what is the power of words essay

The Power of Words

How to build verbal agility

Posted August 23, 2022 | Reviewed by Hara Estroff Marano

Words are enormously powerful tools that most people don’t fully appreciate. Although people recognize the importance of communication skills, they don’t necessarily grasp how to become more effective communicators.

When people develop true mental agility in working with language, they gain a range of skills that make them more highly effective communicators. Attuned to the nuances of words, they become expert at working in teams because they can communicate clearly and translate the real meaning of what one person says to another person. They are able to separate their emotional reaction to a report or news article from their cognitive reaction and as a result can glean what’s really significant. They can “read” other people by the words they use and the way they use them.

Language is a neurocognitive tool by which we can:

· Transmit and exchange information

· Influence and control the behavior of others

· Establish and demonstrate social cohesion, and

· Imagine and create new ways of experiencing life.

To appreciate the power and majesty of words, we have to recognize that they mean more than their dictionary definitions. Words require context to make them meaningful. We understand them in relation to other words. A single word such as light can evoke different images and emotions at different times: The Charge of the Light Brigade , a light snack, the light at the end of the tunnel, lighthearted, lightweight, lightbulb, light of my life, and more.

We understand others best when we can identify the purpose that frames the words. For example, reports are intended to help people crystallize a problem. A good report contains information that is verifiable. A good report writer carefully avoids inferences, judgments, and inflammatory language that might bias the reader and affect the quality of the work.

On the other hand, preachers, parents, teachers, propagandists, politicians, and employers use directives to influence and control the future behavior of their listeners or readers. Directives promise rewards and/or consequences. Those that have the strongest impact engage people’s emotions through the dramatic application of tone, rhyme, rhythm, and repetition, devices through which the message is embedded in our memory .

Words are so much a part of our human experience that we need to disengage ourselves from them. We disengage by turning words into objects—by playing word games. People who play with words are more conscious of the subtleties and innuendos that conversations contain and are less likely to be swayed by emotional appeals or fall victim to their own prejudices.

Difficult crossword puzzles, such as the New York Times crossword puzzle, force solvers to pursue increasingly subtle clues as the week progresses and the puzzles get harder. Think about all those people you know who brag that they do the New York Times crossword puzzle in ink. Doing the puzzle in ink intimates that their verbal agility is such that they won’t make mistakes and need to erase answers in order to try again.

Wordle erupted in popularity in 2021, making players guess a five-letter word by staring with a random guess. As the player guesses letters correctly, they appear in yellow or green—yellow means it’s in the day’s word and green means that it’s in the day’s word and you’ve put it in the correct place. Players are limited to six guesses. Guessing the day’s word with no other context but your vocabulary and understanding of spelling conventions forces players to think about words differently.

Turning One Word into Another

It takes a long time to learn to read and even longer to learn to read well. Once that threshold has been crossed, we become efficient readers. We read automatically—traffic signs, cereal boxes, billboards, t-shirts. In fact, we can’t stop ourselves from reading when we see what looks like a word.

In the verbal puzzle below, you will need to bring out your Wordle skills to understand how one word can follow a pattern to turn into a series of different words. The word on the far left on the first line is SEED and the word on the far right is PICK . In the example, you can see how changing one letter each time can get you from SEED to PICK. But you need to take into account what that last word is so that you can make the appropriate guesses.

SEED SEEK PEEK PECK PICK

HANK ____ ____ ____ PORT

HARE ____ ____ ____ COOK

MAUL ____ ____ ____ WILD

ROOD ____ ____ ____ LICK

HELP ____ ____ ____ ROAM

TEST ____ ____ ____ PORE

DILL ____ ____ ____ BOOT

TUBA ____ ____ ____ DONE

DIVE ____ ____ ____ HART

DUNK ____ ____ ____ BEET

MUST ____ ____ ____ DOCK

LIFE ____ ____ ____ DEBT

HAIR ____ ____ ____ DEAN

DELL ____ ____ ____ VOTE

MITT ____ ____ ____ PACE

What makes the puzzle hard is that you have to switch between thinking abstractly and thinking concretely. The puzzle would be easy if all you had to do was randomly replace letters. By having to come up with a legitimate word each time, as in Wordle , you have to think through the words you know. Puzzles like this one help breed verbal agility.

HANK HARK PARK PART PORT

HARE CARE CORE CORK COOK

MAUL MALL WALL WILL WILD

ROOD ROOK ROCK LOCK LICK

HELP HEAP REAP REAM ROAM

TEST PEST POST PORT PORE

DILL DOLL BOLL BOLT BOOT

TUBA TUBE TUNE TONE DONE

DIVE HIVE HAVE HATE HART

DUNK BUNK BUNT BENT BEET

MUST DUST DUSK DUCK DOCK

LIFE LIFT LEFT DEFT DEBT

HAIR HEIR HEAR DEAR DEAN

DELL DOLL DOLE DOTE VOTE

MITT MITE MICE MACE PACE

Donalee Markus, Ph.D., specializes in the clinical application of neuroscience to rehabilitate concussion, stroke, and traumatic brain injury, enhance academic performance, and maintain memory skills.

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The Irrefutable Power Of Words

You’ve experienced the power of words in a way you will never forget. Even now, the memory lingers.

How could a few small words have such a big impact on your life?

Words have power . And only when you experienced that power yourself — either as the giver or as the receiver — did you begin to understand it.

You can use the power of words to heal or comfort others. Or you can use it to tear them down. Your character shapes and is shaped by the way you use this power.

So, how can you make the most of it?

Examples of the Power of Spoken Words

Examples of the power of written words, why are words so powerful for humans, 1. speak the truth., 2. avoid exaggerations., 3. don’t use double standards., 4. don’t use your words to manipulate others., 5. be consistent in what you say., 6. speak mindfully., 7. use words to benefit others..

When was the last time you heard spoken words that changed your perspective on something or someone? Maybe the words felt like a sucker punch.

Or maybe they lit you up inside and inspired you to make a change.

Consider the following examples of spoken words:

Speeches and Lectures
Song Lyrics
Conversations (spoken)
Audiobooks or Podcasts
Movies or TV shows

Now, see if you can recall any memories of negative words for each of these samples.

Are there songs you find difficult to listen to because of the negative lyrics? Or have you been avoiding someone because of a recent negative outburst?

Maybe you’re thinking of negative words you’ve never heard but that felt, in your mind, as though they’d been spoken aloud – and directly to you.

Guess what’s next.

Written words also have power — for the one who writes them and for those who read them.

You’ve felt this power. And maybe you’ve wielded it yourself.

Maybe you even consider it your superpower. You’re not wrong to call it that.

Consider the following examples:

Journal entries
Articles / Blog Posts
Letters, Notes, and Emails
Stories and Poems
Awards / Commendations or Written Reprimands
Books and Book Reviews

Never underestimate the power of a thoughtful note — or a love poem — or a compelling story.

The right words draw you in and build connections. The wrong words destroy relationships or prevent them from ever being built.

This is why marketers pay well for effective copywriting .

