This table is from Cults In Our Midst by Margaret Thaler Singer. Table 3.2. Continuum of Influence and Persuasion

 

 

Focus of body of knowledge

 

Direction & degree of exchange

Ability to change

 

Structure of persuasion

 

Type of relationship

 

Deceptive- ness

Breadth of learning

 

Tolerance

 

 

Methods

 

Education

 

Many bodies of knowledge, based on scientific findings in various fields.

 

Two way pupil-teacher exchange encouraged

 

Change occurs as science advances; as students and other scholars offer criticisms; as students & citizens evaluate programs.

 

Uses teacher-pupil structure; logical thinking encouraged.

Instruction is time-limited: consensual.

 

Is not deceptive.

 

Focuses on learning to learn & learning about reality; broad goal is rounded knowledge for development of the individual.

 

Respects differences.

 

Instructional techniques.

Advertising

 

Body of knowledge concerns product, competitors; how to sell and influence via legal persuasion.

 

Exchange can occur but communica-tion generally one-sided.

 

Change made by those who pay for it, based upon the success of ad programs by consumers law, & in response to consumer complaints.

 

Uses an instructional mode to persuade consumer/buyer.

Consumer/buyer can accept or ignore communication.

 

Can be deceptive, selecting only positive views.

 

Has a narrow goal of swaying opinion to promote and sell an idea, object, or program; another goal is to enhance seller & possibly buyer.

Puts down competi-tion .

 

Mild to heavy persuasion.

 

Propaganda

 

Body of knowledge centers on political persuasion of masses of people.

 

Some exchange occurs but communication generally one-sided.

 

Change based on changing tides in world politics and on political need to promote the group, nation, or international organization.

 

Takes authoritarian stance to persuade masses.

 

Learner support & engrossment expected.

 

Can be deceptive, often exaggerated.

 

Targets large political masses to make them believe a specific view or circumstance is good.

 

Wants to lessen opposition.

 

Overt persuasion sometimes unethical.

 

Indoctrination

Body of knowledge is explicitly designed to inculcate organizational values.

 

Limited exchange occurs, communica-tion is one-sided.

Change made through formal channels, via written suggestions to higher-ups.

 

Takes authoritarian & hierarchical stance.

 

Instruction is contractual: consensual.

 

Is not deceptive.

 

Stresses narrow learning for a specific goal; to become something or to train for performance of duties.

 

Aware of differences.

 

Disciplinary techniques.

 

Thought Reform

 

Body of knowledge centers on changing people without their knowledge.

 

No exchange occurs, communica-tion is one-sided.

Change occurs rarely; organization remains fairly rigid; change occurs primarily to improve thought-reform effectiveness.

Takes authoritarian & hierarchical stance; No full awareness on part of learner.

 

Group attempts to retain people forever.

 

Is deceptive.

 

Individualized target; hidden agenda (you will be changed one step at a time to become deployable to serve leaders).

No respect for differences.

Improper and unethical techniques.