Psychologists From The United States

"One of the serious results of propaganda is that it has caused the public to think that education and propaganda are the same thing, and thus to make an ignorant multitude believe it is being educated when it is only being manipulated. Education aims at independence of judgement. Propaganda offers ready-made opinions for the unthinking herd."

"Education aims at independence of judgment. Propaganda offers ready-made opinions for the unthinking herd."

"The educator aims at a slow process of development; the propagandist, at quick results. The educator tries to tell people how to think; the propagandist, what to think. The educator strives to develop individual responsibility; the propagandist, mass effects. The educator wants thinking; the propagandist, action. The educator fails unless he achieves an open mind; the propagandist, unless he achieves a closed mind."

"It is the trivial, the irrelevant, the sensational, the appeal to obsolete bigotry which naturally give it greatest publicity. In such publicity it becomes a mere vulgar caricature of itself."

"It must be borne in mind that everything the propagandist does or says is for effect—most commonly the effect on fools. The public wants not truth but a show?"

"…so long as the public may be manipulated by misrepresentation and by appeal to ignorance and prejudice, it is the public’s own fault if the “knowing ones” make use of questionable methods."

"One reason why people cherish the delusion that they are still free long after they have lost or destroyed the liberties won by their ancestors lies in the boundless vanity of man when acting as mass. The mass in modern times believes it is sovereign. As sovereign it is free."

"The evil effect of these attempts to manipulate the multitude by pampering its weaknesses---in return for material and other advantages to persons and for ends not disclosed—is clearly seen in various aspects of our common life. In politics such effect have long been deplorable."

"For purposes of this discussion, propaganda is defined as the manipulation of the public to the end of securing some specific action."

"Propaganda is making puppets out of us. We are moved by hidden strings which the propagandist manipulates."

"Its aim is to “put something over” on people, with or without their knowledge or consent… neither truth nor the basic values of civilization get a fair hearing."

"Education is training in wisdom and virtue, and the exercise of these is freedom."

"The student of social psychology ... is concerned not so much with the panaceas that may be proposed for the solution of the economic problems, but is interested rather in the possibility that under any economic system a maximum number of people should be able to grow from infantile tribal ways to self-directing maturity."

"…prejudice and the well-known weaknesses of human nature are to be exploited and thus encouraged."

"I have characterized education as a victory won over one's wish-fancies and childish egoism, as the lifting of the problems of life to higher and more significant dilemmas, as the attainment of mastery. A humanistic liberalism seeks freedom as broad-mindedness; it strives for a highly civilized, urbane and sophisticated state of mind in which insight is deepened and interest is widened."

"Seek education for yourself and it is the search for the good life. From ancient times men have sought knowledge that they might become better judges of good and evil."

"Moral education is not mere drill in the ways of the herd. The good man's first duty, as Professor Erskine says, is to be intelligent. Good intentions alone do not enable man to judge wisely or behave well. The prevailing idea that one can be at the same time good and stupid has strongly influenced our education."

"The skepticism which has value is that which leads one on to further study and investigation. And it is characterized by intellectual modesty."

"It is children and savages and the illiterate who have the most implicit faith. It is said that unbelief is sin. This is not so; it is nobler to doubt than to believe, for to doubt is often to take sides with fact against oneself. Nietzsche said that this is characteristic of "higher men.""

"Most minds are loaded down with the seriousness of their convictions."

"It is in the localities where there is least artistic appreciation or intellectual curiosity or cosmopolitan spirit, the places where people have nothing with which to occupy their minds, that we find strongholds of "morality." Where education prevails, people learn to behave themselves as a matter of wisdom and good taste. Those who are sufficiently practiced in the art of living to be able to observe the common decencies without always "watching their step," may sometimes look up from the ground and take a broader view."

"Crowd men have no sense of humor. It is very difficult to educate solemn and opinionated people."

"What the state desires of education is soldiers, reliable voters, law-abiding citizens, contented working men, prosperous traders. Hence a spirit of docility and credulity, often of timidity, prevails in the school."

"Standardization develops a kind of mass mind, which in mature years renders men very susceptible to crowd appeal."

"Dr. Kallen says, "Free public education and private instruction purchasable at a price are both but the community's device to meet present needs by transmitting the past unchanged. They provide a grammar of assent, not a logic of inquiry. The mental posture they habituate the youth in is not the posture of reflection. The mental posture they habituate the youth in is the posture of conformity. They require belief, not investigation. They impose reverence for the past and idealization of the present. They envision the future as a perpetuation of the past, not as a new creation of it. They are Main Street's most powerful instrument of self-reproduction without variation.... They enable government both visible and invisible to continue by consent, for they forestall and inhibit in the citizens of the land the technique of doubt and dissent which is the necessary condition of good government and the true inward-ness of that eternal vigilance so notoriously the price of liberty.""