If your words can connect with your target audience and persuade them that paying for a particular product or service will change their life for the better, you most definitely have a superpower.

Use it for good.

Humans are the only species on this planet that has the power of speech and of the written word (as far as we know).

But in spite of the creative potential this power gives us, we spend more time exploring its destructive potential.

And we sabotage our own health and happiness when we do.

According to functional MRI scans (fMRI ), just looking at a list of negative words (including the word “NO”) worsens anxiety and depression.

And dwelling on those words can actually damage key structures in the brain — including those responsible for memory, feelings, and emotions.

Vocalizing that negativity releases more stress hormones, not only in you but in those who hear you.

Even silent worrying (about money, relationships, work, etc.) stimulates the release of neurochemicals that make you and those around you feel worse.

Empaths are particularly sensitive to this, but everyone around you is affected to some degree. And you as the ruminator suffer the most.

So, how can you turn things around?

7 Tips for Making Your Written and Spoken Words Powerful

“Words have the power to both destroy and heal. When words are both true and kind, they can change our world.” — Gautama Buddha

Trust is built on honesty; people want to know they can depend on you to tell them the truth, even when it hurts to hear it (and even if it makes you look bad).

There are times when lying can save a life. But in most cases, with relationships, a reputation for lying will rob you of your power to connect with them.

Without truth behind them, your words lose their meaning and become empty noise.

Saying “You never….” or “You always…” to berate others ensures that your negative message about them (which is personal) will eclipse whatever message you’re trying to send.

Very few people are consistent enough to “always” leave the toilet seat up or to “never” take out the garbage. And they know that.

So, if you accuse them of a perfect record of thoughtlessness, their own disagreement with your memory will make it difficult to pick up on the underlying request.

Double standards are when you have different rules or different expectations of two or more different people of equal ability in the same situation.

For example, if your employer, Biff, tells one employee, Jack, that all he needs to do is X and Y but then he tells Sally she’ll have to X, Y, and Z — and in less time — to receive the same reward (or 79% of it), he’s using the power of words (and money) to impose a double standard.

And once he does and word gets around, Biff’s own words will create an atmosphere of injustice.

No one wants to work for an employer who devalues and exploits others.

The Power of Words

Lucy Swedberg

How language connects, differentiates, and enlightens us

Four new books investigate how language connects, differentiates, and enlightens us. Viorica Marian’s The Power of Language explores the benefits of multilingualism. People who are multilingual perform better on executive-functioning tasks, for instance, and draw more novel connections.

In A Myriad of Tongues, author Caleb Everett notes that more than 7,000 languages exist today. And while academics traditionally looked for commonalities among languages, recent research has focused on how languages diverge, and what those differences can teach us.

A third book, Magic Words, by Wharton professor Jonah Berger, examines how specific words can carry an oversize impact, making them more likely to change hearts and minds or drive change.

By contrast, Dan Lyons’s STFU reminds readers that sometimes saying nothing is the best approach. “All of us,” he writes, “stand to gain by speaking less, listening more, and communicating with intention.” His book offers advice on how to do that, whether online, at work, or at home.

About a year ago, a friend suggested that I enroll in an adult tap-dance class held at our town’s community center. The suggestion wasn’t as random as it might seem. For nearly two decades in my youth, I had loved tapping in classes and onstage. And when I laced up those black leather shoes after a nearly 20-year hiatus, I felt instantly at home.

LS Lucy Swedberg is an executive editor at Harvard Business Publishing, focused on education.

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The Power of Words, Simone Weil

15 October, 2021

Simone Weil wrote the essay, ‘The Power of Words’ , when she was twenty-five after she returned from the Spanish Civil War where she had joined the Republican faction. Weil had already visited Germany in 1932 where she was concerned about the rise of the fascists, her concerns validated after Hitler rose to power in 1933. It was during this social and political turmoil in Europe, on the brink of World War II, that Weil’s prophetic voice rang out in this searing essay. But her diagnosis of what besets contemporary society in her time can still speak to us today.

For Weil, the mis-use of words—the way they are used to obscure rather than grasp reality—was leading society into unending conflict. The greatest danger she saw unfolding was the use of ‘empty words’ given ‘capital letters’ that were used as a banner or hostile slogan, by means of which, “on the slightest pretext, men will begin shedding blood for them and piling up ruin in their name, without effectively grasping anything to which they refer…”. It is their very lack of meaning that makes it impossible to define clear objectives in a conflict or to measure whether the cost justifies the effort—and sacrifices—it demands. The result is that in such conflicts the only barometer of success is the extermination of the enemy.

For Weil, this gave contemporary conflict its unreal nature, based as it was on the use of words that do not refer to concrete reality but abstract entities. Words misused in her time, but also in ours, include those such as: nation, security, capitalism, communism, fascism, order, authority, property and democracy. “If we grasp one of these words,” Simone Weil writes, “all swollen with blood and tears, and squeeze it, we find it is empty. Words with content and meaning are not murderous.”

Take for example, the words ‘nation’ and ‘national interest.’ Weil contends that if we examine the way these terms have been used in modern history, the national interest of every State has been in retaining its capacity to make war, while at the same time depriving all other countries of it. Yet our leaders will call forth people to defend the ‘nation’ and the ‘national interest,’ as if there were a real opposition of interest between nations. If that were the case, she argues, nations would be able to negotiate and bargain for their interests. These calls amount to nothing other than defending the nation’s capacity to make war. “For the word national and the expressions of which it forms part are empty of all meaning; their only content is millions of corpses, and orphans, and disabled men, and tears and despair.”

Take for example, the words ‘nation’ and ‘national interest.’ Weil contends that if we examine the way these terms have been used in modern history, the national interest of every State has been in retaining its capacity to make war, while at the same time depriving all other countries of it.

Empty words then are illusory, meaning everything and nothing; but they are attached to real, material things. Although the word ‘nation’ and the way it is used in sloganeering is abstract and empty, the State and its affiliated apparatuses is very real. The supposed opposition between fascism and communism was an imaginary distinction for Weil, on closer analysis she believed they actually reflected “identical political and social conceptions.” But in her time, two very real oppositional political organisations existed whose aim was complete power and elimination of the other, with people on both sides willing to die and to kill for these words. “Corresponding to each empty abstraction there is an actual human group…”

Weil’s diagnosis was that words were no longer used as signs to help us grasp some aspect of concrete reality. But even more dire than that, she argued that we have also lost the capacity to use words with measure and proportion. Phrases such as ‘to the extent that’ and ideas such as degree, limit, comparison, contingency and interdependence, amongst others, are no longer used. For example, “There is democracy to the extent that … or: There is capitalism in so far as …” Instead, words are used as if reflecting an absolute, immutable reality, and “at the same time we make all these words mean, successively or simultaneously, anything whatsoever.”

