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Propaganda is communication that is primarily used to influence or persuade an audience to further an agenda, which may not be objective and may be selectively presenting facts to encourage a particular synthesis or perception, or using loaded language to produce an emotional rather than a rational response to the information that is being presented. Propaganda can be found in a wide variety of different contexts.
Beginning in the twentieth century, the English term propaganda became associated with a manipulative approach, but historically, propaganda had been a neutral descriptive term of any material that promotes certain opinions or ideology.
A wide range of materials and media are used for conveying propaganda messages, which changed as new technologies were invented, including paintings, cartoons, posters, pamphlets, films, radio shows, TV shows, and websites. More recently, the digital age has given rise to new ways of disseminating propaganda, for example, in computational propaganda, bots and algorithms are used to manipulate public opinion, e.g., by creating fake news or biased news to spread it on social media or using to mimic real people in discussions in social networks.
From the 1790s, the term began being used also to refer to propaganda in Secularity activities. In English, the cognate began taking a pejorative or negative connotation in the mid-19th century, when it was used in the political sphere.
Non-English cognates of propaganda as well as some similar non-English terms retain neutral or positive connotations. For example, in official party discourse, xuanchuan is treated as a more neutral or positive term, though it can be used pejoratively through protest or other informal settings within China.
In a 1929 literary debate with Edward Bernays, Everett Dean Martin argues that, "Propaganda is making puppets of us. We are moved by hidden strings which the propagandist manipulates." In the 1920s and 1930s, propaganda was sometimes described as all-powerful. For example, Bernays acknowledged in his book Propaganda that "The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country. We are governed, our minds are molded, our tastes formed, our ideas suggested, largely by men we have never heard of."
NATO's 2011 guidance for military public affairs defines propaganda as "information, ideas, doctrines, or special appeals disseminated to influence the opinion, emotions, attitudes, or behaviour of any specified group in order to benefit the sponsor, either directly or indirectly".
Holy Roman Emperor Maximilian I was the first ruler to utilize the power of the printing press for propaganda – in order to build his image, stir up patriotic feelings in the population of his empire (he was the first ruler who utilized one-sided battle reports – the early predecessors of modern newspapers or neue zeitungen – targeting the mass.) and influence the population of his enemies. Propaganda during the Reformation, helped by the spread of the printing press throughout Europe, and in particular within Germany, caused new ideas, thoughts, and doctrine to be made available to the public in ways that had never been seen before the 16th century. During the era of the American Revolution, the American colonies had a flourishing network of newspapers and printers who specialized in the topic on behalf of the Patriots (and to a lesser extent on behalf of the Loyalists). Academic Barbara Diggs-Brown conceives that the negative connotations of the term "propaganda" are associated with the earlier social and political transformations that occurred during the French Revolutionary period movement of 1789 to 1799 between the start and the middle portion of the 19th century, in a time where the word started to be used in a nonclerical and political context.
The first large-scale and organised propagation of government propaganda was occasioned by the outbreak of the First World War in 1914. After the defeat of Germany, military officials such as General Erich Ludendorff suggested that British propaganda had been instrumental in their defeat. Adolf Hitler came to echo this view, believing that it had been a primary cause of the collapse of morale and revolts in the German home front and Navy in 1918 (see also: Dolchstoßlegende). In Mein Kampf (1925) Hitler expounded his theory of propaganda, which provided a powerful base for his rise to power in 1933. Historian Robert Ensor explains that "Hitler...puts no limit on what can be done by propaganda; people will believe anything, provided they are told it often enough and emphatically enough, and that contradicters are either silenced or smothered in calumny."Robert Ensor in David Thomson, ed., The New Cambridge Modern History: volume XII The Era of Violence 1890–1945 (1st edition 1960), p 84. This was to be true in Germany and backed up with their army making it difficult to allow other propaganda to flow in. Most propaganda in Nazi Germany was produced by the Ministry of Public Enlightenment and Propaganda under Joseph Goebbels. Goebbels mentions propaganda as a way to see through the masses. Symbols are used towards propaganda such as justice, liberty and one's devotion to one's country. World War II saw continued use of propaganda as a weapon of war, building on the experience of WWI, by Goebbels and the British Political Warfare Executive, as well as the United States Office of War Information.Fox, J. C., 2007, "Film propaganda in Britain and Nazi Germany : World War II cinema.", Oxford:Berg.
