Propaganda Techniques
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Logical Fallacies Moorpark College Writing Center
Logical Fallacies Moorpark College Writing Center Ad hominem (Argument to the person): Attacking the person making the argument rather than the argument itself. We would take her position on child abuse more seriously if she weren’t so rude to the press. Ad populum appeal (appeal to the public): Draws on whatever people value such as nationality, religion, family. A vote for Joe Smith is a vote for the flag. Alleged certainty: Presents something as certain that is open to debate. Everyone knows that… Obviously, It is obvious that… Clearly, It is common knowledge that… Certainly, Ambiguity and equivocation: Statements that can be interpreted in more than one way. Q: Is she doing a good job? A: She is performing as expected. Appeal to fear: Uses scare tactics instead of legitimate evidence. Anyone who stages a protest against the government must be a terrorist; therefore, we must outlaw protests. Appeal to ignorance: Tries to make an incorrect argument based on the claim never having been proven false. Because no one has proven that food X does not cause cancer, we can assume that it is safe. Appeal to pity: Attempts to arouse sympathy rather than persuade with substantial evidence. He embezzled a million dollars, but his wife had just died and his child needed surgery. Begging the question/Circular Logic: Proof simply offers another version of the question itself. Wrestling is dangerous because it is unsafe. Card stacking: Ignores evidence from the one side while mounting evidence in favor of the other side. Users of hearty glue say that it works great! (What is missing: How many users? Great compared to what?) I should be allowed to go to the party because I did my math homework, I have a ride there and back, and it’s at my friend Jim’s house. -
Shaping News -- 1 --Media Power
Shaping News – 1 Theories of Media Power and Environment Course Description: The focus in these six lectures is on how some facts are selected, shaped, and by whom, for daily internet, television, and print media global, national, regional, and local dissemination to world audiences. Agenda-setting, priming, framing, propaganda and persuasion are major tools to supplement basic news factors in various media environments. Course Goals and Student Learning Objectives: The overall goal is to increase student awareness that media filter reality rather than reflect it, and those selected bits of reality are shaped to be understood. Student learning objectives are: 1. Demonstrate how media environments and media structures determine what information is selected for dissemination; 2. Demonstrate how and why different media disseminate different information on the same situation or event; 3. Demonstrate how information is framed, and by whom, to access the media agenda. Required Texts/Readings: Read random essays and research online that focus on media news factors, agenda-setting and framing Assignments and Grading Policy: Two quizzes on course content plus a 20-page paper on a related, student- selected and faculty-approved research paper. Shaping News – 1 Media Environments and Media Power This is the first of six lectures on the shaping on news. It will focus on the theories of media environments based on the assumption that media are chameleon and reflect the governmental/societal system in which they exist. The remaining five lectures are on: (2) elements of news; (3) agenda-setting and framing; (4) propaganda; (5) attitude formation; and (6) cognitive dissonance. Two philosophical assumptions underlying the scholarly examination of mass media are that (1) the media are chameleons, reflecting their environment, and (2) their power is filtered and uneven. -
False Dilemma Fallacy Examples
False Dilemma Fallacy Examples Wood groping his tokamaks contends direly, but fun Bernhard never inspirit so chief. Orren internationalizes chicly? Tinglier and citric Nick privileging her dieter buna concludes and embitter rascally. Example Eitheror fallacy Sometimes called a false dilemma the argument that group are only practice possible answers to a complicated question people usually. This versions of affirming or truer than all arguments that must be reading bad day from false dilemma fallacy examples are headed for this form. Are holding until proven guilty beyond a reasonable doubt for example. While the false dilemma fallacy examples. Below is giving brief biography of memory person, followed by walking list of topics. Thus making a fallacy examples of fallacies. This fallacy examples should avoid these fallacies are fallacious arguments seriously to work with being deceitful and encourage criticism by changing your choice? The broad type of that disprove a dog failed exam. Some do nothing, while there is the universe could we go down a dilemma fallacy examples to job more extreme. For example of examples and red herrings, and comparisons aiming to. Paul had thought the proposed in this false dilemma fallacy examples and deny first valid. You seen the fallacies when someone thinks something unsavory or element hints the conclusion he is a matter correctly or in these criteria for a group of. Work alone cause in pairs. Politician X will bend away your freedom of speech! For future, the argument above need be considered fallacious by bicycle for everything blue represents calmness. It simply doing a profoundly important types of insufficient evidence such hypotheses are discoverable by smith for as dress rehearsals for. -
