U.S.-Propaganda in World War I

Whereas the British propaganda institution, called the Wellington House (situated in the USA) was working secretly, the U.S.- version, the CPI (Taylor, Munitions of the Mind, p. 183) was not hiding at all. Its most important issue was to explain its own people why the USA was fighting that war in Europe. The idea spread was that it was a just war, a war that had to be fought to rescue all people, even the Germans, from their political system. For this issue the Germans were divided into two groups, the emperor and the soldiers on the one side, being portrayed as beasts, and the German people, presented as the victims of the first ones.

Propaganda tends to be as effective as bombs in wartime. With words alone there is no way of winning a war but loosing by words or loosing because of a lack of propaganda-words is easy. See the German example in World War I.
Defamation is an important tool of disinformation, which is especially chosen for destroying the good reputation of a competitor or enemy. In this respect information can turn into a more destructive tool than ordinary weapons.

War needs propaganda for moral reasons (justification), too, for the soldiers in the battlefields (they need to feel that their nation is appreciating their sacrifice) and for nationalism.

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Conclusion

As we have seen in the latest wars and in art, propaganda and disinformation are taking place on all sides. No contemporary political system is immune against those two. All of them utilize them if it seems to be useful and appropriate. Democracy, always pretending to be the most liberal and most human system is no exception in that - especially not a good one.
Democracy might give us more chances to escape censorship - but only as long as the national will is not disturbed. Then disinformation and propaganda come in ...
NATO-members gave us a very sad example for this during the Kosovo crisis.

It is our hunger for sensations and glory, for rumors and shows which makes disinformation so powerful. Many books and WebPages give informations about how to overcome disinformation and propaganda - but in vain. We somehow seem to like it - or at least we need it for getting through our interests.

There is a lot what we could try to do, but very little that will succeed as people prefer to believe that disinformation is an issue of the past.

At this moment the only appropriate measure to get rid of disinformation's influence seems to be the putting side by side of different aspects and ideas, especially of opinions telling the contrary, or are at least not the same. In any other case the model will probably commit the crime it is fighting against. Because how would we be able to know?

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The Right to get Disinformed

Disinformation might also be welcome:
While the ones criticize disinformation and try to fight against it, others do nothing against it. And others again seem to enjoy getting disinformed. How this works? It is the result of a society that does no longer want to live under the pressure of doing and hearing everything at the same time. Acceleration of life seems too fast. The only way to get out is to refuse certain things/messages/truths. Receiving disinformation can be more comfortable than getting so-called correct information. This is especially true for the readers of the yellow press. The yellow press lives on that perspective, the commodity of getting light news, mostly wrong news and lies - but those being wrapped up in nice pictures and stories about those who seem to reign the world.
The aim is the escape out of reality.
A surplus of information, information terror, can produce disinformation. The profusion can get exploited for disinformation. This works in that way that in the mass of information the individual has no possibility to get an overview of the different ways of thinking and to reach a stage of objective knowledge.

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World War I ...

With World War I an entire system of ideas how wars work collapsed. Suddenly it was no longer mostly soldiers who had to fight. War became an engagement of every day's life. Everybody got involved.
Propaganda therefore changed as well. The campaigns were no longer temporarily and recent but had to be planned for years. Who failed in organizing it or used the wrong keywords failed. Masters of modern propaganda became the British, whereas the Germans failed completely in the beginning.

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Boris Yeltsin

Boris Yeltsin was Russian President until the end of 1999. After many years of work for the Communist Party, he joined the Politburo in 1986. His sharp critique on Mikhail Gorbachev forced that one to resign. Yeltsin won the 1990 election into Russian presidency and quit the Communist Party. Quarrels with the Parliament could not destroy his popularity until the secession war with Chechnya. When the Russian economy collapsed in 1998, he dismissed his entire government. In the end the sick old man of Russian politics had lost all his popularity as a president and resigned for the benefit of his political son Vladimir Putin.

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Sergei Eisenstein

Though Sergei Eisenstein (1898-1948) made only seven films in his entire career, he was the USSR's most important movie-conductor in the 1920s and 1930s. His typical style, putting mountains of metaphors and symbols into his films, is called the "intellectual montage" and was not always understood or even liked by the audience. Still, he succeeded in mixing ideological and abstract ideas with real stories. His most famous work was The Battleship Potemkin (1923).

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Philip M. Taylor

Munitions of the Mind. A history of propaganda from the ancient world to the present era. Manchester 1995 (2nd ed.)
This book gives a quite detailed insight on the tools and tasks of propaganda in European and /or Western history. Starting with ancient times the author goes up till the Gulf War and the meaning of propaganda today. In all those different eras propaganda was transporting similar messages, even when technical possibilities had not been fairly as widespread as today. Taylor's book is leading the reader through those different periods, trying to show the typical elements of each one.

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