THE PHANTOM PUBLIC the Gase for Conservatism, by Francis Graham Wilson
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Extract from Public Opinion by Walter Lippmann Concerning
1 WALTER LIPPMANN - EXTRACT FROM PUBLIC OPINION BY WALTER LIPPMANN CONCERNING MANUFACTURING CONSENT PUBLISHED 1922 “Public Opinion is a book by Walter Lippmann, published in 1922. It is a critical assessment of functional democratic government, especially of the irrational and often self-serving social perceptions that influence individual behavior and prevent optimal societal cohesion.[1] The detailed descriptions of the cognitive limitations people face in comprehending their sociopolitical and cultural environments, leading them to apply an evolving catalogue of general stereotypes to a complex reality, rendered Public Opinion a seminal text in the fields of media studies, political science, and social psychology.” WIKI. EXTRACT 4 That the manufacture of consent is capable of great refinements no one, I think, denies. The process by which public opinions arise is certainly no less intricate than it has appeared in these pages, and the opportunities for manipulation open to anyone who understands the process are plain enough. The creation of consent is not a new art. It is a very old one which was supposed to have died out with the appearance of democracy. But it has not died out. It has, in fact, improved enormously in technic, because it is now based on analysis rather than on rule of thumb. And so, as a result of psychological research, coupled with the modern means of communication, the practice of democracy has turned a corner. A revolution is taking place, infinitely more significant than any shifting of economic power. Within the life of the generation now in control of affairs, persuasion has become a self-conscious art and a regular organ of popular government. -
La Guerra Por La Mente Pública Moldeando La Mente Pública
La guerra por la mente pública Moldeando la mente pública NUÑO RODRÍGUEZ, POLITÓLOGO Y AnaLISTA l surgimiento de la sociedad de masas supuso un punto de giro en la narra- tiva de la historia. La necesidad de reconducir a la población por los nuevos parámetros fijados por las elites, supuso un punto de inflexión en la manera Ede gobernar. En el mundo moderno fue Napoleón el primero en usar abiertamente la propaganda para sus fines políticos, para ello creó la oficina de la opinión -pú blica. Napoleón veía la opinión pública como algo mecánico y manipulable a tra- vés de la psicología.1 De hecho, Napoleón pensaba que solo habían dos fuerzas en el mundo: la espada y el espíritu. Veía que a lo largo de la historia la espada siempre ha sido derrotada por el espíritu,2 y por ello pensaba que la fuerza de un estado residía en la opinión pública que la población tenía del propio estado. Na- poleón resumió su creencia en el poder de la opinión pública cuando dijo “tres periódicos hostiles son más temibles que mil bayonetas”.3 El beneplácito de la población era indispensable para la práctica de gobierno. Por este motivo el surgi- miento de las masas y su irrupción en los asuntos políticos es una de las razones 4 REVISTA FUERZA AÉREA-EUA TERCERA EDICIÓN La guerra por la mente pública principales por las que el estado moderno necesita de la propaganda.4 En la sociedad de masas la población conoce a sus líderes a través del sistema mediático y en el sistema mediático es más complejo ejercer una recia censura, como se podía ejercer en tiempos anteriores. -
Corgi™ Manual
1 The Phantom Laboratory Corgi™ Manual Copyright © 2020 WARRANTY THE PHANTOM LABORATORY INCORPORATED (“Seller”) warrants that this product shall remain in good working order and free of all material defects for a period of one (1) year following the date of purchase. If, prior to the expiration of the one (1) year warranty period, the product becomes defective, Buyer shall return the product to the Seller at: ByTruck ByMail The Phantom Laboratory,Incorporated The Phantom Laboratory,Incorporated 2727StateRoute29 POBox511 Greenwich,NY12834 Salem,NY12865-0511 Seller shall, at Seller’s sole option, repair or replace the defective product. The Warranty does not cover damage to the product resulting from accident or misuse. IF THE PRODUCT IS NOT IN GOOD WORKING ORDER AS WARRANTED, THE SOLE AND EXCLUSIVE REMEDY SHALL BE REPAIR OR REPLACEMENT, AT SELLER’S OPTION. IN NO EVENT SHALL SELLER BE LIABLE FOR ANY DAMAGES IN EXCESS OF THE PURCHASE PRICE OF THE PRODUCT. THIS LIMITATION APPLIES TO DAMAGES OF ANY KIND, INCLUDING, BUT NOT LIMITED TO, DIRECT OR INDIRECT DAMAGES, LOST PROFITS, OR OTHER SPECIAL, INCIDENTAL, OR CONSEQUENTIAL DAMAGES, WHETHER FOR BREACH OF CONTRACT, TORT OR OTHERWISE, OR WHETHER ARISING OUT OF THE USE OF OR INABILITY TO USE THE PRODUCT. ALL OTHER EXPRESS OR IMPLIED WARRANTIES, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTY OF MERCHANT ABILITY AND FITNESS FOR PARTICULAR PURPOSE, ARE HEREBY DISCLAIMED. WARNING This product has an FH3-4 mm/min flame rating and is considered to be flammable. It is advised not to expose this product to open flame or high temperature (over 125° Celsius or 250° Fahrenheit) heating elements. -
