#-> because an outside influence stepped in specifically in an attempt to groom them to suit their own purposes ->

[labyrynth]

genshin fans really will be like “i can excuse child combatants but i draw the line at young-looking adults”

[xbloodrunsredx]

Could you tell me what you think of the way the creators have instilled Rick and Morty relationship thoughout the show ? I've noticed that you're pretty good at explaining things so I was wondering if you wanted to showcase the "proofs" of their relationship. Anyway I love your fanfic "fire consumes fire" and I'm reading it right now, it's great !

For sure! Have fun with Fire Consumes Fire, it's my baby <3

I'll analyse season one for now and point out the creative choices and underlying themes as my proof! Let me know if you want to see more seasons though :)

An important thing to remember is that things like grooming and sexual abuse are not just about touching someone or being touched. Things like exposing a child to/forcing a child to watch a sexual act, speaking to a child in a sexually explicit way, and undressing yourself or them (typically older than the age they'll need to be bathed for that one) all count as aspects and types of sexual abuse.

Now some people might think that's less important because Morty is fourteen and at that age where male sexuality is a little more domineering but, canonically, Rick has been in Morty's life since he was twelve at most, possibly younger.

(Rick celebrating Morty's 13th birthday: Mindblowers)

There's a lot of time missing, and if we're assuming that Rick's attitude has remained consistent, then it means this has been a common theme since Morty was prepubescent.

The first episode is relatively tame, but it plays an important role in establishing the family hierarchy, and does a lot with the ever infamous megaseeds. There have been a lot of fanfictions about the seeds and for good reason - though not overtly sexual in nature, it establishes a certain level of control over Morty. Morty lacks bodily autonomy and the ability to tell Rick no. He does what Rick says, even if it means sacrificing his own body, and it is the first step the creators took in creating a warped dynamic between them. It sets the stage for further abuse of power by Rick, which is important to make the future episodes realistic and true to character consistently. Somewhat separately, throughout the show you'll see me note instances where you can see the show easing us into sexually explicit interactions between the two - we are desensitised to Morty's blatant sexuality before we're introduced to Rick's, which is really interesting considering who they are. The difference is that they need to put in more work to make Morty someone viewed through a sexual lens in an effort to get us used to him and how we'll see him portrayed in the future. Then they introduce Rick's sexuality, and even later how their sexualities interact with each other.

This next episode draws directly on the assumptions we make based on the first episode about sexuality, and expands even further. When incepting Morty's math teacher, we now see a focus on Rick's sexuality - he involves himself in bondage in a sex dungeon in front of Morty, and encourages Morty to participate. This time we see Morty deny him, clearly not comfortable with it despite being intrigued. Something really interesting is Summer in this episode: while some may not think it's important in relation to Rick and Morty's relationship, her trying to sleep with them establishes the first theme of incest we see in the show and sets a playing field: the creators are saying it's their show and they can make who they want to be sexual to who they want.

Something else I think is important in season one is that after heavily sexual episodes, we get a break where the following episodes are family based. That's why we're skipping anatomy park for now, to go into episode four: the episode where Rick undresses himself, forces Morty to undress, steals his clothes and makes him walk around naked. Sure, his intentions aren't outwardly nefarious - there is reasonable evidence that Rick knew Morty was a simulation for a decent while, but I'll focus on if he didn't for now - but that doesn't make it less important to the development of abuse structures. Morty is incapable of telling Rick no when Rick puts his mind to doing something: the surrender of autonomy to Rick is really important for creating an abusive cycle. What if Rick had been lying? How would Morty have known? What could he have done? Morty gives in without really knowing what he's giving into.