Words lose their meaning when they become reified as things in themselves, rather than the means to judge and ascertain the state of social structures. We essentialise people and parties as belonging inherently to certain words like dictatorship or democracy, such that, “our political universe is peopled exclusively by myths and monsters; all it contains is absolutes and abstract entities.” We seek to crush those who belong to the ‘other’ side of that abstract word. We don’t seek to examine the variations, the changing causes of phenomena, the specific conditions that give rise to them, and the limits within which they occur, in order to come up with solutions that have some discernment; solutions that actually might work because they address specific issues and have concrete objectives, other than just defeating the other side. Instead, “we act and strive and sacrifice ourselves and others by reference to fixed and isolated abstractions…”

These words resonate across the more than eighty years since Weil wrote them. It could be argued that a lack of nuance, measure and proportion in how we use our words and in our thinking is a real mark of our times. In the age of social media, clickbait, and ‘content’ creation, much discussion is levelled out to bitesize pieces, to easy arguments where you’re either for or against, to a descent into facile comparisons. The poet Kaveh Akbar made this point about why he needed time off from Twitter:

“On social media, the same rhetorical language was being used about the casting of some Marvel movie as about the leveling of a village in Syria. The same exact rhetorical algorithms of outrage were used to talk about one as the other. Our brains haven’t evolved enough to differentiate between the two. Language is language. And so I was just not in command of my compassion, the distribution and focus of my rage, and it took a while to recalibrate.”

Short attention spans and a tendency towards simplification have perhaps always existed, but this seems to be turbo charged in our current era, where the ‘content’ that reaches us is often determined by algorithms that increasingly seal us off into echo chambers. In our pandemic times this is nowhere more illustrated than in the vaccination debate. Either you are unequivocally for vaccines and worship at the altar of medical science, or you are an anti-vaxxer and believer of vast and incredible conspiracies, mainly linked to the threat of our supposed freedom. Each side goes to ‘war’ with the other with no real measure of what the multiple issues are, no discernment about how what is true is dependent on certain conditions (instead vaccines are either always good, or always bad) and in relation to a host of factors.

It is true that social media has provided a powerful platform for marginalised groups in society. Giving a voice to groups of people who have been previously left out is to be lauded, as it is redistributing some of the power (if power is also about having a platform to be heard), and there have been many instances of social media being used to mobilise movements such as #MeToo and pro-democracy protests such as the Umbrella Movement (as well as its opposite).

Source image: Wikimedia

But the nature of the platform—word limits, algorithms, scrolling that has fractured our attention—has also meant that it has flattened a lot of debate. Debate is also a good word that characterizes much of the discourse on social media, focused as it is more on winning an argument rather than having a conversation or discussion, where there might be mutual listening and an attempt to understand the ‘other side.’

In discussions of the issues of the day, we can’t seem to hold differing ideas or understandings in tension for long enough to explore nuance, tease out implications, bring underlying assumptions or commitments to the surface. By contrast, the measured and proportionate words Weil advocates the use of can allow us to discern and grasp the fuller meaning and reality of something ; and if nothing is absolute, then it becomes possible to entertain the fact that a seemingly contradictory thing can also be true, to a certain extent.

We need to determine to what extent the nuances of conflicting things can be true if we are to apprehend reality properly rather than flattening it out—if we are to propose goals and solutions that actually address concrete issues rather than just merely be used for abstract sloganeering and banner waving. In that sense, for our times Weil’s call to revive the use of expressions like to the extent that, in so far as, on condition that, in relation to, is more necessary than ever.

Discernment, analysis, measured words —these are the tools which could be an antidote against what Weil termed “the swarm of vacuous entities or abstractions.” Perhaps even more than in her time, our contemporary culture cultivates this ‘swarm.’ The pandemic might have been a time for us to sit back and reflect on what we are doing and where we are headed, individually and as a society. As the world slowly opens up again, will we retreat to how things were before the pandemic, continuing to move at a breakneck pace, or will we have learnt from the past couple of years, where perhaps a space has opened up for questioning business as usual?

In Let Us Dream: The Path to a Better Future , Pope Francis touches on the need to rediscover the art of discernment . This is surely connected to Weil’s appeal to a greater discernment in how we use words, so that outcomes are based on apprehending the reality of a given situation and addressing concrete objectives, rather than the desire to compete and win against our supposed opponents.

This call for discernment is also surely linked to a contemplative approach not only to social and political issues, but also to the way in which we individually and institutionally engage in processes that are capable of this discernment, reflection and mutual listening. As Sarah Bachelard terms it, this way of being could form the basis of a ‘contemplative politics.’ She asks:

The words we use will be of significance in this process. As Weil understood, words have the power to illuminate, but also to obscure; to lead to unending conflict, but also to greater consciousness.

‘The Power of Words’ essay published in Simone Weil : An Anthology, edited and introduced by Sian Miles (Penguin Modern Classics)

Featured image source: Google Images

3 thoughts on “The Power of Words, Simone Weil”

This article seems to skirt the real issues we face with regard to words today – that being the suppression of free speech (called misinformation/disinformation) with the resultant cancellation of persons in the most cruel ways. Never have I seen such a world of lies. Words are being misused. Meanings of words are being altered (vaccine definition altered to accommodate the fact that the vax does not give immunity) New words are being created (e.g. the gender identity phenomena) Platforms for conversation have become a means of propagandizing rather than discussing – via algorithms. Twitter leadership , for instance, has an agenda, and it does not serve free speech. We are at a transformational point in history where things can go very badly.

What we have to recognize is the use of words that promote international authoritarianism. Even movements concerning the environment are being used by these authoritarians with “words” that appeal to good-hearted people but at their core will lead to power being concentrated in the hands of those who really seek control over others. Look at the ACTIONS, rather than the words of the “climate crisis” pied pipers. They live in luxury, travel on private planes to climate conferences, AND they refuse to use their words to challenge the world’s biggest polluters. Why? Fear of retaliation? What is your “social score”?

Where is TRUTH in all these words we hear in the media? Our words must serve freedom and truth. “By their fruits, you shall know them.” Not by their words.

My worst word is refugie crise. It is a word that puts the Rich countries in Europe in the center. But the real crises are the War, the narko produktion and the hunger, which make people flee their homelands. You could say the same about climatcrise. The climat is the climat and Can not be in crisis. But our society is in crisis because of our own behavour. The climate just react naturally on our inpact. By calling the two subjects crisis our responsability is blurred.

This article really makes me think about the words i use, and to really examine where i stand on some of the “issues” of our day. Simone Weil is an author i need to read and discuss with others.

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May 23, 2024

published by phi beta kappa

Print or web publication, king, kennedy, and the power of words.

How candor and poetry can change the course of history

1964 (Library of Congress, New York World-Telegram & Sun Collection)

The night of April 4, 1968, presidential candidate Robert Kennedy received the news that Martin Luther King Jr. had been assassinated. Kennedy was about to speak in Indianapolis and some in his campaign wondered if they should go ahead with the rally.

Moments before Kennedy climbed onto a flatbed truck to address the crowd, which had gathered in a light rain, press secretary Frank Mankiewicz gave the candidate a sheet a paper with ideas of what he might say. Kennedy slid it into his pocket without looking at it. Another aide approached with more notes and the candidate waved him away.

