![]() Following from this insight, we see evidence of the value of social reflection practices for exploring propaganda in the context of formal and informal learning. While the seven propaganda techniques, rooted in ancient rhetoric, have endured as the dominant approach to explore persuasion and propaganda in secondary English education, the ABC’s of Propaganda Analysis, with its focus on the practice of personal reflection and life history analysis, anticipates some of the core concepts and instructional practices of media literacy in the 21st century. In this paper, we compare the popular list of seven propaganda techniques (with terms like “glittering generalities” and “bandwagon”) to a less well-known list, the ABC’s of Propaganda Analysis. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in an easy-to-remember way. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They are physically close to parents, but the internet can browse indefinitely and separate communication between children and parents.Ĭontemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. This condition is due to the lack of parental supervision of internet use. ![]() students can be exposed to pornography from the age of 10, which they mostly see when they are in their own homes. The result of frequent viewing of pornographic content is feeling anxious, fantasizing frequently, decreased learning achievement, viewing addiction, porn addiction, aggressive or angry, dirty talk, wanting to have sex, and some even having free sex. The results showed that students who had been exposed to pornography reached 96.1 percent and most of them looked through cellphones. ![]() Data collection involved 718 high school students as respondents from four cities namely Bandung, Pekanbaru, Denpasar, and Yogyakarta. The data collection technique was carried out by distributing questionnaires and deepening them by interviewing several students. ![]() The method used is descriptive quantitative by exploring pornographic behavior. This study describes how children can access, the reasons for accessing it and the consequences of access. ![]() The purpose of this study was to answer public concerns about the impact of pornographic content accessed via the internet on high school students. ![]()
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