Group Leader's Guide to Propaganda Analysis
Excerpt from Edwards, Violet, Group Leader’s Guide to Propaganda Analysis (New York, NY: Institute of Propaganda Analysis, 1938) (permission Christine Darby)
Excerpted by Marianne Kinkel
Contributor’s note: Footnotes from the original. I have preserved the style of the original notes.
Why Propaganda Study?
The cornerstone of democratic society, fundamental to the improvement of democracy as a way of life, is reliance upon the free play of intelligence in solving problems of human concern. This ideal is held in direct contrast with the making of decisions either by a minority or by the majority on the basis of traditional beliefs, uncritical acceptance of authority, or on blind impulse.
In our American democracy social institutions, national and international policies, and social, economic, and political programs are constantly in the process of making. These institutions, policies, and programs are set up by the people themselves, rather than by any external authority or by any small group. They are subject to modification or rejection in accordance with the will of the people as a whole.
It follows then, if in practice as well as in word we cherish the ideal of the free play of intelligence, that we have definite responsibilities as teachers and as citizens of a democracy.
It is our special responsibility to see that there are no barriers from any quarter to the free play of criticism and evaluation, to the bringing of "the light of a thousand minds" 1 into focus upon our country's complex problems.
The alternative to reliance upon collective intelligence in solving our common problems is resort either to a philosophy of inertia, in itself fatal to democracy as a way of life, or to authoritarianism in which faith in the people as a whole is scorned, and one set of values is prescribed for all and enforced for all.
Democracy rests upon faith in the common man. Its welfare depends upon him -- upon his intelligence, his ability to analyze and to solve the problems of his society, and his willingness to forego personal bias and interest when these are ruled out by the facts concerned, and to act for "the good of the greatest number."
However, amazingly little has been done to encourage and promote intelligent action on the part of the common man. Neither schools nor responsible adult organizations have set out consciously to organize their programs in a way to encourage intelligent action on the part of all the people. We have taken our way of life for granted. We have been, more or less, content to accept the "symbol" of democracy. Certainly we have not undertaken the direct responsibility for its practical functioning, much less its refinement. We speak of teaching "good citizenship" as if it were a lesson to be learned by rote, rather than the everyday practice of intelligent, social thinking and acting.
Indeed, we speak of "education" as glibly as we do of citizenship. We discuss "getting an education" in very much the same way as we discuss getting a new suit of clothes or a new winter coat. Not yet have our schools and our educational organizations set out consciously to formulate a program of study which makes clear distinctions between "training" and "education." We can be trained to brush our teeth and to hold a knife and fork properly, and even to manipulate a large city's voting machine correctly, but learning of this kind, however important, is not education for responsible citizenship in a democracy…
Propaganda Analysis Means—
In this publication we use the term "propaganda analysis." It denotes a group learning process of free discussion of problems created by propaganda and by the other forces which shape public opinion. The term refers both to method and to subject matter. It is descriptive of the method used to make possible the emotionally detached consideration and discussion of public affairs.
This generalized conception may be clarified by listing the important aspects of propaganda analysis.
A Group Learning Process
- Propaganda analysis, as an organized process, is the experimental group study—in the classroom, civic organization, adult group—of the following:
( a ) The conflicts or problems of a modern state dedicated to democracy, that is, to the solution of its problems through the application of critical inquiry and intelligent social action. ( b ) The strains or pressures which society creates for the individuals which compose it. ( c ) Why people think and act in certain ways under the stimuli of appeals to their interests, needs, desires, prejudices, fears, and the like. ( d ) The main interests and desires to which organized groups in our society appeal. ( e ) The purposes underlying the appeals of these individuals and groups. ( f ) The methods, or the means, they use to achieve their ends or purposes.
Subject Matter
- Propaganda analysis is based upon the critical examination and discussion of the following:
( a ) Those public questions and problems which agitate the minds of Americans today. ( b ) The methods and devices, as well as the organization, of groups which attempt to persuade people to act in certain calculated ways. ( c ) The channels of communication, that is, the press, radio, motion picture, through which propagandas are transmitted, and which themselves act as forces in shaping public opinion. ( d ) Other forces, such as the home, the community, the church, the school, language, music, art, and economic, social, and political factors and conditions, which mold public opinion. ( e ) The psychology of individual and group behavior -why people think and act in certain ways.
Cooperation
- The Institute's experimental study program has its roots in the work of over 350 cooperating high schools; high school, college, and university classes; and in as many adult groups, ranging from professional and adult education organizations to civic, farm, and church groups. The study is further based upon the experimental use and development of methods and subject matter for group work in critical analysis and free discussion. Efforts along these lines, in cooperating schools and adult groups, as well as with educational organizations and institutions dedicated to similar objectives, are directed towards the building of positive as opposed to negative approaches to the study of present-day social problems. The aim of propaganda analysis is not to produce a kind of skepticism which will destroy belief in everything, but to produce skepticism which will distinguish truth from falsehood.
Participation
- Central to the process of propaganda analysis are:
( a ) Group participation in free discussion. An experimental guide to group discussion is provided in the appendix of this publication to encourage expression of views, and to arrive at conclusions based upon consideration of relevant facts. ( b ) An understanding and a working knowledge of the scientific method through day-to-day individual and group practice in asking such questions as, "Are our premises supported by evidence?" and "Do our conclusions follow from our premises?" In schools propaganda analysis is carried on in classes which already exist, such as history, social studies, English, home economics, and mathematics. In adult groups work is centered in practical affairs pertaining to citizenship.
Morgan, Joy Elmer, The Ideas and Ideals of Horace Mann. Lecture on Education. p. 77. National Home Library Foundation. Washington, D. C., 1936. ↩