“Do they know about Martin Luther King?” Kennedy asked those gathered on the platform. No, came the reply.

After asking the crowd to lower its campaign signs, Kennedy told his audience that King had been shot and killed earlier in Memphis. Gasps went up from the crowd and for a moment everything seemed ready to come apart. Indianapolis might have joined other cities across America that burned on that awful night.

But then Kennedy, beginning in a trembling, halting voice, slowly brought the people back around and somehow held them together. Listening to the speech decades later is to be reminded of the real power of words. How they can heal, how they can still bring us together, but only if they are spoken with conviction and from the heart.

Compare what we often hear from politicians today to what Kennedy said on that tragic night in Indianapolis. He told the crowd how he “had a member of my family killed”—a reference to his brother John, who had been assassinated less than five years before.

Later on, Kennedy recited a poem by Aeschylus, which he had memorized long before that trying night in Indianapolis:

Even in our sleep, pain which cannot forget Falls drop by drop upon the heart, Until, in our own despair, against our will, Comes wisdom through the awful grace of God.

Kennedy’s heartfelt speech came only hours after King’s last address. The night before, the civil rights leader had reluctantly taken to the dais at the Mason Temple in Memphis . The weather that evening had been miserable—thunderstorms and tornado warnings. As a result, King arrived late and was just going to say a few words and then tell everyone to please go home.

Visibly tired and with no notes in hand, King stumbled at first. The shutters hitting against the temple walls sounded like gun shots to him. So much so that King’s friend, the Rev. Billy Kyles, found a custodian to stop the noise. Only then, at the crowd’s urging, did the words begin to come together for King.

“We’ve got some difficult days ahead,” he said that night. “But it really doesn’t matter with me now. Because I’ve been to the mountaintop.”

King closed by telling the crowd, “… we as a people will get to the Promised Land. So I’m happy tonight. I’m not worried about anything. I’m not fearing any man. …”

Novelist Charles Baxter contends that the greatest influence on American writing and discourse in recent memory can be traced back to the phrase “Mistakes were made.” Of course, that’s from Watergate and the shadowy intrigue inside the Nixon White House. In his essay, “Burning Down the House,” Baxter compares that “quasi-confessional passive-voice-mode sentence” to what Robert E. Lee said after the battle of Gettysburg and the disastrous decision of Pickett’s Charge.

“All of this has been my fault,” the Confederate general said. “I asked more of the men than should have been asked of them.”

In Lee’s words, and those of King and Kennedy, we hear a refreshing candor and directness that we miss today. In 1968, people responded to what King and Kennedy told them. During that tumultuous 24-hour period in 1968, people cried aloud and chanted in Memphis. Words struck a chord in Indianapolis, too, and decades later former mayor (and now U.S. Senator) Richard Lugar told writer Thurston Clarke that Kennedy’s speech was “a turning point” for his city.

After King’s assassination, riots broke out in more than 100 U.S. cities—the worst destruction since the Civil War . But neither Memphis nor Indianapolis experienced that kind of damage. To this day, many believe that was due to the words spoken when so many were listening.

Tim Wendel is the author most recently of Summer of ’68: The Season That Changed Baseball, and America, Forever.

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Language and power.

Sik Hung Ng Sik Hung Ng Department of Psychology, Renmin University of China
and Fei Deng Fei Deng School of Foreign Studies, South China Agricultural University
https://doi.org/10.1093/acrefore/9780190228613.013.436
Published online: 22 August 2017

Five dynamic language–power relationships in communication have emerged from critical language studies, sociolinguistics, conversation analysis, and the social psychology of language and communication. Two of them stem from preexisting powers behind language that it reveals and reflects, thereby transferring the extralinguistic powers to the communication context. Such powers exist at both the micro and macro levels. At the micro level, the power behind language is a speaker’s possession of a weapon, money, high social status, or other attractive personal qualities—by revealing them in convincing language, the speaker influences the hearer. At the macro level, the power behind language is the collective power (ethnolinguistic vitality) of the communities that speak the language. The dominance of English as a global language and international lingua franca, for example, has less to do with its linguistic quality and more to do with the ethnolinguistic vitality of English-speakers worldwide that it reflects. The other three language–power relationships refer to the powers of language that are based on a language’s communicative versatility and its broad range of cognitive, communicative, social, and identity functions in meaning-making, social interaction, and language policies. Such language powers include, first, the power of language to maintain existing dominance in legal, sexist, racist, and ageist discourses that favor particular groups of language users over others. Another language power is its immense impact on national unity and discord. The third language power is its ability to create influence through single words (e.g., metaphors), oratories, conversations and narratives in political campaigns, emergence of leaders, terrorist narratives, and so forth.

power behind language
power of language
intergroup communication
World Englishes
oratorical power
conversational power
leader emergence
al-Qaeda narrative
social identity approach

Introduction

Language is for communication and power.

Language is a natural human system of conventionalized symbols that have understood meanings. Through it humans express and communicate their private thoughts and feelings as well as enact various social functions. The social functions include co-constructing social reality between and among individuals, performing and coordinating social actions such as conversing, arguing, cheating, and telling people what they should or should not do. Language is also a public marker of ethnolinguistic, national, or religious identity, so strong that people are willing to go to war for its defense, just as they would defend other markers of social identity, such as their national flag. These cognitive, communicative, social, and identity functions make language a fundamental medium of human communication. Language is also a versatile communication medium, often and widely used in tandem with music, pictures, and actions to amplify its power. Silence, too, adds to the force of speech when it is used strategically to speak louder than words. The wide range of language functions and its versatility combine to make language powerful. Even so, this is only one part of what is in fact a dynamic relationship between language and power. The other part is that there is preexisting power behind language which it reveals and reflects, thereby transferring extralinguistic power to the communication context. It is thus important to delineate the language–power relationships and their implications for human communication.

This chapter provides a systematic account of the dynamic interrelationships between language and power, not comprehensively for lack of space, but sufficiently focused so as to align with the intergroup communication theme of the present volume. The term “intergroup communication” will be used herein to refer to an intergroup perspective on communication, which stresses intergroup processes underlying communication and is not restricted to any particular form of intergroup communication such as interethnic or intergender communication, important though they are. It echoes the pioneering attempts to develop an intergroup perspective on the social psychology of language and communication behavior made by pioneers drawn from communication, social psychology, and cognate fields (see Harwood et al., 2005 ). This intergroup perspective has fostered the development of intergroup communication as a discipline distinct from and complementing the discipline of interpersonal communication. One of its insights is that apparently interpersonal communication is in fact dynamically intergroup (Dragojevic & Giles, 2014 ). For this and other reasons, an intergroup perspective on language and communication behavior has proved surprisingly useful in revealing intergroup processes in health communication (Jones & Watson, 2012 ), media communication (Harwood & Roy, 2005 ), and communication in a variety of organizational contexts (Giles, 2012 ).