Close Encounters with Creative Chemical Thinking: an Outreach Presentation Using Movie Clips About the Elemental Composition of Aliens and Extraterrestrial Minerals
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications -- Chemistry Department Published Research - Department of Chemistry 2016 Close encounters with creative chemical thinking: An outreach presentation using movie clips about the elemental composition of aliens and extraterrestrial minerals Mark A. Griep University of Nebraska-Lincoln, [email protected] Marjorie L. Mikasen University of Nebraska-Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/chemfacpub Part of the Analytical Chemistry Commons, Medicinal-Pharmaceutical Chemistry Commons, and the Other Chemistry Commons Griep, Mark A. and Mikasen, Marjorie L., "Close encounters with creative chemical thinking: An outreach presentation using movie clips about the elemental composition of aliens and extraterrestrial minerals" (2016). Faculty Publications -- Chemistry Department. 128. https://digitalcommons.unl.edu/chemfacpub/128 This Article is brought to you for free and open access by the Published Research - Department of Chemistry at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications -- Chemistry Department by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Educación Química (2016) 27, 154---162 educación Química www.educacionquimica.info CHEMISTRY DIDACTICS Close encounters with creative chemical thinking: An outreach presentation using movie clips about the elemental composition of aliens and extraterrestrial minerals ∗ Mark A. Griep , Marjorie L. Mikasen Department of Chemistry, University of Nebraska-Lincoln, Lincoln, NE 68588-0304, USA Received 6 March 2015; accepted 17 November 2015 Available online 24 December 2015 KEYWORDS Abstract To introduce more chemistry into a middle and high school bioengineering camp experience, we developed an educational and entertaining presentation that examines the Middle school; chemistry in movies about aliens and minerals from outer space. -
Walter Lippmann and the Fallacy of Data Privacy Self-Management
Original Research Article Big Data & Society July–December 2015: 1–15 ! The Author(s) 2015 Big Data and The Phantom Public: Reprints and permissions: sagepub.co.uk/journalsPermissions.nav Walter Lippmann and the fallacy DOI: 10.1177/2053951715608876 of data privacy self-management bds.sagepub.com Jonathan Obar Abstract In 1927, Walter Lippmann published The Phantom Public, denouncing what he refers to as the ‘mystical fallacy of dem ocracy.’ Decrying romantic democratic models that privilege self-governance, he writes: ‘‘I have not happened to meet anybody, from a President of the United States to a professor of political science, who came anywhere near to embody 2 ing the accepted ideal of the sovereign and omnicompetent citizen’’. Almost 90-years later, Lippmann’s pragmatism is as relevant as ever, and should be applied in new contexts where similar self-governance concerns persist. This paper does just that, repurposing Lippmann’s argument in the context of the ongoing debate over the role of the digital citizen in Big Data management. It is argued that recent proposals by the Federal Trade Commission, the White House and the US Congress, championing notice and choice privacy policy, perpetuate a self-governance fallacy comparable to Lippmann’s, referred to here as the fallacy of data privacy self-management. Even if the digital citizen had the faculties and the system for data privacy self-management, the digital citizen has little time for data governance. What we desire is the freedom to pursue the ends of digital production, without being inhibited by the means. The average digital citizen wants privacy, and safety, but cannot complete all that is required for its protection. -
George Bernard Shaw, the Fabian Society, and Reconstructionist Education Policy: the London School of Economics and Political Science
George Bernard Shaw, the Fabian Society, and Reconstructionist Education Policy: the London School of Economics and Political Science Jim McKernan East Carolina University, Greenville, NC, USA “He who can does, He who cannot teaches” (G.B. Shaw) Introduction When four members of the Executive Committee of the newly founded Fabian Society 1 met at Sidney Webb’s summer house at Borough Farm, near Godalming, Surrey, on the morning of 4 August, 1894 there was exciting news. The four left-wing intellectual radicals present were: Beatrice and Sidney Webb, Graham Wallas, (of the London School Board) and George Bernard Shaw. Sidney told the breakfast group of a letter he had received the previous day from Henry Hunt Hutchinson, a Derby solicitor who left his estate, a sum of ten thousand pounds sterling, to be used by the Fabian Society for its purposes. It appears that Sidney Webb probably initiated the idea of a London Economics Research School, but had the sound practical support and advice of Shaw and later, the financial support of Shaw’s wife, Charlotte Frances Payne-Townshend, an Irishwoman from Derry, County Cork. This paper explores the social reconstructionist educational and social policies employed by both the Webbs and George Bernard Shaw in establishing the London School of Economics and Political Science as a force to research and solve fundamental social problems like poverty in the United Kingdom in the late Nineteenth Century. That schools might function as agencies for dealing with the reformation of socio-economic problems has been a prime tenet of reconstructionist educational theory . 2 Social reconstructionist thought as an educational policy emerged in the USA from the time of the Great Depression of the 1930’s until the Civil Rights period of the 1960’s and many see it as a pre-cursor to critical theory in education. -