Meeseeks and Destroy, in my opinion, is one of the most important episodes in determining abuse. Something I like to think about, is the central figure of Morty's life. Rick, right? When Morty chooses his own adventure, it's akin to him trying to reclaim his autonomy and trying to exert his influence. He tries to become his own central figure, and in doing so he meets Mr Jellybean. Two things happen as a result: Morty associates being in control of himself with getting assaulted, and we see a demonised version of Rick in Mr Jellybean. Hear me out! Mr Jellybean is the replacement of Rick in this episode as a figure that shoves Morty around, makes him uncomfortable, makes him do things he doesn't want to do, but with a sexual twist. Mr Jellybean's temper when he doesn't get what he wants and the sudden calm when he does, is eerily reflective of blackout drunk Rick.

We get a mix of a family episode and a sexually explicit episode here so I won't go into too much detail - but the distinct separation of Rick and Morty from the rest of their family when they leave creates a dynamic where Morty can rely on Rick as the only constant. It separates him from the rest of his family and the rest of the world in a lot of ways, which heavily contributes to his mindset.

The next episode is one where the creator definitely try and push a distrust by the family in regards to Rick and Morty's relationship. Rick lets Morty buy a sex bot while they're out named Gwendolyn - Morty adapts quickly and happily to his more sexually active lifestyle until he asks Rick to come upstairs. Beth says then: "Okay, now if we hear squeaking, we intervene." Rick is attempting to fix Gwendolyn and jumps on the bed, which prompts the entire family to come to Morty's room to stop whatever it is that is happening. Like I've mentioned previously, they follow really explicit episodes with family stuff - this episode somewhat follows that by splitting it in half: half is explicit and the rest has Rick and Morty separated while we take in the new information given to us. Beth thought Rick would have sex with Gwendolyn, possibly in a threesome or something - if the character believes it, then the creators wants us to believe it too.

The next two episodes are family orientated, where we focus less on Rick and Morty and more specific members of their family, we're introduced to a flipped dynamic via Evil Morty and his Rick. Morty ponders his own worth as Rick devalues his existence and treats him like one would an object which is another aspect of abuse that gets referenced in the future. My interest for now lies in the use of Mortys and how they're viewed by Ricks. Evil Morty perpetuates that and attempts to go about it in a Rick-esque way. Which, of course, means tying naked teenagers to the outside of a building - there isn't a need for them to be naked, but Evil Morty does that in order to push the idea of it being something a Rick would cook up while also turning on himself. The idea that there are good Ricks, bad Ricks and worse Ricks makes for an interesting idea that begs the question: if the Rick next to C-137 on the scale is believed to be capable of doing that to hundreds of Mortys, then what is our Rick capable of?

The last episode is undeniably tame by comparison and is another family orientated episode to make up for the last one. It is undeniable that a lot of work has been put into making Rick and and Morty's dynamic reflect that of sexual abuse and grooming, a theme that grows more apparent with every new season.

[jimmeadows]

OPERATION VARSITY BLUES ETHICAL OPPORTUNITIES

A few months ago, US News reported on the academic admissions scandal, Operation Varsity Blues:

“The case—the largest college admission scam ever prosecuted by the Department of Justice—exposes a long-running racketeering scheme dating back to 2011, in which parents paid an admissions consultant a combined $25 million to help students cheat on college entrance exams and to get them into elite colleges and universities as recruited athletes when in reality they were not athletes.”

This was a profoundly disappointing situation that displays the worst of our human failure on many levels.  In addition to its magnitude, this particular scam especially grabbed my attention due to its higher-education context.  It occurs within the confluence of many deeply significant factors:

Mentoring developing young adults.

Student life transitions including high school to college, and college to the professional world.

Parental ethics and leadership.

Student accountability and fairness.

Respect for the processes and institutions of higher education.

The responsibilities that are intrinsic to power and privilege.

Personal character and integrity.

Student character and integrity.

Parental character and integrity.

Professional character and integrity.

Societal and academic implications.

These are weighty matters that should give us all cause for concern.  Specifically, they should remind us of six essential ethical realities:

1—Power and privilege do not equal immunity.

