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Record W4366809587 · doi:10.1353/rss.2012.0004

Lecture on War and Propaganda

2012· article· en· W4366809587 on OpenAlexvenueno aff
Bertrand Russell

Bibliographic record

VenueRussell the Journal of Bertrand Russell Studies · 2012
Typearticle
Languageen
FieldSocial Sciences
TopicIntelligence, Security, War Strategy
Canadian institutionsnot available
Fundersnot available
KeywordsWifeDictatorSpanish Civil WarBaton rougeArt historyHistoryVietnam WarClassicsPoliticsLawPolitical scienceArchaeology

Abstract

fetched live from OpenAlex

January 11, 2013 (7:57 pm) C:\WPdata\TYPE3202\russell 32,2 062 red.wpd 1 Russell to P. Russell, 15 April 1939, ra2 710, box 8.19 (as with the other letters cited). 2 See, for example, Which Way to Peace? (London: Michael Joseph, 1936), Ch. 4. 3 “Sees War in 1939, U.S. as Dictator”, Detroit News, 9 April 1939, p. 12. 4 “Munich Rather Than War”, The Nation 148 (4 Feb. 1939): 173–5. russell: the Journal of Bertrand Russell Studies n.s. 32 (winter 2012–13): 170–4 The Bertrand Russell Research Centre, McMaster U. issn 0036-01631; online 1913-8032 LECTURE ON WAR AND PROPAGANDA Bertrand Russell introduction by michael d. stevenson After lecturing at the University of Chicago during the 1938–39 academic year, Bertrand Russell moved to California in March 1939 with his wife, Patricia (“Peter”), and son Conrad and accepted a three-year appointment at ucla. He then immediately embarked on a little-known speaking tour. Russell left California by train during the night of 31 March/1 April, and he lectured in Baton Rouge (la), Nashville (tn), Cleveland and Dayton (oh), Baltimore, New London (ct), Boston, Saratoga Springs (ny), Philadelphia, and New York City before returning to the West Coast beginning 24 or 25 April. Although Russell wrote Peter during the tour that he was “sick of pontiWcating ”,1 his lecture topics reveal his keen interest in international aTairs. Three primary topics dominated Russell’s speeches. First, he addressed the positive and negative role the us might play in global political and military matters. On the one hand, Nazi Germany might be contained and war averted if the us Wrmly asserted it would intervene on the side of Hitler’s opponents in any future war. This form of collective security that Russell frequently espoused by early 1939 marked a shift in his thinking on paciWsm, since he had rejected the utility of collective security between 1936 and 1938.2 On the other hand, America’s decision to remain completely neutral might result in a European conXict that would destroy all participants and allow the us to emerge as the “dictator of the world”,3 although Russell often argued as well that America might play a positive role in rebuilding an international governance system after a war in Europe if it remained neutral. Second, Russell continued to publicly support British appeasement policies. His most detailed defence of Chamberlain’s conduct at Munich had been published in February 1939,4 and he repeated this view to audiences during his tour, most notably in a vigorous debate with Maurice Hindus in Baltimore on 12 April. Chamberlain, Russell proclaimed, was a sincere man “activated by a guid- January 11, 2013 (7:57 pm) C:\WPdata\TYPE3202\russell 32,2 062 red.wpd Lecture on War and Propaganda 171 5 “Chamberlain Is Defended by Lord Russell”, The Sun, Baltimore, 13 Apr. 1939, p. 24. 6 “Dictators Doomed, Russell Declares”, Nashville Tennessean, 6 Apr. 1939, p. 13. ing motivez—zthe desire to preserve the peace of the world”,5 and he repeated his belief that Britain should stay out of any European war against Germany, a paciWst stance about which he expressed private reservations during the tour. The third focus of Russell’s lectures involved the modern use of propaganda. He had been keenly interested in propaganda since the start of World War i, largely focusing on its malignant uses by governments. But as World War ii approached, Russell had developed a much more nuanced view of propaganda in Which Way to Peace? and Power that identiWed its traditional baleful form while promoting the positive application of propaganda in the press and in educational settings to encourage free thought and diversity of opinion. Russell fully expounded his views on modern propaganda at several tour stops. In Nashville on 5 April, for example, he informed an audience at Vanderbilt University that irrational propaganda would be one of the leading factors in the downfall of totalitarian European states. In Germany, the subjugation of scientiWc truth to Nazi ideology had caused the mass exit of scientists. “In 25 years”, Russell maintained, “this will mean that their engines of war will...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.003
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.689
Threshold uncertainty score0.855

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0030.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.041
GPT teacher head0.331
Teacher spread0.290 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations0
Published2012
Admission routes1
Has abstractyes

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