.
Furthermore, we conducted six interviews (2 from each group) to provide personal insight. Interviews allowed the interviewee to determine the direction of the conversation whereas the surveys have an imposed direction. Each person interviewed was asked to give their definition of the concepts of honor and sacrifice, their beliefs about it, their perception of the other two generations, and their perception of other culturesÕ honor. Additionally, the results may be somewhat biased because of time constraints and a limited pool. Nonetheless, we feel that our design was statistically sound because we used a dual approach-- surveys and interviews. As a result of our approach, we were able to have the best of both worlds-- in depth information and numbers for statistics. Also, other than online feedback, the class was not involved in our study because we only incorporated people who had served in the military.
Timeline:
Week 8: Proposal Due / Revise Survey and Questionnaire
Week 9: Schedule Interviews / Second Revision of Survey and Questionnaire/ Presentation to Class / Online Progress Report
Week 10: Schedule Interviews
Week 11: Interviews / Pass Out Surveys / Online Progress Report
Week 12: Interviews / Pass out Surveys
Week 13: Review Information Gathered / Online Progress Report
Week 14: Compile Information
Week 15: Formulate Answers / Work on Final Report
Week 16: Complete Final Report
III. Results
After conducting our 60 surveys, we used a program called StatView to statistically analyze our results. Once the data fields were entered, ANOVA tables, means tables, cell bar charts, and FisherÕs PLSD post-hoc calculations were performed. With this information, we were able to create the charts, Level of Pride, Level of Honor, and Origin of Honor to illustrate the comparisons in our data.
(Information regarding this chart can be found in included statistics labeled ÒChart 1Ó and ÒChart 2Ó).
According to our data, the average level of pride individuals from the groups of Vietnam veterans and the current generation felt for their pride before service was 4.0 on a scale of 1 being low and 5 being a great amount. World War II veterans ranked slightly behind at 3.9. On the same scale this average, regarding the level of pride individuals felt after their military service, WW II and Vietnam members increased to 4.8. The mean of the current generation also noticed an increase, but only to 4.45. Even though high P-Values (.736) indicate that this data set could fall into the category of chance, we interpret the data to mean that all generations, after spending time in the military, noticed an increase in personal honor. We attribute the lower average of personal pride within the current generation to recent political actions. For example, the military has had numerous funding cut backs and scrutiny from the public. Therefore, while military personnel have pride in their service, society has influenced that level.
(Information regarding this chart can be found in included statistics labeled ÒChart 3Ó and ÒChart 4Ó).
The next phase of our data interpretation dealt with the level of honor these 60 individuals had for their military service. On average, members of the WW II generation ranked the honor they felt as 4.65 (continuing to use the same scale). This number is not only close to the mean of Ôpersonal pride after service,Õ but follows the commonly head assertion that these veterans are enveloped with a great sense of honor for their war-time actions. A P-Value of .033 supports that this is a sound data set, contributing to our theory. When these veterans were asked to rate the honor that they viewed U.S. military involvement as, they averaged a statistically sound response of 4.75. Once again, WW II veterans ranked the highest.
Individuals within the Vietnam veterans group produced a lower average response to the personal honor questions, rating at 4.2. However, a drastic drop in the average response was found regarding ÔU.SÕ involvement. We attribute this number, 3.5, to the nature of American society during the Vietnam conflict. Many of the survey participants stated that it was overwhelmingly hard to have any concept of honor in what they were doing or in American involvement when a large percentage of families and friends were against the conflict.
Within ROTC members of the current generation, the mean of response dealing with personal honor increased slightly over that of the Vietnam generation. The average answer was 4.35. Although this number carried a greater P-Value with it, statements on the surveys lead us to believe that the perception of honor related to military service is slowly returning to the current generation. Also, an average answer of 4.35 dealing with perceived U.S. honor leads us to believe that successful operations like Desert Storm have re-kindled the high esteem associated with military service.
(Information regarding this chart can be found in included statistics labeled ÒChart 5Ó).
Our final line of inquiry dealt with the overall concept of honor and sacrifice. Wanting our survey participants to consider this question after they had already answered the previous parts of the survey was a strategic choice we made. We felt that participants would give a more thought-out, truthful response to this question if the notions of honor and sacrifice were already on their mind. With fairly supportive P-Values, this proved to be one of the most interesting queries in our project.
In this question, we asked participants to state if they believed our two concepts of study were more a part of human nature (being 1 on the scale) or a part of a social construction (5 on the scale). Members of the World War II generation gave an average response of 2.75, Vietnam veterans answered 3.15, and the current generation produced a mean of 3.30. While the responses were near a balance between the two choices, a change of .55 occurred. According to these numbers, an individualÕs belief on the origin of honor and sacrifice have shifted from a key component within the essence of humanity to something that society dictates. When combined with other portions of our study, such as the perception of honor, it is possible to trace this slow change to events in American history.
IV. Conclusion
A key element to the success of our surveys was the nature of the questions. Since our project was trying to categorize the abstract concepts of honor and sacrifice, the nature of the questions were important. After finding out basic information like what branch the individual served in, what conflict they were a part of, and what their reason(s) for joining the military were, we had two types of questions. The first type of question asked the individual to rate, on a numerical scale, their thoughts about pride and honor. The second type of question required a written statement response. By doing this, we were able to see how numerical ratings corresponded with written thoughts. Also, the statements provided valuable information as to why certain people ranked answers the way they did.