Whether in the Spider-Man world (“with great power comes great responsibility”) or in sacred writings (“to whom much is given, much is required”), we understand that large influence travels with commensurate accountability.  Just because a parent might hold a position of influence, have a prominent name, or possess significant fiscal assets does not mean the law of the land and academic admissions policies do not apply.  Many benefits come with position, name, and assets—immunity from the law and organizational policies should not be among them.

2—Bad outcomes can manifest from an apparent good heart.

A pure heart never guarantees a noble outcome.  That is because all of us are subject to change and sometimes that change equals corruption.  A parent of a one-month-old child might begin with a pure heart that leads to noble outcomes.  However, fast forward that same parent 17 years and now vicariously experiencing that child’s college admissions stress.  Do we have an outcome guarantee?  Of course, it depends on the parent.  Many noble outcomes ensue, but many does not equal all.  Some parents in their quest to provide the best for their child will succumb to the temptation to step outside proper boundaries.  Doing so is seemingly justified by that apparent good heart:

“I’m doing this because I want to give my child the best.”

Although we can all to some extent understand this sentiment, it in no way excuses or justifies the unethical actions and outcomes.  If anything, it reinforces how vulnerable we all are.  Therein lies the need for a constant ethical scrutiny over ourselves and our communities.

3—Unethical practices to gain entry into an ethical institution fundamentally disqualify the candidate.

On the most basic sensible and philosophical level, by definition any ethical institution must deny any candidate entry when that entry attempt was unethically based.  Any other action makes a mockery of the ethical institution and its entry process.  Our academic institutions are among the tallest pillars of our humanity.  The fundamental preservation of their purity must remain a constant commitment by every human being directly or indirectly connected to them.

4—Falsifying your child's profile only immerses that child into a universe that is fundamentally and unfairly built on false pretenses.

When we enter into a new universe by virtue of truth and integrity, we do the best service to ourselves and others.  To enter into a new universe not arrived at via truth and integrity will degrade and undermine all aspects of that new universe both for ourselves and others.  Going into a new universe is something that the student should want to do by being his or her authentic best person.  You cannot be your authentic best person without first BEING that person.  In being that person, you then genuinely display that person.  Therefore, no one can be that best person without truth and integrity.

5—Secretly shielding your child from the consequences of that child's behavior, aptitudes, and performance vehemently disrespects that child's personhood, and this is an abuse of your parenthood.

Parenthood is an extremely personal, overwhelming, grave, complicated, rewarding, painful, amazing, and beautiful role.  However, none of those adjectives imply that the parent owns that child.  Nothing could be further from the truth.  Indeed, the child is “on loan” to the parent for a limited time, during which the parent has a stewardship responsibility.

An intrinsic stewardship component of parenthood is releasing that child from your tutelage.  That releasing process begins the moment the child is born and slowly continues for nearly two decades (in most cases).  Although parents may struggle to varying degrees with the releasing process, each parent generally embraces the releasing process out of a respect for the child’s personhood.

Fundamentally, the best action a parent can take is to respect the child’s personhood; the worst action a parent can take is to disrespect the child’s personhood.  When you send your child out into the real world, anything that you directly or indirectly do to disrespect that child’s personhood does that child no favors.  Rather, it does that child an inexcusable disfavor.

6—The university should be the grooming and proving ground for the professional world.

From the student’s first connection to the college, the grooming and proving ground springs into action.  If the student takes this opportunity seriously, then the stage is set for an ongoing personal and professional growth experience hosted by that college.  It is an extremely significant academic development opportunity while simultaneously presenting somewhat of a preface to the yet-to-come extremely significant professional development opportunity that more fully continues postgraduation.  Lifelong patterns embed themselves into how that student executes personal and professional growth.  That total process deserves and demands nothing less than a student’s pure authentic personal and professional investment.  Polluting any aspect of that process by deceptive practices is reprehensible.

CONCLUSION

Navigating higher education was never intended to be a walk in the park.  Young people and their parents must understand this.  However, by embracing these six ethical realities, we will navigate higher education with virtue, class, and character—and those are the inner assets of the soul that no academic credential can provide.