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. |