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" "It is indeed the duty of historians to stress the contrast between the standards of the past and the standards of the present. Some fulfil that duty on purpose, others by accident.
Ivor Norman Richard Davies CMG FBA FRHistS (born 8 June 1939) is a British and Polish historian, known for his publications on the history of Europe, Poland and the United Kingdom. He has a special interest in Central and Eastern Europe and is UNESCO Professor at the Jagiellonian University, professor emeritus at University College London, a visiting professor at the Collège d'Europe, and an honorary fellow at St Antony's College, Oxford.
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Theorists of propaganda have identified five basic rules: 1. The rule of simplification: reducing all data to a simple confrontation between 'Good and Bad', 'Friend and Foe'. 2. The rule of disfiguration: discrediting the opposition by crude smears and parodies. 3. The rule of transfusion: manipulating the consensus values of the target audience for one's own ends. 4. The rule of unanimity: presenting one's viewpoint as if it were the unanimous opinion of all right-thinking people: drawing the doubting individual into agreement by the appeal of star-performers, by social pressure, and by 'psychological contagion'. 5. The rule of orchestration: endlessly repeating the same messages in different variations and combinations.
Historians usually focus their attention on the past of countries that still exist, writing hundreds and thousands of books on British history, French history, German history, Russian history, American history, Chinese history, Indian history, Brazilian history or whatever. Whether consciously or not, they are seeking the roots of the present, thereby putting themselves in danger of reading history backwards. As soon as great powers arise, whether the United States in the twentieth century or China in the twenty-first, the call goes out for offerings on American History or Chinese History, and siren voices sing that today’s important countries are also those whose past is most deserving of examination, that a more comprehensive spectrum of historical knowledge can be safely ignored.
The difference between a referendum and a plebiscite is a fine one. Both pertain to collective decisions made by the direct vote of all qualified adults. The referendum, which derives from Swiss practice, involves an issue that is provisionally determined in advance, but that is then 'referred' for a final decision by the whole electorate.