Automated Tackling of Disinformation
Automated tackling of disinformation STUDY Panel for the Future of Science and Technology European Science-Media Hub EPRS | European Parliamentary Research Service Scientific Foresight Unit (STOA) PE 624.278 – March 2019 EN Automated tackling of disinformation Major challenges ahead This study maps and analyses current and future threats from online misinformation, alongside currently adopted socio-technical and legal approaches. The challenges of evaluating their effectiveness and practical adoption are also discussed. Drawing on and complementing existing literature, the study summarises and analyses the findings of relevant journalistic and scientific studies and policy reports in relation to detecting, containing and countering online disinformation and propaganda campaigns. It traces recent developments and trends and identifies significant new or emerging challenges. It also addresses potential policy implications for the EU of current socio-technical solutions. ESMH | European Science-Media Hub AUTHORS This study was written by Alexandre Alaphilippe, Alexis Gizikis and Clara Hanot of EU DisinfoLab, and Kalina Bontcheva of The University of Sheffield, at the request of the Panel for the Future of Science and Technology (STOA). It has been financed under the European Science and Media Hub budget and managed by the Scientific Foresight Unit within the Directorate-General for Parliamentary Research Services (EPRS) of the Secretariat of the European Parliament. Acknowledgements The authors wish to thank all respondents to the online survey, as well as first draft, WeVerify, InVID, PHEME, REVEAL, and all other initiatives that contributed materials to the study. ADMINISTRATOR RESPONSIBLE Mihalis Kritikos, Scientific Foresight Unit To contact the publisher, please e-mail [email protected] LINGUISTIC VERSION Original: EN Manuscript completed in March 2019. -
Teacher's Guide
Teacher’s Guide Propaganda: What’s the Message? Time Needed: One to two class periods Learning Objectives. Students will be able to: Materials Needed: Differentiate between forms of persuasive media. Student worksheets, Gallery Walk copies Identify bias, propaganda, and symbolism in media. Copy Instructions: Identify forms of propaganda in use. Student packet (Six pages double-sided; class set) Gallery Walk (One copy for the room) STEP BY STEP TEACHER PREP Place each page of the Gallery Walk around the classroom and divide the class into seven groups prior to teaching this lesson. (The groups will be rotating through these during class.) ANTICIPATE by asking students how they might try to convince someone to do something. (Examples: parents to extend curfew, teacher to postpone a due date, choice of movie with friends, etc.) Ask students if there are any common techniques. DISTRIBUTE one student packet to each student. READ through the packet with the class, answering questions or clarifying terms along the way if needed. DIVIDE students into up to seven small groups to rotate through the Gallery Walk pages. INSTRUCT students to spend 3-5 minutes at each station and complete the Gallery Walk pages in their student packet. (Tip: use an egg timer to keep track of the pace) If you have time for an 8th station, you can ask the students to stop at the challenge page as well. REVIEW the answers to the stations. ASSIGN students to complete the two Activity pages in their packet as review. CLOSE by asking students to think of all the places these propaganda techniques can be found. -
False Dilemma Wikipedia Contents