In the early 20th century, the invention of motion pictures (as in movies, diafilms) gave propaganda-creators a powerful tool for advancing political and military interests when it came to reaching a broad segment of the population and creating consent or encouraging rejection of the real or imagined enemy. In the years following the October Revolution of 1917, the Soviet Russia government sponsored the Russian film industry with the purpose of making propaganda films (e.g., the 1925 film The Battleship Potemkin glorifies Communist ideals). In WWII, Nazi filmmakers produced highly emotional films to create popular support for occupying the Sudetenland and attacking Poland. The 1930s and 1940s, which saw the rise of totalitarian states and the Second World War, are arguably the "Golden Age of Propaganda". Leni Riefenstahl, a filmmaker working in Nazi Germany, created one of the best-known propaganda movies, Triumph of the Will. In 1942, the propaganda song Niet Molotoff was made in Finland during the Continuation War, making fun of the Soviet Army's failure in the Winter War, referring the song's name to the Soviet's Minister of Foreign Affairs, Vyacheslav Molotov. In the US, animation became popular, especially for winning over youthful audiences and aiding the U.S. war effort, e.g., Der Fuehrer's Face (1942), which ridicules Hitler and advocates the value of freedom. Some American in the early 1940s were designed to create a patriotic mindset and convince viewers that sacrifices needed to be made to defeat the Axis Powers.Philip M. Taylor, 1990, "Munitions of the mind: A history of propaganda", Pg. 170. Others were intended to help Americans understand their Allies in general, as in films like Know Your Ally: Britain and Our Greek Allies. Apart from its war films, Hollywood did its part to boost American morale in a film intended to show how stars of stage and screen who remained on the home front were doing their part not just in their labors, but also in their understanding that a variety of peoples worked together against the Axis menace: Stage Door Canteen (1943) features one segment meant to dispel Americans' mistrust of the Soviets, and another to dispel their bigotry against the Chinese. Polish filmmakers in Great Britain created the anti-Nazi color film Calling Mr. Smith (1943) about Nazi crimes in German-occupied Europe and about lies of Nazi propaganda.
The Western Bloc and the Soviet Union both used propaganda extensively during the Cold War. Both sides used film, television, and radio programming to influence their own citizens, each other, and Third World nations. Through a front organization called the Bedford Publishing Company, the CIA through a covert department called the Office of Policy Coordination disseminated over one million books to Soviet readers over the span of 15 years, including novels by George Orwell, Albert Camus, Vladimir Nabokov, James Joyce, and Pasternak in an attempt to promote anti-communist sentiment and sympathy of Western values. George Orwell's contemporaneous novels Animal Farm and Nineteen Eighty-Four portray the use of propaganda in fictional dystopian societies. During the Cuban Revolution, Fidel Castro stressed the importance of propaganda. Propaganda was used extensively by Communist forces in the Vietnam War as means of controlling people's opinions.
During the Yugoslav wars, propaganda was used as a military strategy by governments of Federal Republic of Yugoslavia and Croatia. Propaganda was used to create fear and hatred, and particularly to incite the Serb population against the other ethnicities (Bosniaks, Croats, Albanians and other non-Serbs). Serb media made a great effort in justifying, revising or denying mass war crimes committed by Serb forces during these wars.
In English, propaganda was originally a neutral term for the dissemination of information in favor of any given cause. During the 20th century, however, the term acquired a thoroughly negative meaning in western countries, representing the intentional dissemination of often false, but certainly "compelling" claims to support or justify political actions or ideologies. According to Harold Lasswell, the term began to fall out of favor due to growing public suspicion of propaganda in the wake of its use during World War I by the Creel Committee in the United States and the Ministry of Information in Britain: Writing in 1928, Lasswell observed, "In democratic countries the official propaganda bureau was looked upon with genuine alarm, for fear that it might be suborned to party and personal ends. The outcry in the United States against Mr. George Creel famous Bureau of Public Information (or 'Inflammation') helped to din into the public mind the fact that propaganda existed. ... The public's discovery of propaganda has led to a great of lamentation over it. Propaganda has become an epithet of contempt and hate, and the propagandists have sought protective coloration in such names as 'public relations council,' 'specialist in public education,' 'public relations adviser.' " pp. 260–261 In 1949, political science professor Dayton David McKean wrote, "After World War I the word came to be applied to 'what you don't like of the other fellow's publicity,' as Edward L. Bernays said...."p. 113, Party and Pressure Politics, Boston: Houghton Mifflin Company, 1949.
