Propaganda and education should be clearly distinguished, for they are likely to be confused. The aim of the educator is to convey facts and opinions of all sides in order to enlighten the learners. He seek$.to enable them to think and perceive critically and then to make up their own minds on the particular issue. He presents all sides on an issue and leaves the learners to arrive freely at their own conclusions and opinions.
The propagandist, on the contrary, conveys facts and opinions in such a way as to help the audience make up its mind. His aim is to teach the audience not how to think but what to think. Nevertheless, as both propaganda and education are forms of communication, it may not be easy {o distinguish what is controversial and what is self-evident and true. Indeed, it is sometimes said that one man’s “propaganda” may be another man’s “education”, and vice versa.
For instance, Pakistani people regard “Muslim Period” of -Indian History as a fact, but the Bharati people are taught to regard it as controversial; and they have distorted it altogether. In other words, what is history to the Bharatis appears as propaganda to the Pakistanis, and what is history to the Pakistanis appears as propaganda to the Bharatis. Even a scientific theory can be regarded as propaganda by some people. For example, Einstein’s theory of relativity, the basis of modern physics and space research, was declared by the Nazi Germans as Jewish propaganda.