The major theoretical foundation that has underpinned the intergroup perspective is social identity theory (Tajfel, 1982 ), which continues to service the field as a metatheory (Abrams & Hogg, 2004 ) alongside relatively more specialized theories such as ethnolinguistic identity theory (Harwood et al., 1994 ), communication accommodation theory (Palomares et al., 2016 ), and self-categorization theory applied to intergroup communication (Reid et al., 2005 ). Against this backdrop, this chapter will be less concerned with any particular social category of intergroup communication or variant of social identity theory, and more with developing a conceptual framework of looking at the language–power relationships and their implications for understanding intergroup communication. Readers interested in an intra- or interpersonal perspective may refer to the volume edited by Holtgraves ( 2014a ).

Conceptual Approaches to Power

Bertrand Russell, logician cum philosopher and social activist, published a relatively little-known book on power when World War II was looming large in Europe (Russell, 2004 ). In it he asserted the fundamental importance of the concept of power in the social sciences and likened its importance to the concept of energy in the physical sciences. But unlike physical energy, which can be defined in a formula (e.g., E=MC 2 ), social power has defied any such definition. This state of affairs is not unexpected because the very nature of (social) power is elusive. Foucault ( 1979 , p. 92) has put it this way: “Power is everywhere, not because it embraces everything, but because it comes from everywhere.” This view is not beyond criticism but it does highlight the elusiveness of power. Power is also a value-laden concept meaning different things to different people. To functional theorists and power-wielders, power is “power to,” a responsibility to unite people and do good for all. To conflict theorists and those who are dominated, power is “power over,” which corrupts and is a source of social conflict rather than integration (Lenski, 1966 ; Sassenberg et al., 2014 ). These entrenched views surface in management–labor negotiations and political debates between government and opposition. Management and government would try to frame the negotiation in terms of “power to,” whereas labor and opposition would try to frame the same in “power over” in a clash of power discourses. The two discourses also interchange when the same speakers reverse their power relations: While in opposition, politicians adhere to “power over” rhetorics, once in government, they talk “power to.” And vice versa.

The elusive and value-laden nature of power has led to a plurality of theoretical and conceptual approaches. Five approaches that are particularly pertinent to the language–power relationships will be discussed, and briefly so because of space limitation. One approach views power in terms of structural dominance in society by groups who own and/or control the economy, the government, and other social institutions. Another approach views power as the production of intended effects by overcoming resistance that arises from objective conflict of interests or from psychological reactance to being coerced, manipulated, or unfairly treated. A complementary approach, represented by Kurt Lewin’s field theory, takes the view that power is not the actual production of effects but the potential for doing this. It looks behind power to find out the sources or bases of this potential, which may stem from the power-wielders’ access to the means of punishment, reward, and information, as well as from their perceived expertise and legitimacy (Raven, 2008 ). A fourth approach views power in terms of the balance of control/dependence in the ongoing social exchange between two actors that takes place either in the absence or presence of third parties. It provides a structural account of power-balancing mechanisms in social networking (Emerson, 1962 ), and forms the basis for combining with symbolic interaction theory, which brings in subjective factors such as shared social cognition and affects for the analysis of power in interpersonal and intergroup negotiation (Stolte, 1987 ). The fifth, social identity approach digs behind the social exchange account, which has started from control/dependence as a given but has left it unexplained, to propose a three-process model of power emergence (Turner, 2005 ). According to this model, it is psychological group formation and associated group-based social identity that produce influence; influence then cumulates to form the basis of power, which in turn leads to the control of resources.

Common to the five approaches above is the recognition that power is dynamic in its usage and can transform from one form of power to another. Lukes ( 2005 ) has attempted to articulate three different forms or faces of power called “dimensions.” The first, behavioral dimension of power refers to decision-making power that is manifest in the open contest for dominance in situations of objective conflict of interests. Non-decision-making power, the second dimension, is power behind the scene. It involves the mobilization of organizational bias (e.g., agenda fixing) to keep conflict of interests from surfacing to become public issues and to deprive oppositions of a communication platform to raise their voices, thereby limiting the scope of decision-making to only “safe” issues that would not challenge the interests of the power-wielder. The third dimension is ideological and works by socializing people’s needs and values so that they want the wants and do the things wanted by the power-wielders, willingly as their own. Conflict of interests, opposition, and resistance would be absent from this form of power, not because they have been maneuvered out of the contest as in the case of non-decision-making power, but because the people who are subject to power are no longer aware of any conflict of interest in the power relationship, which may otherwise ferment opposition and resistance. Power in this form can be exercised without the application of coercion or reward, and without arousing perceived manipulation or conflict of interests.

Language–Power Relationships

As indicated in the chapter title, discussion will focus on the language–power relationships, and not on language alone or power alone, in intergroup communication. It draws from all the five approaches to power and can be grouped for discussion under the power behind language and the power of language. In the former, language is viewed as having no power of its own and yet can produce influence and control by revealing the power behind the speaker. Language also reflects the collective/historical power of the language community that uses it. In the case of modern English, its preeminent status as a global language and international lingua franca has shaped the communication between native and nonnative English speakers because of the power of the English-speaking world that it reflects, rather than because of its linguistic superiority. In both cases, language provides a widely used conventional means to transfer extralinguistic power to the communication context. Research on the power of language takes the view that language has power of its own. This power allows a language to maintain the power behind it, unite or divide a nation, and create influence.

In Figure 1 we have grouped the five language–power relationships into five boxes. Note that the boundary between any two boxes is not meant to be rigid but permeable. For example, by revealing the power behind a message (box 1), a message can create influence (box 5). As another example, language does not passively reflect the power of the language community that uses it (box 2), but also, through its spread to other language communities, generates power to maintain its preeminence among languages (box 3). This expansive process of language power can be seen in the rise of English to global language status. A similar expansive process also applies to a particular language style that first reflects the power of the language subcommunity who uses the style, and then, through its common acceptance and usage by other subcommunities in the country, maintains the power of the subcommunity concerned. A prime example of this type of expansive process is linguistic sexism, which reflects preexisting male dominance in society and then, through its common usage by both sexes, contributes to the maintenance of male dominance. Other examples are linguistic racism and the language style of the legal profession, each of which, like linguistic sexism and the preeminence of the English language worldwide, has considerable impact on individuals and society at large.

Space precludes a full discussion of all five language–power relationships. Instead, some of them will warrant only a brief mention, whereas others will be presented in greater detail. The complexity of the language–power relations and their cross-disciplinary ramifications will be evident in the multiple sets of interrelated literatures that we cite from. These include the social psychology of language and communication, critical language studies (Fairclough, 1989 ), sociolinguistics (Kachru, 1992 ), and conversation analysis (Sacks et al., 1974 ).

Figure 1. Power behind language and power of language.

Power Behind Language

Language reveals power.

When negotiating with police, a gang may issue the threatening message, “Meet our demands, or we will shoot the hostages!” The threatening message may succeed in coercing the police to submit; its power, however, is more apparent than real because it is based on the guns gangsters posses. The message merely reveals the power of a weapon in their possession. Apart from revealing power, the gangsters may also cheat. As long as the message comes across as credible and convincing enough to arouse overwhelming fear, it would allow them to get away with their demands without actually possessing any weapon. In this case, language is used to produce an intended effect despite resistance by deceptively revealing a nonexisting power base and planting it in the mind of the message recipient. The literature on linguistic deception illustrates the widespread deceptive use of language-reveals-power to produce intended effects despite resistance (Robinson, 1996 ).