David Goodman argues that the 1936 League of Nations "Convention on the Use of Broadcasting in the Cause of Peace" tried to create the standards for a liberal international public sphere. The Convention encouraged empathetic and neighborly radio broadcasts to other nations. It called for League prohibitions on international broadcast containing hostile speech and false claims. It tried to define the line between liberal and illiberal policies in communications, and emphasized the dangers of nationalist chauvinism. With Nazi Germany and Soviet Russia active on the radio, its liberal goals were ignored, while free speech advocates warned that the code represented restraints on free speech.David Goodman, "Liberal and Illiberal Internationalism in the Making of the League of Nations Convention on Broadcasting in the Cause of Peace." Journal of World History 31.1 (2020): 165-193. excerpt
Propaganda can often be recognized by the rhetorical strategies used in its design. In the 1930s, the Institute for Propaganda Analysis identified a variety of propaganda techniques that were commonly used in newspapers and on the radio, which were the mass media of the time period. Propaganda techniques include "name calling" (using derogatory labels), "bandwagon" (expressing the social appeal of a message), or "glittering generalities" (using positive but imprecise language). With the rise of the internet and social media, Renee Hobbs identified four characteristic design features of many forms of contemporary propaganda: (1) it activates strong emotions; (2) it simplifies information; (3) it appeals to the hopes, fears, and dreams of a targeted audience; and (4) it attacks opponents.
Propaganda is sometimes evaluated based on the intention and goals of the individual or institution who created it. According to historian Zbyněk Zeman, propaganda is defined as either white, grey or black. White propaganda openly discloses its source and intent. Grey propaganda has an ambiguous or non-disclosed source or intent. Black propaganda purports to be published by the enemy or some organization besides its actual origins (compare with black operation, a type of clandestine operation in which the identity of the sponsoring government is hidden). In scale, these different types of propaganda can also be defined by the potential of true and correct information to compete with the propaganda. For example, opposition to white propaganda is often readily found and may slightly discredit the propaganda source. Opposition to grey propaganda, when revealed (often by an inside source), may create some level of public outcry. Opposition to black propaganda is often unavailable and may be dangerous to reveal, because public cognizance of black propaganda tactics and sources would undermine or backfire the very campaign the black propagandist supported.
The propagandist seeks to change the way people understand an issue or situation for the purpose of changing their actions and expectations in ways that are desirable to the interest group. Propaganda, in this sense, serves as a corollary to censorship in which the same purpose is achieved, not by filling people's minds with approved information, but by preventing people from being confronted with opposing points of view. What sets propaganda apart from other forms of advocacy is the willingness of the propagandist to change people's understanding through deception and confusion rather than persuasion and understanding. The leaders of an organization know the information to be one sided or untrue, but this may not be true for the rank and file members who help to disseminate the propaganda.
The sociologist Jeffrey K. Hadden has argued that members of the anti-cult movement and Christian counter-cult movement accuse the leaders of what they consider cults of using propaganda extensively to recruit followers and keep them. Hadden argued that ex-members of cults and the anti-cult movement are committed to making these movements look bad.
Propaganda against other religions in the same community or propaganda intended to keep political power in the hands of a religious elite can incite religious hate on a global or national scale. It could make use of many propaganda mediums. War, terrorism, riots, and other violent acts can result from it. It can also conceal injustices, inequities, exploitation, and atrocities, leading to ignorance-based indifference and alienation.
In the early sixteenth century, Maximilian I invented one kind of psychological warfare targeting the enemies. During his war against Venice, he attached pamphlets to balloons that his archers would shoot down. The content spoke of freedom and equality and provoked the populace to rebel against the tyrants (their Signoria).
