342:"adopt scientific attitudes towards all questions of fact and to accept the conclusions to which they lead as a basis for action whether he likes them or not." The IPA encouraged students to think intelligently and independently on topics which they discussed. While many hailed the IPA for its guidance, others argued that the approach was "too simplistic because many messages fell into more than one category, and they do not account for differences between members of the audience, and do not discuss the credibility of the propagandist." Despite controversy, the IPA was a resource available to American citizens in hopes of enlightening and activating minds to think freely and independently.
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While the IPA existed many people sought assistance from the organization through the many publications that were available. The process includes teaching the audience to avoid emotion while being deceived by tainted propaganda. In order to get the facts, the institute's authors wanted the public to
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The IPA faced many allegations that undermined its purpose. These suggested that the IPA created "more of a destructive skepticism than an intelligent reflectiveness." The IPA lost support from many of its publishers and also faced internal conflicts through resignations by its board members and its
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The publication of dispassionate analyses of all kinds of propaganda, 'good' and 'bad', is easily misunderstood during a war emergency, and more important, the analyses could be misused for undesirable purposes by persons opposing the government’s effort. On the other hand, for the
Institute, as an
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Widespread teaching of propaganda analysis in the schools is due in large measure to the founding of the
Institute for Propaganda Analysis in the summer of 1937. ¶ The articles annotated in this bulletin testify to the effect of the bulletins and worksheets of the Institute on the work of teachers
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For the IPA, Nazism, communism, the conservative anti-communist movement, England’s foreign policy, and Latin
American dictatorships were all undemocratic. By labeling these group as such, the IPA promoted a democratic society based on freedom of speech and citizen participation in government, and
155:’s radio talks were selected by the IPA for analysis since they represented "a fairly typical borrowing of foreign anti-democracy propaganda methods by an American propagandist." Seven tricks of the propagandist were outlined and illustrated by reference to the radio talks in a book
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also posed a problem. It would force the IPA not only to examine and criticize the enemy's propaganda, but assess
America's use of propaganda as well. The IPA maintains the reason it suspended its operations in 1942 was due to lack of sufficient funds and not the war.
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among others. At a second meeting in New York City, Filene provided Miller with a check for $ 10,000, presumably to finance the
Institute in the first year. Filene's Good Will Fund agreed on June 9 to continue the funding for three years.
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is the art of thinking and discussing independently together." The book is presented as a "candid and impartial study of the devices and apparent objectives of specialists in the distortion of
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These "ABCs of
Propaganda Analysis" encouraged readers to understand and analyze their own views on propagandistic material in order to promote informed, thought-provoking discussions:
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The IPA's great strength stemmed from its particular fusion of academic and practical progressivism into an organized anti-propaganda critique that institutionalized the tradition of
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After war was declared on Nazi
Germany the neutral stance of propaganda analysis was untenable and the IPA folded in January 1942 with the final issue of its bulletin:
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offers analysis, with current and historical examples, of rhetorical tactics often used by propagandists, based on the framework developed in the 1930s by the IPA.
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to help him endow an effort to save democracy. A meeting on "education for democracy" was held March 29, 1937, at the
University Club in
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throughout the country. Indeed, this very focusing on usable materials for the schools is one secret of the success of the institute.
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bulletin, soliciting subscriptions. The first two weeks produced 750, and there were 2,500 subscribers in the first year.
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Schiffrin, Anya (2022) "Fighting disinformation in the 1930s: Clyde Miller and the
Institute for Propaganda Analysis",
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and
Elizabeth Briant Lee. As Clyde Miller explained in the Preface, "So far as individuals are concerned, the art of
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In 1940 Edgar Dale and Norma Vernon wrote an Introduction to an annotated bibliography noting the IPA contribution:
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Institute, to propagandize or even appear to do so would cast doubt on its integrity as a scientific body.
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and also applied this characteristically American critical approach to the discontents of the
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indirectly targeted the mass public through newspapers, educators, public officials, and
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The Institute for Propaganda Analysis: Protecting Democracy in Pre-World War II America
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To get their message across, the IPA distributed flyers, wrote several issues of the
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In October 1937 the IPA distributed 3,000 copies of an Announcement edition of the
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was threatened by propaganda preying upon the unsuspecting citizenry, so he asked
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Propaganda and Democracy: The American Experience of Media and Mass Persuasion
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Propaganda and Democracy: The American Experience of Media and Mass Persuasion
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also attempted to accomplish concrete goals such as preventing the rise of
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had amassed a fortune in meeting a mass demand, but he feared that
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The institute was incorporated on September 23, 1937. The initial
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The Fine Art of Propaganda: a study of Father Coughlin’s speeches
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Arthur B. Moehlman (Nov 1939) "Schools and Propaganda",
565:Jowett, Garth S. & O'Donnell, Victoria (1992)
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309:Find the facts before you come to any conclusion.
282:Ascertain the conflict element in the propaganda.
515:Propaganda, How To Recognize It and Deal With It
623:Political advocacy groups in the United States
458:Propaganda Analysis, an annotated bibliography
220:, and published a series of books, including:
299:Doubt that your opinions are "your very own".
262:Propaganda: How To Recognize and Deal With It
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302:Evaluate, therefore, with the greatest care
638:1942 disestablishments in the United States
521:(1939) "General Semantics and Propaganda",
477:. Cambridge University Press. p. 170.
226:Group Leader's Guide to Propaganda Analysis
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40:were decreasing the public's ability to
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549:Propaganda Analysis—to what ends?
547:Garber, William (September 1942)
285:Behold your own reaction element.
18:Institute for Propaganda Analysis
374:, Institutional Scholarship of
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560:American Journal of Sociology
473:Sproule, J. Michael (1997).
218:Propaganda Analysis Bulletin
594:University of Chicago Press
430:Harcourt, Brace and Company
393:Sproule, Michael J. (1997)
292:propaganda associated with
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442:Michigan Education Journal
399:Cambridge University Press
235:The Fine Art of Propaganda
157:The Fine Art of Propaganda
567:Propaganda and Persuasion
523:Public Opinion Quarterly
544:from Propaganda-critic.
533:Delwiche, Aaron (2005)
181:Glittering generalities
288:Concern yourself with
224:Violet Edwards (1938)
535:Propaganda references
370:Zachary Reich (2014)
607:PropagandaCritic.com
497:"We Say Au Revoir",
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499:Propaganda Analysis
304:your own propaganda
269:Propaganda Analysis
257:Propaganda Analysis
147:Propaganda Analysis
554:2007-11-11 at the
540:2018-07-19 at the
456:Edgar Dale (1940)
422:Alfred McClung Lee
252:Garland Publishing
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92:Alfred Adler
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582:16: 3715–41
525:3: 197-208.
314:Dissolution
196:Plain folks
191:Testimonial
53:in America.
617:Categories
484:0521470226
462:HathiTrust
355:References
337:Assessment
296:conflicts.
64:Depression
60:muckraking
38:propaganda
206:Bandwagon
165:democracy
80:democracy
552:Archived
538:Archived
444:17:216–9
186:Transfer
588:(1941)
294:today's
290:today's
246:(1940)
71:Genesis
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138:, and
102:, and
88:Boston
51:Nazism
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460:from
513:IPA
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16:The
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