Language Reflects Power

Ethnolinguistic vitality.

The language that a person uses reflects the language community’s power. A useful way to think about a language community’s linguistic power is through the ethnolinguistic vitality model (Bourhis et al., 1981 ; Harwood et al., 1994 ). Language communities in a country vary in absolute size overall and, just as important, a relative numeric concentration in particular regions. Francophone Canadians, though fewer than Anglophone Canadians overall, are concentrated in Quebec to give them the power of numbers there. Similarly, ethnic minorities in mainland China have considerable power of numbers in those autonomous regions where they are concentrated, such as Inner Mongolia, Tibet, and Xinjiang. Collectively, these factors form the demographic base of the language community’s ethnolinguistic vitality, an index of the community’s relative linguistic dominance. Another base of ethnolinguistic vitality is institutional representations of the language community in government, legislatures, education, religion, the media, and so forth, which afford its members institutional leadership, influence, and control. Such institutional representation is often reinforced by a language policy that installs the language as the nation’s sole official language. The third base of ethnolinguistic vitality comprises sociohistorical and cultural status of the language community inside the nation and internationally. In short, the dominant language of a nation is one that comes from and reflects the high ethnolinguistic vitality of its language community.

An important finding of ethnolinguistic vitality research is that it is perceived vitality, and not so much its objective demographic-institutional-cultural strengths, that influences language behavior in interpersonal and intergroup contexts. Interestingly, the visibility and salience of languages shown on public and commercial signs, referred to as the “linguistic landscape,” serve important informational and symbolic functions as a marker of their relative vitality, which in turn affects the use of in-group language in institutional settings (Cenoz & Gorter, 2006 ; Landry & Bourhis, 1997 ).

World Englishes and Lingua Franca English

Another field of research on the power behind and reflected in language is “World Englishes.” At the height of the British Empire English spread on the back of the Industrial Revolution and through large-scale migrations of Britons to the “New World,” which has since become the core of an “inner circle” of traditional native English-speaking nations now led by the United States (Kachru, 1992 ). The emergent wealth and power of these nations has maintained English despite the decline of the British Empire after World War II. In the post-War era, English has become internationalized with the support of an “outer circle” nations and, later, through its spread to “expanding circle” nations. Outer circle nations are made up mostly of former British colonies such as India, Pakistan, and Nigeria. In compliance with colonial language policies that institutionalized English as the new colonial national language, a sizeable proportion of the colonial populations has learned and continued using English over generations, thereby vastly increasing the number of English speakers over and above those in the inner circle nations. The expanding circle encompasses nations where English has played no historical government roles, but which are keen to appropriate English as the preeminent foreign language for local purposes such as national development, internationalization of higher education, and participation in globalization (e.g., China, Indonesia, South Korea, Japan, Egypt, Israel, and continental Europe).

English is becoming a global language with official or special status in at least 75 countries (British Council, n.d. ). It is also the language choice in international organizations and companies, as well as academia, and is commonly used in trade, international mass media, and entertainment, and over the Internet as the main source of information. English native speakers can now follow the worldwide English language track to find jobs overseas without having to learn the local language and may instead enjoy a competitive language advantage where the job requires English proficiency. This situation is a far cry from the colonial era when similar advantages had to come under political patronage. Alongside English native speakers who work overseas benefitting from the preeminence of English over other languages, a new phenomenon of outsourcing international call centers away from the United Kingdom and the United States has emerged (Friginal, 2007 ). Callers can find the information or help they need from people stationed in remote places such as India or the Philippines where English has penetrated.

As English spreads worldwide, it has also become the major international lingua franca, serving some 800 million multilinguals in Asia alone, and numerous others elsewhere (Bolton, 2008 ). The practical importance of this phenomenon and its impact on English vocabulary, grammar, and accent have led to the emergence of a new field of research called “English as a lingua franca” (Brosch, 2015 ). The twin developments of World Englishes and lingua franca English raise interesting and important research questions. A vast area of research lies in waiting.

Several lines of research suggest themselves from an intergroup communication perspective. How communicatively effective are English native speakers who are international civil servants in organizations such as the UN and WTO, where they habitually speak as if they were addressing their fellow natives without accommodating to the international audience? Another line of research is lingua franca English communication between two English nonnative speakers. Their common use of English signals a joint willingness of linguistic accommodation, motivated more by communication efficiency of getting messages across and less by concerns of their respective ethnolinguistic identities. An intergroup communication perspective, however, would sensitize researchers to social identity processes and nonaccommodation behaviors underneath lingua franca communication. For example, two nationals from two different countries, X and Y, communicating with each other in English are accommodating on the language level; at the same time they may, according to communication accommodation theory, use their respective X English and Y English for asserting their ethnolinguistic distinctiveness whilst maintaining a surface appearance of accommodation. There are other possibilities. According to a survey of attitudes toward English accents, attachment to “standard” native speaker models remains strong among nonnative English speakers in many countries (Jenkins, 2009 ). This suggests that our hypothetical X and Y may, in addition to asserting their respective Englishes, try to outperform one another in speaking with overcorrect standard English accents, not so much because they want to assert their respective ethnolinguistic identities, but because they want to project a common in-group identity for positive social comparison—“We are all English-speakers but I am a better one than you!”

Many countries in the expanding circle nations are keen to appropriate English for local purposes, encouraging their students and especially their educational elites to learn English as a foreign language. A prime example is the Learn-English Movement in China. It has affected generations of students and teachers over the past 30 years and consumed a vast amount of resources. The results are mixed. Even more disturbing, discontents and backlashes have emerged from anti-English Chinese motivated to protect the vitality and cultural values of the Chinese language (Sun et al., 2016 ). The power behind and reflected in modern English has widespread and far-reaching consequences in need of more systematic research.

Power of Language

Language maintains existing dominance.

Language maintains and reproduces existing dominance in three different ways represented respectively by the ascent of English, linguistic sexism, and legal language style. For reasons already noted, English has become a global language, an international lingua franca, and an indispensable medium for nonnative English speaking countries to participate in the globalized world. Phillipson ( 2009 ) referred to this phenomenon as “linguistic imperialism.” It is ironic that as the spread of English has increased the extent of multilingualism of non-English-speaking nations, English native speakers in the inner circle of nations have largely remained English-only. This puts pressure on the rest of the world to accommodate them in English, the widespread use of which maintains its preeminence among languages.

A language evolves and changes to adapt to socially accepted word meanings, grammatical rules, accents, and other manners of speaking. What is acceptable or unacceptable reflects common usage and hence the numerical influence of users, but also the elites’ particular language preferences and communication styles. Research on linguistic sexism has shown, for example, a man-made language such as English (there are many others) is imbued with sexist words and grammatical rules that reflect historical male dominance in society. Its uncritical usage routinely by both sexes in daily life has in turn naturalized male dominance and associated sexist inequalities (Spender, 1998 ). Similar other examples are racist (Reisigl & Wodak, 2005 ) and ageist (Ryan et al., 1995 ) language styles.