Post–World War II usage of the word "propaganda" more typically refers to political or nationalist uses of these techniques or to the promotion of a set of ideas. Propaganda is a powerful weapon in war; in certain cases, it is used to Dehumanization and create hatred toward a supposed enemy, either internal or external, by creating a false image in the mind of soldiers and citizens. This can be done by using derogatory or racist terms (e.g., the racist terms "Jap" and "gook" used during World War II and the Vietnam War, respectively), avoiding some words or language or by making allegations of enemy atrocities. The goal of this was to demoralize the opponent into thinking what was being projected was actually true. Most propaganda efforts in wartime require the home population to feel the enemy has inflicted an injustice, which may be fictitious or may be based on facts (e.g., the sinking of the passenger ship by the German Navy in World War I). The home population must also believe that the cause of their nation in the war is just. In these efforts it was difficult to determine the accuracy of how propaganda truly impacted the war. In NATO doctrine, propaganda is defined as "Information, especially of a biased or misleading nature, used to promote a political cause or point of view."North Atlantic Treaty Organization, NATO Standardization Agency AAP-6 – Glossary of terms and definitions, 2-P-9. Within this perspective, the information provided does not need to be necessarily false but must be instead relevant to specific goals of the "actor" or "system" that performs it.
Propaganda is also one of the methods used in psychological warfare, which may also involve false flag operations in which the identity of the operatives is depicted as those of an enemy nation (e.g., The Bay of Pigs Invasion used CIA planes painted in Cuban Air Force markings). The term propaganda may also refer to false information meant to reinforce the mindsets of people who already believe as the propagandist wishes (e.g., During the First World War, the main purpose of British propaganda was to encourage men to join the army, and women to work in the country's industry. Propaganda posters were used because regular general radio broadcasting was yet to commence and TV technology was still under development).Callanan, James D. The Evolution of The CIA's Covert Action Mission, 1947–1963. Durham University. 1999. The assumption is that, if people believe something false, they will constantly be assailed by doubts. Since these doubts are unpleasant (see cognitive dissonance), people will be eager to have them extinguished, and are therefore receptive to the reassurances of those in power. For this reason, propaganda is often addressed to people who are already sympathetic to the agenda or views being presented. This process of reinforcement uses an individual's predisposition to self-select "agreeable" information sources as a mechanism for maintaining control over populations.
Propaganda may be administered in insidious ways. For instance, disparaging disinformation about the history of certain groups or foreign countries may be encouraged or tolerated in the educational system. Since few people actually Fact-checking what they learn at school, such disinformation will be repeated by journalists as well as parents, thus reinforcing the idea that the disinformation item is really a "well-known fact", even though no one repeating the myth is able to point to an authoritative source. The disinformation is then recycled in the media and in the educational system, without the need for direct governmental intervention on the media. Such permeating propaganda may be used for political goals: by giving citizens a false impression of the quality or policies of their country, they may be incited to reject certain proposals or certain remarks or ignore the experience of others. In the Soviet Union during the Second World War, the propaganda designed to encourage civilians was controlled by Stalin, who insisted on a heavy-handed style that educated audiences easily saw was inauthentic. On the other hand, the unofficial rumors about German atrocities were well founded and convincing.Karel C. Berkhoff, Motherland in Danger: Soviet Propaganda during World War II (2012) excerpt and text search Stalin was a Georgian who spoke Russian with a heavy accent. That would not do for a national hero so starting in the 1930s all new visual portraits of Stalin were retouched to erase his and make him a more generalized Soviet hero. Only his eyes and famous moustache remained unaltered. Zhores Medvedev and Roy Medvedev say his "majestic new image was devised appropriately to depict the leader of all times and of all peoples."
Article 20 of the International Covenant on Civil and Political Rights prohibits any propaganda for war as well as any advocacy of national or religious hatred that constitutes incitement to discrimination, hostility or violence by law.
Simply enough the covenant specifically is not defining the content of propaganda. In simplest terms, an act of propaganda if used in a reply to a wartime act is not prohibited.