7. Conclusion: Telefilm, Cross-Media Migration, and the Demise of the Film Serial
7. Conclusion : Telefilm, Cross-Media Migration, and the Demise of the Film Serial Abstract The conclusion offers an outlook past the 1940s. It places film serials in the context of the shifting cinema landscape in the 1940s and 1950s and the rise of television. The chapter compares the viewer address of film serials to television’s programming in terms of a ‘segmented flow’ and argues that film serials imagined and practiced a televisual mediality before the advent of TV. Serials and television thus became convergent media, which counters the prevalent notion that television killed film serials. The chapter further stresses the adaptability of the film-serial form to varying exhibition and distribution contexts, which helps to explain their continuous reappearance in the multiple ‘new media’ in the second half of the twentieth century and in the digital culture of the twenty-first century. Keywords: television programming, televisual flow, post-WWII film history, independent film production The present moment is an arbitrary one to end a study of film serials. Al- though the heyday of their production is well in the past, serials that were thought to be lost continue to reappear in archives or in private collections. Online fan groups like the serialsquadron.com offer increasing numbers of serials on DVD. Other enthusiasts make them available on youtube or upload them to archive.org, and scholars like Richard Koszarski are making an effort to locate ‘new’ film serials. In the final months of writing, for instance, Pathe’s The House of Hate (1918) was located in Russia, digitalized, and translated back into English. -
Let Us Infotain You: Politics in the New Media Age
University of Pennsylvania ScholarlyCommons Departmental Papers (ASC) Annenberg School for Communication 1-1-2001 Let Us Infotain You: Politics in the New Media Age Michael X. Delli Carpini University of Pennsylvania, [email protected] Bruce A. Williams Follow this and additional works at: https://repository.upenn.edu/asc_papers Part of the Social Influence and oliticalP Communication Commons Recommended Citation (OVERRIDE) Delli Carpini, M. X., & Williams, B. A. (2001). Let us infotain you: Politics in the new media age. In W. L. Bennett & R. M. Entman (Eds.), Mediated politics: Communication in the future of democracy (pp.160-181). Cambridge, UK ; New York : Cambridge University Press. Retrieved from http://repository.upenn.edu/asc_papers/14 NOTE: At the time of publication, the author Michael X. Delli Carpini was affiliated with Columbia University. Currently January 2008, he is a faculty member of the Annenberg School for Communication at the University of Pennsylvania. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/asc_papers/14 For more information, please contact [email protected]. Let Us Infotain You: Politics in the New Media Age Abstract Political communications scholars, members of the press, and political elites have traditionally distinguished between entertainment and non-entertainment media. It is in public affairs media in general and news media in particular that politics is assumed to reside, and it is to this part of the media that the public is assumed to turn when engaging the political world. Politics, in this view, is a distinct and self- contained part of public life, and citizen is one role among many played by individuals. -
Democracy Versus the Domination of Instrumental Rationality: Defending Dewey’S Argument for Democracy As an Ethical Way of Life
Humanities 2014, 3, 19–41; doi:10.3390/h3010019 OPEN ACCESS humanities ISSN 2076-0787 www.mdpi.com/journal/humanities Article Democracy versus the Domination of Instrumental Rationality: Defending Dewey’s Argument for Democracy as an Ethical Way of Life Justin Cruickshank POLSIS, School of Government and Society, University of Birmingham, Birmingham B15 2TT, UK; E-Mail: [email protected]; Tel.: +4-401-214-146-063 Received: 8 November 2013; in revised form: 11 December 2013 / Accepted: 13 December 2013 / Published: 2 January 2014 Abstract: For some, the problem with the domination of instrumental rationality is the tendency towards anomie. However, this fails to recognise the instrumental use of norms by elite groups to manipulate public opinion. Such manipulation can then allow elite groups to treat the citizenry as a means for the pursuit of their self-interest. Horkheimer was one of the first to recognise the problem in this form, but was unable to offer any solution because he conceptualised the citizenry as passive. By contrast, Dewey argued for an active citizenry to value participation in public life as good in, and of, itself. This is associated with his conception of democracy as an ethical way of life offering the possibility for the domination of instrumental rationality to be transcended. In this article Dewey’s resolution of the problem is addressed in the light of the weaknesses attributed here to Horkheimer and to later developments by Bellah, Bernstein, Gellner, Habermas and Honneth. Keywords: Bellah; Bernstein; Dewey; Gellner; Honneth; Horkheimer; instrumental rationality 1. Introduction Instrumental rationality is a mode of rationality that is exclusively concerned with the search for efficient means and which, consequently, is not concerned with assessing the goals—or ends— pursued. -