Professional languages are made by and for particular professions such as the legal profession (Danet, 1980 ; Mertz et al., 2016 ; O’Barr, 1982 ). The legal language is used not only among members of the profession, but also with the general public, who may know each and every word in a legal document but are still unable to decipher its meaning. Through its language, the legal profession maintains its professional dominance with the complicity of the general public, who submits to the use of the language and accedes to the profession’s authority in interpreting its meanings in matters relating to their legal rights and obligations. Communication between lawyers and their “clients” is not only problematic, but the public’s continual dependence on the legal language contributes to the maintenance of the dominance of the profession.

Language Unites and Divides a Nation

A nation of many peoples who, despite their diverse cultural and ethnic background, all speak in the same tongue and write in the same script would reap the benefit of the unifying power of a common language. The power of the language to unite peoples would be stronger if it has become part of their common national identity and contributed to its vitality and psychological distinctiveness. Such power has often been seized upon by national leaders and intellectuals to unify their countries and serve other nationalistic purposes (Patten, 2006 ). In China, for example, Emperor Qin Shi Huang standardized the Chinese script ( hanzi ) as an important part of the reforms to unify the country after he had defeated the other states and brought the Warring States Period ( 475–221 bc ) to an end. A similar reform of language standardization was set in motion soon after the overthrow of the Qing Dynasty ( ad 1644–1911 ), by simplifying some of the hanzi and promoting Putonghua as the national standard oral language. In the postcolonial part of the world, language is often used to service nationalism by restoring the official status of their indigenous language as the national language whilst retaining the colonial language or, in more radical cases of decolonization, relegating the latter to nonofficial status. Yet language is a two-edged sword: It can also divide a nation. The tension can be seen in competing claims to official-language status made by minority language communities, protest over maintenance of minority languages, language rights at schools and in courts of law, bilingual education, and outright language wars (Calvet, 1998 ; DeVotta, 2004 ).

Language Creates Influence

In this section we discuss the power of language to create influence through single words and more complex linguistic structures ranging from oratories and conversations to narratives/stories.

Power of Single Words

Learning a language empowers humans to master an elaborate system of conventions and the associations between words and their sounds on the one hand, and on the other hand, categories of objects and relations to which they refer. After mastering the referential meanings of words, a person can mentally access the objects and relations simply by hearing or reading the words. Apart from their referential meanings, words also have connotative meanings with their own social-cognitive consequences. Together, these social-cognitive functions underpin the power of single words that has been extensively studied in metaphors, which is a huge research area that crosses disciplinary boundaries and probes into the inner workings of the brain (Benedek et al., 2014 ; Landau et al., 2014 ; Marshal et al., 2007 ). The power of single words extends beyond metaphors. It can be seen in misleading words in leading questions (Loftus, 1975 ), concessive connectives that reverse expectations from real-world knowledge (Xiang & Kuperberg, 2014 ), verbs that attribute implicit causality to either verb subject or object (Hartshorne & Snedeker, 2013 ), “uncertainty terms” that hedge potentially face-threatening messages (Holtgraves, 2014b ), and abstract words that signal power (Wakslak et al., 2014 ).

The literature on the power of single words has rarely been applied to intergroup communication, with the exception of research arising from the linguistic category model (e.g., Semin & Fiedler, 1991 ). The model distinguishes among descriptive action verbs (e.g., “hits”), interpretative action verbs (e.g., “hurts”) and state verbs (e.g., “hates”), which increase in abstraction in that order. Sentences made up of abstract verbs convey more information about the protagonist, imply greater temporal and cross-situational stability, and are more difficult to disconfirm. The use of abstract language to represent a particular behavior will attribute the behavior to the protagonist rather than the situation and the resulting image of the protagonist will persist despite disconfirming information, whereas the use of concrete language will attribute the same behavior more to the situation and the resulting image of the protagonist will be easier to change. According to the linguistic intergroup bias model (Maass, 1999 ), abstract language will be used to represent positive in-group and negative out-group behaviors, whereas concrete language will be used to represent negative in-group and positive out-group behaviors. The combined effects of the differential use of abstract and concrete language would, first, lead to biased attribution (explanation) of behavior privileging the in-group over the out-group, and second, perpetuate the prejudiced intergroup stereotypes. More recent research has shown that linguistic intergroup bias varies with the power differential between groups—it is stronger in high and low power groups than in equal power groups (Rubini et al., 2007 ).

Oratorical Power

A charismatic speaker may, by the sheer force of oratory, buoy up people’s hopes, convert their hearts from hatred to forgiveness, or embolden them to take up arms for a cause. One may recall moving speeches (in English) such as Susan B. Anthony’s “On Women’s Right to Vote,” Winston Churchill’s “We Shall Fight on the Beaches,” Mahatma Gandhi’s “Quit India,” or Martin Luther King, Jr.’s “I Have a Dream.” The speech may be delivered face-to-face to an audience, or broadcast over the media. The discussion below focuses on face-to-face oratories in political meetings.

Oratorical power may be measured in terms of money donated or pledged to the speaker’s cause, or, in a religious sermon, the number of converts made. Not much research has been reported on these topics. Another measurement approach is to count the frequency of online audience responses that a speech has generated, usually but not exclusively in the form of applause. Audience applause can be measured fairly objectively in terms of frequency, length, or loudness, and collected nonobtrusively from a public recording of the meeting. Audience applause affords researchers the opportunity to explore communicative and social psychological processes that underpin some aspects of the power of rhetorical formats. Note, however, that not all incidences of audience applause are valid measures of the power of rhetoric. A valid incidence should be one that is invited by the speaker and synchronized with the flow of the speech, occurring at the appropriate time and place as indicated by the rhetorical format. Thus, an uninvited incidence of applause would not count, nor is one that is invited but has occurred “out of place” (too soon or too late). Furthermore, not all valid incidences are theoretically informative to the same degree. An isolated applause from just a handful of the audience, though valid and in the right place, has relatively little theoretical import for understanding the power of rhetoric compared to one that is made by many acting in unison as a group. When the latter occurs, it would be a clear indication of the power of rhetorically formulated speech. Such positive audience response constitutes the most direct and immediate means by which an audience can display its collective support for the speaker, something which they would not otherwise show to a speech of less power. To influence and orchestrate hundreds and thousands of people in the audience to precisely coordinate their response to applaud (and cheer) together as a group at the right time and place is no mean feat. Such a feat also influences the wider society through broadcast on television and other news and social media. The combined effect could be enormous there and then, and its downstream influence far-reaching, crossing country boarders and inspiring generations to come.

To accomplish the feat, an orator has to excite the audience to applaud, build up the excitement to a crescendo, and simultaneously cue the audience to synchronize their outburst of stored-up applause with the ongoing speech. Rhetorical formats that aid the orator to accomplish the dual functions include contrast, list, puzzle solution, headline-punchline, position-taking, and pursuit (Heritage & Greatbatch, 1986 ). To illustrate, we cite the contrast and list formats.