In the journalistic context, advertisements evolved from the traditional commercial advertisements to include also a new type in the form of paid articles or broadcasts disguised as news. These generally present an issue in a very subjective and often misleading light, primarily meant to persuade rather than inform. Normally they use only subtle propaganda techniques and not the more obvious ones used in traditional commercial advertisements. If the reader believes that a paid advertisement is in fact a news item, the message the advertiser is trying to communicate will be more easily "believed" or "internalized". Such advertisements are considered obvious examples of "covert" propaganda because they take on the appearance of objective information rather than the appearance of propaganda, which is misleading. Federal law specifically mandates that any advertisement appearing in the format of a news item must state that the item is in fact a paid advertisement.
Edmund McGarry illustrates that advertising is more than selling to an audience but a type of propaganda that is trying to persuade the public and not to be balanced in judgement.
Roderick Hindery argues that propaganda exists on the political left, and right, and in mainstream centrist parties. Hindery further argues that debates about most social issues can be productively revisited in the context of asking "what is or is not propaganda?" Not to be overlooked is the link between propaganda, indoctrination, and terrorism/counterterrorism. He argues that threats to destroy are often as socially disruptive as physical devastation itself.
Since 9/11 and the appearance of greater media fluidity, propaganda institutions, practices and legal frameworks have been evolving in the US and Britain. Briant shows how this included expansion and integration of the apparatus cross-government and details attempts to coordinate the forms of propaganda for foreign and domestic audiences, with new efforts in strategic communication. These were subject to contestation within the US Government, resisted by The Pentagon Public Affairs and critiqued by some scholars. The National Defense Authorization Act for Fiscal Year 2013 (section 1078 (a)) amended the US Information and Educational Exchange Act of 1948 (popularly referred to as the Smith-Mundt Act) and the Foreign Relations Authorization Act of 1987, allowing for materials produced by the State Department and the Broadcasting Board of Governors (BBG) to be released within U.S. borders for the Archivist of the United States. The Smith-Mundt Act, as amended, provided that "the Secretary and the Broadcasting Board of Governors shall make available to the Archivist of the United States, for domestic distribution, motion pictures, films, videotapes, and other material 12 years after the initial dissemination of the material abroad (...) Nothing in this section shall be construed to prohibit the Department of State or the Broadcasting Board of Governors from engaging in any medium or form of communication, either directly or indirectly, because a United States domestic audience is or may be thereby exposed to program material, or based on a presumption of such exposure." Public concerns were raised upon passage due to the relaxation of prohibitions of domestic propaganda in the United States.
In the wake of this, the internet has become a prolific method of distributing political propaganda, benefiting from an evolution in coding called bots. or Internet bot can be used for many things, including populating social media with automated messages and posts with a range of sophistication. During the 2016 U.S. election a cyber-strategy was implemented using bots to direct US voters to Russian political news and information sources, and to spread politically motivated rumors and false news stories. At this point it is considered commonplace contemporary political strategy around the world to implement bots in achieving political goals.
A number of techniques based in social psychological research are used to generate propaganda. Many of these same techniques can be found under Fallacy, since propagandists use arguments that, while sometimes convincing, are not necessarily valid.
Some time has been spent analyzing the means by which the propaganda messages are transmitted. That work is important but it is clear that information dissemination strategies become propaganda strategies only when coupled with propagandistic messages. Identifying these messages is a necessary prerequisite to study the methods by which those messages are spread.
Theodor W. Adorno wrote that fascist propaganda encourages identification with an authoritarian personality characterized by traits such as obedience and extreme aggression. In The Myth of the State, Ernst Cassirer wrote that while fascist propaganda mythmaking flagrantly contradicted empirical reality, it provided a simple and direct answer to the anxieties of the secular present.
Propaganda can also be turned on its makers. For example, postage stamps have frequently been tools for government advertising, such as North Korea's extensive issues. The presence of Stalin on numerous Soviet stamps is another example. In Nazi Germany, Hitler frequently appeared on postage stamps in Germany and some of the occupied nations. A British program to parody these, and other Nazi-inspired stamps, involved airdropping them into Germany on letters containing anti-Nazi literature.