"Governments and churches and ruling classes and commercial groups have always sought to get their hands on the institutions for the education of youth and utilize them for their own interests."

"The attitude of authority discourages the spirit of search and criticism. Popular prejudice is entrenched. Non-essentials are over-emphasized. Crowd-mindedness, rather than independence of judgment, prevails."

"Whoever is concerned about his education should be on his guard against propaganda."

"Every government, our own included, fights with propaganda as deadly as poison gas."

"Common men cherish their naive faiths and ask no questions."

"I use the term "liberal" not in the political sense, as if it meant half measures, but in its original sense meaning by a liberal education the kind of education which sets the mind free from the servitude of the crowd and from vulgar self-interests."

"Is learning a venture in spiritual freedom that is humanism, or is it a routine process of animal training?"

"Education has to do with insight, with valuing, with understanding, with the development of the power of discrimination, the ability to make choice amongst the possibilities of experience and to think and act in ways that distinguish men from animals and higher men from lower."

"...education is a spiritual revaluation of human life. Its task is to reorient the individual, to enable him to take a richer and more significant view of his experiences, to place him above and not within the system of his beliefs and ideals. If education is not liberalizing, it is not education in the sense of the title of this book."

"Psycho-pathologists very often have to deal with people whose thinking is thus “compulsive.” And when analysis is possible, it is usually found that such persistent ideas are associated with some unconscious impulse. It is characteristic of all compulsive thinking that it is not the outgrowth of conscious reasoning and cannot be modified by evidence. Persons whose thinking is compulsive often seek to “rationalize” it—that is, they resort to ingenious devices to render it plausible or to explain away that which would contradict it. This sort of thinking, as I have tried to show, is a common characteristic of the crowd mind. The thinking of the crowd is dogmatic as a result of causes which are similar to those which render compulsive that of certain neurotics. And dogma is a common element in religion."

"Probably the greatest difference among men is this difference in habits of thought. There are some minds which behave merely like the mechanic who having learned his trade in a certain way never can function in any other."

"There is a quality of the educated mind which may best be described as a kind of sincerity, and conversely the outstanding trait of ignorance is that of clever insincerity."

"Education is emancipation from herd opinion, self-mastery, capacity for self-criticism, suspended judgment, and urbanity."

"It is the place of liberal Christianity to state the supremacy of the everlasting ends of life over the means of living, of the believer over the thing believed, the man over the system, the worker over the product. We are not liberals because we believe less but because we believe more. We dare to believe without an infallible guarantee of the substance of our faith in a moral issue. It is not an historical opinion. Liberalism is not a new system of dogma, but a new point of view. ... The place of liberal Christianity is to restore to the moderm man his spiritual integrity."

"The crowd is a social phenomenon only in the sense that it affects a number of persons at the same time."

"Animal training may give one the means to make a living; liberal education gives living a meaning."

"Moral training which does not encourage critical examination of popular ideas of what is right and good, does not tend to make men better, but only of one mind."

"The phenomena which we call the crowd-mind, instead of being the outgrowth of the directly social, are social only in the sense that all mental life has a social significance; they are rather the result of forces hidden in the personal and unconscious psyche of the members of the crowd, forces which are merely released by social gatherings of a certain sort."

"Another method of escaping moral responsibility is to run with the crowd. The crowd never considers consequences; it is bent upon vindicating its principles at any cost. It is anonymous; in it the individual may not be held to account."

"The graphic portrayal of quantitative information has deep roots. These roots reach into histories of thematic cartography, statistical graphics, and data visualization, which are intertwined with each other. They also connect with the rise of statistical thinking up through the 19th century, and developments in technology into the 20th century. From above ground, we can see the current fruit; we must look below to see its pedigree and germination. There certainly have been many new things in the world of visualization; but unless you know its history, everything might seem novel."

"It is common to think of statistical graphics and data visualization as relatively modern developments in statistics. In fact, the graphic representation of quantitative information has deep roots. These roots reach into the histories of the earliest map-making and visual depiction, and later into thematic cartography, statistics and statistical graphics, medicine, and other fields. Along the way, developments in technologies (printing, reproduction) mathematical theory and practice, and empirical observation and recording, enabled the wider use of graphics and new advances in form and content."

"Many schools are now introducing computers into the educational curriculum. Within 10 years it is predicted that computers will play a significant role in every classroom in North America. The question is, how will they be used? Many educators have been focusing on the use of computers for drill and programmed instruction—to provide individualized practice and instruction in the usual curriculum areas. There is another use for computers in education which some educators, myself included, find more exciting. These involve using the computer:"

"beliefs are hypotheses to be tested, not treasures to be guarded."

"How you think matters more than what you think."

"The intellectually aggressive hedgehogs knew one big thing and sought, under the banner of parsimony, to expand the explanatory power of that big thing to “cover” new cases; the more eclectic foxes knew many little things and were content to improvise ad hoc solutions to keep pace with a rapidly changing world."