False dilemma Wikipedia Contents 1 False dilemma 1 1.1 Examples ............................................... 1 1.1.1 Morton's fork ......................................... 1 1.1.2 False choice .......................................... 2 1.1.3 Black-and-white thinking ................................... 2 1.2 See also ................................................ 2 1.3 References ............................................... 3 1.4 External links ............................................. 3 2 Affirmative action 4 2.1 Origins ................................................. 4 2.2 Women ................................................ 4 2.3 Quotas ................................................. 5 2.4 National approaches .......................................... 5 2.4.1 Africa ............................................ 5 2.4.2 Asia .............................................. 7 2.4.3 Europe ............................................ 8 2.4.4 North America ........................................ 10 2.4.5 Oceania ............................................ 11 2.4.6 South America ........................................ 11 2.5 International organizations ...................................... 11 2.5.1 United Nations ........................................ 12 2.6 Support ................................................ 12 2.6.1 Polls .............................................. 12 2.7 Criticism ............................................... 12 2.7.1 Mismatching ......................................... 13 2.8 See also -
Fallacies in Reasoning
FALLACIES IN REASONING FALLACIES IN REASONING OR WHAT SHOULD I AVOID? The strength of your arguments is determined by the use of reliable evidence, sound reasoning and adaptation to the audience. In the process of argumentation, mistakes sometimes occur. Some are deliberate in order to deceive the audience. That brings us to fallacies. I. Definition: errors in reasoning, appeal, or language use that renders a conclusion invalid. II. Fallacies In Reasoning: A. Hasty Generalization-jumping to conclusions based on too few instances or on atypical instances of particular phenomena. This happens by trying to squeeze too much from an argument than is actually warranted. B. Transfer- extend reasoning beyond what is logically possible. There are three different types of transfer: 1.) Fallacy of composition- occur when a claim asserts that what is true of a part is true of the whole. 2.) Fallacy of division- error from arguing that what is true of the whole will be true of the parts. 3.) Fallacy of refutation- also known as the Straw Man. It occurs when an arguer attempts to direct attention to the successful refutation of an argument that was never raised or to restate a strong argument in a way that makes it appear weaker. Called a Straw Man because it focuses on an issue that is easy to overturn. A form of deception. C. Irrelevant Arguments- (Non Sequiturs) an argument that is irrelevant to the issue or in which the claim does not follow from the proof offered. It does not follow. D. Circular Reasoning- (Begging the Question) supports claims with reasons identical to the claims themselves. -
• Today: Language, Ambiguity, Vagueness, Fallacies
6060--207207 • Today: language, ambiguity, vagueness, fallacies LookingLooking atat LanguageLanguage • argument: involves the attempt of rational persuasion of one claim based on the evidence of other claims. • ways in which our uses of language can enhance or degrade the quality of arguments: Part I: types and uses of definitions. Part II: how the improper use of language degrades the "weight" of premises. AmbiguityAmbiguity andand VaguenessVagueness • Ambiguity: a word, term, phrase is ambiguous if it has 2 or more well-defined meaning and it is not clear which of these meanings is to be used. • Vagueness: a word, term, phrase is vague if it has more than one possible and not well-defined meaning and it is not clear which of these meanings is to be used. • [newspaper headline] Defendant Attacked by Dead Man with Knife. • Let's have lunch some time. • [from an ENGLISH dept memo] The secretary is available for reproduction services. • [headline] Father of 10 Shot Dead -- Mistaken for Rabbit • [headline] Woman Hurt While Cooking Her Husband's Dinner in a Horrible Manner • advertisement] Jack's Laundry. Leave your clothes here, ladies, and spend the afternoon having a good time. • [1986 headline] Soviet Bloc Heads Gather for Summit. • He fed her dog biscuits. • ambiguous • vague • ambiguous • ambiguous • ambiguous • ambiguous • ambiguous • ambiguous AndAnd now,now, fallaciesfallacies • What are fallacies or what does it mean to reason fallaciously? • Think in terms of the definition of argument … • Fallacies Involving Irrelevance • or, Fallacies of Diversion • or, Sleight-of-Hand Fallacies • We desperately need a nationalized health care program. Those who oppose it think that the private sector will take care of the needs of the poor. -
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. -
Propaganda and Marketing: a Review Dr