In 2018 a scandal broke in which the journalist Carole Cadwalladr, several whistleblowers and the academic Emma Briant revealed advances in digital propaganda techniques showing that online human intelligence techniques used in psychological warfare had been coupled with psychological profiling using illegally obtained social media data for political campaigns in the United States in 2016 to aid Donald Trump by the firm Cambridge Analytica. The company initially denied breaking laws but later admitted breaking UK law, the scandal provoking a worldwide debate on acceptable use of data for propaganda and influence.
According to William W. Biddle's 1931 article "A psychological definition of propaganda", "the four principles followed in propaganda are: (1) rely on emotions, never argue; (2) cast propaganda into the pattern of "we" versus an "enemy"; (3) reach groups as well as individuals; (4) hide the propagandist as much as possible."
More recently, studies from behavioral science have become significant in understanding and planning propaganda campaigns, these include for example nudge theory which was used by the Obama Campaign in 2008 then adopted by the UK Government Behavioural Insights Team. Behavioural methodologies then became subject to great controversy in 2016 after the company Cambridge Analytica was revealed to have applied them with millions of people's breached Facebook data to encourage them to vote for Donald Trump.
Haifeng Huang argues that propaganda is not always necessarily about convincing a populace of its message (and may actually fail to do this) but instead can also function as a means of intimidating the citizenry and signalling the regime's strength and ability to maintain its control and power over society; by investing significant resources into propaganda, the regime can forewarn its citizens of its strength and deterring them from attempting to challenge it.Huang, Haifeng. "Propaganda as signaling." Comparative Politics 47, no. 4 (2015): 419–444.
In the 1980s, academics recognized that news and journalism could function as propaganda when business and government interests were amplified by mass media. The propaganda model is a theory advanced by Edward S. Herman and Noam Chomsky which argues exist in mass media that are shaped by structural economic . It argues that the way in which commercial media institutions are structured and operate (e.g. through advertising revenue, concentration of media ownership, or access to sources) creates an inherent conflict of interest that make them act as propaganda for powerful political and commercial interests:
First presented in their book (1988), the propaganda model analyses commercial mass media as businesses that sell a product – access to readers and audiences – to other businesses (advertisers) and that benefit from access to information from government and corporate sources to produce their content. The theory postulates five general classes of "filters" that shape the content that is presented in news media: ownership of the medium, reliance on advertising revenue, access to news sources, threat of litigation and commercial backlash (flak), and anti-communism and "fear ideology". The first three (ownership, funding, and sourcing) are generally regarded by the authors as being the most important. Although the model was based mainly on the characterization of United States media, Chomsky and Herman believe the theory is equally applicable to any country that shares the basic political economic structure, and the model has subsequently been applied by other scholars to study media bias in other countries.
By the 1990s, the topic of propaganda was no longer a part of public education, having been relegated to a specialist subject. Secondary English educators grew fearful of the study of propaganda genres, choosing to focus on argumentation and reasoning instead of the highly emotional forms of propaganda found in advertising and political campaigns. In 2015, the European Commission funded Mind Over Media, a digital learning platform for teaching and learning about contemporary propaganda. The study of contemporary propaganda is growing in secondary education, where it is seen as a part of language arts and social studies education.
The League encouraged the teaching of racial theory. Picture books for children such as Trust No Fox on his Green Heath and No Jew on his Oath, Der Giftpilz (translated into English as The Poisonous Mushroom) and The Poodle-Pug-Dachshund-Pinscher were widely circulated (over 100,000 copies of Trust No Fox... were circulated during the late 1930s) and contained depictions of Jews as devils, child molesters and other morally charged figures. Slogans such as "Judas the Jew betrayed Jesus the German to the Jews" were recited in class. During the Nuremberg Trial, Trust No Fox on his Green Heath and No Jew on his Oath, and Der Giftpilz were received as documents in evidence because they document the practices of the Nazis The following is an example of a propagandistic math problem recommended by the National Socialist Essence of Education: "The Jews are aliens in Germany—in 1933 there were 66,606,000 inhabitants in the German Reich, of whom 499,682 (0.75%) were Jews."Hirsch, Herbert. Genocide and the Politics of Memory. Chapel Hill & London: University of North Carolina Press, 1995. p. 119.
