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Excerpted from a 1966 interview by Charlie Rose of Carl Sagan…

"There are two kinds of dangers. One is that we have arranged our society based on science and technology… Which nobody understands anything about. Science and technology become combustible when mixed with ignorance and power. Sooner or later, this is going to blow up in our faces.

Who runs science and technology in a democracy if the people do not know anything about it?

The second reason for worry is that science is more than a body of knowledge – it is a way of thinking – a way of skeptically interrogating the universe with a fine understanding of human fallibilities. If we are not able to ask skeptical questions of those who tell us that something is true – to be skeptical of those in authority – then we are up for grabs by the next political or religious charlatan who comes ambling along.

It is a thing that (Thomas) Jefferson placed great stress on. It was not enough he said to enshrine some rights in a constitution or Bill of Rights, the people had to be educated and practice their skepticism with their education otherwise we do not run the government."  

THE SKEPTIC: In the abstract, at what point does fact-based education in an accurate context depart from that of propaganda attributed to the same sources?

Intent – Fact-based education aims to inform and develop (skeptical) critical thinking, while propaganda seeks to persuade or manipulate toward a specific outcome. If the presentation of information has a clear agenda beyond truth-seeking, it begins to resemble propaganda.

Framing – Facts can be selectively presented, emphasized, or omitted to guide perception. If information is structured to lead the audience toward a predetermined conclusion rather than allowing independent (skeptical) analysis, it moves from education to propaganda.

Contextual Completeness – Education presents information in its full complexity, allowing for nuance, (skepticism) multiple perspectives, and historical context. Propaganda simplifies, distorts, or decontextualizes facts to shape perception to serve a specific ideological, political, or social goal.

Encouragement of Critical Inquiry – Fact-based education encourages (skeptical) questioning, debate, and exploration of sources. Propaganda discourages skepticism, often demanding acceptance without room for alternative viewpoints.

Use of Emotional vs. Rational Appeal – While education engages reason and evidence, propaganda frequently relies on emotional triggers—fear, anger, pride—to drive adherence to a viewpoint.

The same source can produce both education and propaganda depending on how the information is packaged and presented. If a fact-based curriculum starts filtering knowledge to serve a narrative, it transitions into propaganda—even if the facts themselves remain technically true.

A narrative shared with the intent to contrive an outcome is a fraud, despite its truths.

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