© 2019 JETIR July 2019, Volume 6, Issue 7 www.jetir.org (ISSN-2349-5162) Propaganda and Marketing: A review Dr. Smita Harwani Sr. Assistant Professor Department of management studies New Horizon College of Engineering. ABSTRACT Propaganda is a concerted set of messages aimed at influencing the opinions or behavior of large number of people. It has been observed that Propaganda and advertising sometimes go hand in hand. This paper focuses on analyzing Propaganda in advertising with special emphasis on Adolf Hitler’s propaganda techniques. To create history, knowing history is awfully important. Hitler was well known for his dictatorship apart from that he was exceptional at influencing people, influence is what happens more in modern day marketing, isn’t it? Hitler influenced people through technical devices like radio and the loud speaker and around eighty million people were deprived of independent thought in those days due to his propaganda techniques. It can only be imagined what he would have done at present if he had access to all modern means of communication. Since Hitler’s work has been carried out in those fields of applied psychology and neurology which are the special province of the propagandist the indoctrinator and brain washer. Today the art of mind control is in process of becoming a science. To be a leader means to be able to move the masses and this is what today’s advertisement methods aim to do. Hitler’s aim was first to move masses and then, having pried them loose from their traditional thoughts and behavior. To be successful a propagandist must learn how to manipulate these instincts and emotions. -
Democracy and Disinformation (Glbl S343e)
DEMOCRACY AND DISINFORMATION (GLBL S343E) Asha Rangappa Yale Jackson Institute for Global Affairs Summer 2020 Overview of Course This course explores the evolution of information warfare as a national security threat to the United States. Beginning with the KGB’s use of “active measures” during the Cold War, the course looks at how propaganda and disinformation campaigns became central to the Putin regime and how social media has facilitated their expansion and impact. Using Russia’s efforts in the 2016 election as an example, students will examine how the First Amendment places limitations on the U.S.’s ability to counter such operations in the United States and explore how strengthening critical thinking and American social capital might be effective prophylactics against these efforts. At the end of this course, students should be able to: 1. Understand the history, tactics, and goals of Russian disinformation operations in the United States and worldwide; 2. Analyze the ways in which propaganda and disinformation manipulates consumers’ cognitive biases; 3. Recognize self-created vulnerabilities in American society which have been magnified by social media platforms and exploited by Russian intelligence; 4. Develop policy solutions that address the multi-faceted nature of disinformation and its impact on American democracy. Required Texts (in order of reading for the course) 1. Robert D. Putnam, Bowling Alone 2. Amy Chua, Political Tribes 3. Carol Tavris and Elliot Aronson, Mistakes Were Made (But Not By Me) 4. Alexis de Tocqueville, Democracy in America (chapters will be posted on Canvas) 5. Clint Watts, Messing with the Enemy You may use the link below to order your books at the Yale Bookstore: Yale Bookstore ordering site In addition to the books above, assigned articles, videos, and selected chapters of other books will be posted on Canvas for the weeks they are assigned. -
Dataset of Propaganda Techniques of the State-Sponsored Information Operation of the People’S Republic of China
Dataset of Propaganda Techniques of the State-Sponsored Information Operation of the People’s Republic of China Rong-Ching Chang Chun-Ming Lai [email protected] [email protected] Tunghai University Tunghai University Taiwan Taiwan Kai-Lai Chang Chu-Hsing Lin [email protected] [email protected] Tunghai University Tunghai University Taiwan Taiwan ABSTRACT ACM Reference Format: The digital media, identified as computational propaganda provides Rong-Ching Chang, Chun-Ming Lai, Kai-Lai Chang, and Chu-Hsing Lin. a pathway for propaganda to expand its reach without limit. State- 2021. Dataset of Propaganda Techniques of the State-Sponsored Informa- tion Operation of the People’s Republic of China. In KDD ’21: The Sec- backed propaganda aims to shape the audiences’ cognition toward ond International MIS2 Workshop: Misinformation and Misbehavior Min- entities in favor of a certain political party or authority. Further- ing on the Web, Aug 15, 2021, Virtual. ACM, New York, NY, USA, 5 pages. more, it has become part of modern information warfare used in https://doi.org/10.1145/nnnnnnn.nnnnnnn order to gain an advantage over opponents. Most of the current studies focus on using machine learning, quantitative, and qualitative methods to distinguish if a certain piece 1 INTRODUCTION of information on social media is propaganda. Mainly conducted Propaganda has the purpose of framing and influencing opinions. on English content, but very little research addresses Chinese Man- With the rise of the internet and social media, propaganda has darin content. From propaganda detection, we want to go one step adopted a powerful tool for its unlimited reach, as well as multiple further to providing more fine-grained information on propaganda forms of content that can further drive engagement online and techniques that are applied.