Post #2675457

2026-05-12 06:38 UTC

@julieofthespirits@kolektiva.social This is why I've argued that people should read documents like the Passing Of The Great Race and the Protocols Of The Learned Elders at school: not because they should believe anything in it (jesus fuck no) but because unless they learn that it is propaganda, and learn to study propaganda in a context where it can be dissected without being persuaded by it, then they run the risk of encountering it in the wild and engaging with it as if it's authentic (which would be very bad.) If you don't know how it works, you won't spot it when it comes back again and again.

Replies (1)

@whatanerd@social.treehouse.systems 2026-05-12 06:46

@passenger@kolektiva.social @julieofthespirits@kolektiva.social While I agree with the point, I'd argue that it'd be detrimental and actively harmful to do this in school at any level, and that's more down to the fact that the teachers and professors doing this are barely adequately able to engage in dismantling Nazi propaganda from the Holocaust (and in terms of compulsory schooling, there are a number of history teachers giving sympathy tasks to sympathise with both sides of this oppression while also actively misrepresenting the victims). Not to mention if it's in a compulsory space (which even tertiary is to an extent in its current structure), the act of doing this will usually fall upon people doing it through rote instruction to just get it done. Doing this in spaces where people know and agree with what the goal of the learning is (understanding the propaganda, contextualising it, dissecting and dismantling it, following the historical trajectory to modern times, etc) would be far more beneficial, and schools are not up to that task.

Open ##2675458