Techniques
Common media for transmitting propaganda messages include news reports, government reports, historical revision, junk science, books, leaflets, propaganda film, radio, television, and posters. Some propaganda campaigns follow a strategic transmission pattern to indoctrinate the target group. This may begin with a simple transmission, such as a leaflet or advertisement dropped from a plane or an advertisement. Generally, these messages will contain directions on how to obtain more information, via a website, hotline, radio program, etc. (as it is seen also for selling purposes among other goals). The strategy intends to initiate the individual from information recipient to information seeker through reinforcement, and then from information seeker to opinion leader through indoctrination.Garth S. Jowett and Victoria J.: O'Donnell, Propaganda & Persuasion (5th ed. 2011)
Models
Persuasion in social psychology
The field of social psychology includes the study of persuasion. Social psychologists can be sociologists or psychologists. The field includes many theories and approaches to understanding persuasion. For example, communication theory points out that people can be persuaded by the communicator's credibility, expertise, trustworthiness, and attractiveness. The elaboration likelihood model, as well as heuristic models of persuasion, suggest that a number of factors (e.g., the degree of interest of the recipient of the communication), influence the degree to which people allow superficial factors to persuade them. Nobel Prize–winning psychologist Herbert A. Simon won the Nobel prize for his theory that people are . That is, in a society of mass information, people are forced to make decisions quickly and often superficially, as opposed to logically.
Propaganda theory and education
During the 1930s, educators in the United States and around the world became concerned about the rise of anti-Semitism and other forms of violent extremism. The Institute for Propaganda Analysis was formed to introduce methods of instruction for high school and college students, helping learners to recognize and desist propaganda by identifying persuasive techniques. This work built upon classical rhetoric and it was informed by suggestion theory and social scientific studies of propaganda and persuasion. In the 1950s, propaganda theory and education examined the rise of American consumer culture, and this work was popularized by Vance Packard in his 1957 book, The Hidden Persuaders. European theologian Jacques Ellul's landmark work, framed propaganda in relation to larger themes about the relationship between humans and technology. Media messages did not serve to enlighten or inspire, he argued. They merely overwhelm by arousing emotions and oversimplifying ideas, limiting human reasoning and judgement.
Self-propaganda
Self-propaganda is a form of propaganda that refers to the act of an individual convincing themself of something, no matter how irrational that idea may be. Self propaganda makes it easier for individuals to justify their own actions as well as the actions of others. Self-propaganda often works to lessen the cognitive dissonance felt by individuals when their personal actions or the actions of their government do not line up with their moral beliefs. Self-propaganda is a type of Self-deception. Self-propaganda can have a negative impact on those who perpetuate the beliefs created by using self-propaganda.
Children
Of all the potential targets for propaganda, children are the most vulnerable because they are the least prepared with the critical reasoning and contextual comprehension they need to determine whether message is a propaganda or not. The attention children give their environment during development, due to the process of developing their understanding of the world, causes them to absorb propaganda indiscriminately. Also, children are highly imitative: studies by Albert Bandura, Dorothea Ross and Sheila A. Ross in the 1960s indicated that, to a degree, socialization, formal education and standardized television programming can be seen as using propaganda for the purpose of indoctrination. The use of propaganda in schools was highly prevalent during the 1930s and 1940s in Germany in the form of the Hitler Youth.
Anti-Semitic propaganda for children
In Nazi Germany, the education system was thoroughly co-opted to indoctrinate the German youth with anti-Semitic ideology. From the 1920s on, the Nazi Party targeted German youth as one of their special audience for its propaganda messages. Schools and texts mirrored what the Nazis aimed of instilling in German youth through the use and promotion of racial theory. Julius Streicher, the editor of Der Stürmer, headed a publishing house that disseminated anti-Semitic propaganda picture books in schools during the Nazi dictatorship. This was accomplished through the National Socialist Teachers League, of which 97% of all German teachers were members in 1937.
Comparisons with disinformation
See also
Sources
(2025). 9781412908979, Sage Publications, Inc. ISBN 9781412908979
Further reading
Books
Essays and articles
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