Teaching About Propaganda
R. Hobbs & S. McGee, Journal of Media Literacy Education 6(2), 56 - 67 Available online at www.jmle.org The National Association for Media Literacy Education’s Journal of Media Literacy Education 6(2), 56 - 67 Teaching about Propaganda: An Examination of the Historical Roots of Media Literacy Renee Hobbs and Sandra McGee Harrington School of Communication and Media, University of Rhode Island Abstract Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in an easy-to-remember way. In this paper, we compare the popular list of seven propaganda techniques (with terms like “glittering generalities” and “bandwagon”) to a less well-known list, the ABC’s of Propaganda Analysis. While the seven propaganda techniques, rooted in ancient rhetoric, have endured as the dominant approach to explore persuasion and propaganda in secondary English education, the ABC’s of Propaganda Analysis, with its focus on the practice of personal reflection and life history analysis, anticipates some of the core concepts and instructional practices of media literacy in the 21st century. Following from this insight, we see evidence of the value of social reflection practices for exploring propaganda in the context of formal and informal learning. -
Object Theory in Consumer Research Detlev Zwick York University, [email protected]
University of Rhode Island DigitalCommons@URI College of Business Administration Faculty College of Business Administration Publications 2006 The piE stemic Consumption Object and Postsocial Consumption: Expanding Consumer‐Object Theory in Consumer Research Detlev Zwick York University, [email protected] Nikhilesh Dholakia University of Rhode Island, [email protected] Follow this and additional works at: https://digitalcommons.uri.edu/cba_facpubs Part of the Critical and Cultural Studies Commons, E-Commerce Commons, and the Marketing Commons Terms of Use All rights reserved under copyright. Citation/Publisher Attribution Zwick, Detlev, and Nikhilesh Dholakia. "The pE istemic Consumption Object and Postsocial Consumption: Expanding Consumer- Object Theory in Consumer Research." Consumption, Markets & Culture, Vol. 9, No. 1 (March 2006): 17-43. DOI: 10.1080/10253860500481452 This Article is brought to you for free and open access by the College of Business Administration at DigitalCommons@URI. It has been accepted for inclusion in College of Business Administration Faculty Publications by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. 1 THE EPISTEMIC CONSUMPTION OBJECT AND POSTSOCIAL CONSUMPTION: EXPANDING CONSUMER-OBJECT THEORY IN CONSUMER RESEARCH Detlev Zwick, York University* Nikhilesh Dholakia, University of Rhode Island** *Detlev Zwick is Assistant Professor, Schulich School of Business, York University, Toronto, Ontario. Phone: (1)416-736-2100 ext. 77199, Email: [email protected]. ** Nikhilesh Dholakia is Professor of Marketing, University of Rhode Island, Rhode Island, United States. Phone: (1) 401-874-4172. Email: [email protected] The authors thank the Marketing Science Institute and the Research Institute for Telecommunication and Information Marketing (RITIM) at the University of Rhode Island for funding for this research. -
The Origins and Development of the Fabian Society, 1884-1900
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1986 The Origins and Development of the Fabian Society, 1884-1900 Stephen J. O'Neil Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the History Commons Recommended Citation O'Neil, Stephen J., "The Origins and Development of the Fabian Society, 1884-1900" (1986). Dissertations. 2491. https://ecommons.luc.edu/luc_diss/2491 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1986 Stephen J. O'Neil /11/ THE ORIGINS AND DEVELOPMENT OF THE FABIAN SOCIETY, 1884-1900 by Stephen J. O'Neil A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 1986 ACKNOWLEDGEMENTS This work is the product of research over several years' span. Therefore, while I am endebted to many parties my first debt of thanks must be to my advisor Dr. Jo Hays of the Department of History, Loyola University of Chicago; for without his continuing advice and assistance over these years, this project would never have been completed. I am also grateful to Professors Walker and Gutek of Loyola who, as members of my dissertation committee, have also provided many sug gestions and continual encouraqement in completing this project.