Another strength was our dual approach-- both surveys and interviews. We were able to obtain the best of both worlds: in-depth information and numerical data. We were able to see an overall perspective and a personal point of view.
A weakness was the number of surveys given in that we should have conducted more surveys. With more surveys, our statistics would be more accurate. Also, our answers may have been more accurate had the participants been alone because it would have minimized external influences.
An additional weakness concerns our interview questions. They should have been based on the themes that prevailed in the surveys. However, we wrote the questions for the survey and interview questions at the same time. As a result it was difficult to incorporate our interview responses because it seemed as though the surveys and interviews went in different directions.
Furthermore, the interviews are not completely accurate because we had to rely on our memories for the interviewees responses. Although we videotaped the interviews in order to refer back to their statements, the soundtrack was deleted. Consequently, we primarily relied on paraphrasing from memory rather than directly quoting the interviewees, which may have skewed our results.
Discussion
Overall, through the surveys passed out and the interviews conducted, we were able to generate data that provided a statistically supportive response to our line of inquiry. Not only did our data serve to answer the initial questions we set about researching, but the data revealed new areas within our surveys that could be studied for comparison purposes. For example, we noticed differences in survey answers between people who responded that they joined the military as a result of the draft compared to individuals who joined the military for educational benefits, traditions, or personal reasons. Also, people who responded ÔyesÕ to the question ÔDid you personally see someone sacrifice their life in war?Õ were more apt to rank honor levels as 4 or 5 and give statements that supported a noble concept of personal sacrifice for a larger, greater purpose.
In reference to our project inquiry about the views of the current generation towards military service, we discovered that the current generation is slowly reclaiming the noble principles of honor and sacrifice. As a basis of reference, the perceptions of members of the World War II era were used. These individuals had a greater sense of honor after completing military service compared to when they started, believed the United States involvement in the war was just, and thought that pride / honor / sacrifice were embedded in human nature. As the next generation began to participate in Vietnam, each category that we surveyed either remained at the same level or decreased. Societal pressures and different politics made it difficult for people in the military to uphold the ideals that their parents created and lived. In tandem with this, the general thought about honor and sacrifice slightly shifted towards being a social construction. With the recent positive images created by the U.S. military (Desert Storm, the G.I. Bill, etc.) each caption has noticed a rebound. Individuals using the military as a tool to further their knowledge and experience has found a return in the ÔnobleÕ military personnel. An interesting side note to this is that, while a positive attitude towards the military and itÕs ideals are returning, the concept of honor and sacrifice continues its trend of becoming a creation of society, not a part of human nature.
VI. Literature Cited
Essinger, Nicholas S. Personal Recollections.
Franke, Volker C. Duty, Honor, Country: The Social Identity of West Point Cadets. Armed Forces & Society, Vol. 26, No. 2. (Winter, 2000), pp.1296-1318.
Leff, Mark H. The Politics of Sacrifice on the American Home Front in World War II. The Journal of American History, Vol. 77, No. 4. (Mar., 1991), pp. 1296-1318.
Sturken, Marita. The Wall, the Screen, and the Image: The Vietnam Veterans Memorial Representations. No. 35, Special Issue: Monumental Histories. (Summer, 1991), pp. 118-142.
Tweed, Bob. My Life with the Rainbow Division. 1999.
Wagner-Pacifici, Robin and Barry Scwartz. The Vietnam Veterans Memorial: Commemorating a Difficult Past (in Focus on Culture). American Journal of Sociology, Vol. 97, No. 2. (Sep., 1991), pp. 376-420.
Appendix - (Questionnaire, Interview Inquires, and StatView Charts)
For others to examine our survey and interview questions, a copy of each has been included.
The Questionnaire:
1. What is your age?
2. What branch did you serve in?
3. What military conflict did you serve in?
4. Why did you decide to join the military (i.e. draft, G. I. Bill, ect.)?
5. How much time did you serve?
6. Please rank the pride you had in yourself before the conflict/service on a scale of 1 to
5 (1 is none and 5 is a great deal).
7. Please rank the pride that you had in yourself after the conflict/service (scale 1 -5)
8. Please rank the level of honor you feel for your military contributions on a scale of 1
to 5 (1 is none and 5 is a great deal). How much honor do you feel for the United
StatesÕ contributions in the conflict(s) you were involved in (use the same scale)?
9. Do other generations have the same level of honor as yours (less, more, equal)? Please
explain.
10. Do you see honor and sacrifice being a part of the military (Yes / No, Please explain)?
11. Does honor and sacrifice influence each other (Yes/No, Please explain)?
12. Did you personally see someone sacrifice their life in war? If so, what did you think
of their sacrifice (i.e. was it noble)? Did it change your perspective / outlook)?
13. Do you believe that honor and sacrifice are human nature or socially constructed? Rank on a scale 1 -5 (one is human nature and 5 in socially constructed).
The Interview Questions:
1. Why did you decide to join the military (i.e. draft, G. I. Bill, etc.)?
2. What is your definition of the concepts of honor and sacrifice? How do these concepts influence each other?
3. What are your beliefs about honor and sacrifice?
4. What has influenced your beliefs about honor and sacrifice (life experiences, influences of others, etc.)?
5. What are your perceptions of other generations (W.W.II, Vietnam, current (whichever
is applicable)) in terms of honor and sacrifice?
6. What are your perceptions of other cultureÕs honor?
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