A contrast, or antithesis, is made up of binary schemata such as “too much” and “too little.” Heritage and Greatbatch ( 1986 , p. 123) reported the following example:

Governments will argue that resources are not available to help disabled people. The fact is that too much is spent on the munitions of war, and too little is spent on the munitions of peace [italics added]. As the audience is familiar with the binary schema of “too much” and “too little” they can habitually match the second half of the contrast against the first half. This decoding process reinforces message comprehension and helps them to correctly anticipate and applaud at the completion point of the contrast. In the example quoted above, the speaker micropaused for 0.2 seconds after the second word “spent,” at which point the audience began to applaud in anticipation of the completion point of the contrast, and applauded more excitedly upon hearing “. . . on the munitions of peace.” The applause continued and lasted for 9.2 long seconds.

A list is usually made up of a series of three parallel words, phrases or clauses. “Government of the people, by the people, for the people” is a fine example, as is Obama’s “It’s been a long time coming, but tonight, because of what we did on this day , in this election , at this defining moment , change has come to America!” (italics added) The three parts in the list echo one another, step up the argument and its corresponding excitement in the audience as they move from one part to the next. The third part projects a completion point to cue the audience to get themselves ready to display their support via applause, cheers, and so forth. In a real conversation this juncture is called a “transition-relevance place,” at which point a conversational partner (hearer) may take up a turn to speak. A skilful orator will micropause at that juncture to create a conversational space for the audience to take up their turn in applauding and cheering as a group.

As illustrated by the two examples above, speaker and audience collaborate to transform an otherwise monological speech into a quasiconversation, turning a passive audience into an active supportive “conversational” partner who, by their synchronized responses, reduces the psychological separation from the speaker and emboldens the latter’s self-confidence. Through such enjoyable and emotional participation collectively, an audience made up of formerly unconnected individuals with no strong common group identity may henceforth begin to feel “we are all one.” According to social identity theory and related theories (van Zomeren et al., 2008 ), the emergent group identity, politicized in the process, will in turn provide a social psychological base for collective social action. This process of identity making in the audience is further strengthened by the speaker’s frequent use of “we” as a first person, plural personal pronoun.

Conversational Power

A conversation is a speech exchange system in which the length and order of speaking turns have not been preassigned but require coordination on an utterance-by-utterance basis between two or more individuals. It differs from other speech exchange systems in which speaking turns have been preassigned and/or monitored by a third party, for example, job interviews and debate contests. Turn-taking, because of its centrality to conversations and the important theoretical issues that it raises for social coordination and implicit conversational conventions, has been the subject of extensive research and theorizing (Goodwin & Heritage, 1990 ; Grice, 1975 ; Sacks et al., 1974 ). Success at turn-taking is a key part of the conversational process leading to influence. A person who cannot do this is in no position to influence others in and through conversations, which are probably the most common and ubiquitous form of human social interaction. Below we discuss studies of conversational power based on conversational turns and applied to leader emergence in group and intergroup settings. These studies, as they unfold, link conversation analysis with social identity theory and expectation states theory (Berger et al., 1974 ).

A conversational turn in hand allows the speaker to influence others in two important ways. First, through current-speaker-selects-next the speaker can influence who will speak next and, indirectly, increases the probability that he or she will regain the turn after the next. A common method for selecting the next speaker is through tag questions. The current speaker (A) may direct a tag question such as “Ya know?” or “Don’t you agree?” to a particular hearer (B), which carries the illocutionary force of selecting the addressee to be the next speaker and, simultaneously, restraining others from self-selecting. The A 1 B 1 sequence of exchange has been found to have a high probability of extending into A 1 B 1 A 2 in the next round of exchange, followed by its continuation in the form of A 1 B 1 A 2 B 2 . For example, in a six-member group, the A 1 B 1 →A 1 B 1 A 2 sequence of exchange has more than 50% chance of extending to the A 1 B 1 A 2 B 2 sequence, which is well above chance level, considering that there are four other hearers who could intrude at either the A 2 or B 2 slot of turn (Stasser & Taylor, 1991 ). Thus speakership not only offers the current speaker the power to select the next speaker twice, but also to indirectly regain a turn.

Second, a turn in hand provides the speaker with an opportunity to exercise topic control. He or she can exercise non-decision-making power by changing an unfavorable or embarrassing topic to a safer one, thereby silencing or preventing it from reaching the “floor.” Conversely, he or she can exercise decision-making power by continuing or raising a topic that is favorable to self. Or the speaker can move on to talk about an innocuous topic to ease tension in the group.

Bales ( 1950 ) has studied leader emergence in groups made up of unacquainted individuals in situations where they have to bid or compete for speaking turns. Results show that individuals who talk the most have a much better chance of becoming leaders. Depending on the social orientations of their talk, they would be recognized as a task or relational leader. Subsequent research on leader emergence has shown that an even better behavioral predictor than volume of talk is the number of speaking turns. An obvious reason for this is that the volume of talk depends on the number of turns—it usually accumulates across turns, rather than being the result of a single extraordinary long turn of talk. Another reason is that more turns afford the speaker more opportunities to realize the powers of turns that have been explicated above. Group members who become leaders are the ones who can penetrate the complex, on-line conversational system to obtain a disproportionately large number of speaking turns by perfect timing at “transition-relevance places” to self-select as the next speaker or, paradoxical as it may seem, constructive interruptions (Ng et al., 1995 ).

More recent research has extended the experimental study of group leadership to intergroup contexts, where members belonging to two groups who hold opposing stances on a social or political issue interact within and also between groups. The results showed, first, that speaking turns remain important in leader emergence, but the intergroup context now generates social identity and self-categorization processes that selectively privilege particular forms of speech. What potential leaders say, and not only how many speaking turns they have gained, becomes crucial in conveying to group members that they are prototypical members of their group. Prototypical communication is enacted by adopting an accent, choosing code words, and speaking in a tone that characterize the in-group; above all, it is enacted through the content of utterances to represent or exemplify the in-group position. Such prototypical utterances that are directed successfully at the out-group correlate strongly with leader emergence (Reid & Ng, 2000 ). These out-group-directed prototypical utterances project an in-group identity that is psychologically distinctive from the out-group for in-group members to feel proud of and to rally together when debating with the out-group.

Building on these experimental results Reid and Ng ( 2003 ) developed a social identity theory of leadership to account for the emergence and maintenance of intergroup leadership, grounding it in case studies of the intergroup communication strategies that brought Ariel Sharon and John Howard to power in Israel and Australia, respectively. In a later development, the social identity account was fused with expectation states theory to explain how group processes collectively shape the behavior of in-group members to augment the prototypical communication behavior of the emergent leader (Reid & Ng, 2006 ). Specifically, when conversational influence gained through prototypical utterances culminates to form an incipient power hierarchy, group members develop expectations of who is and will be leading the group. Acting on these tacit expectations they collectively coordinate the behavior of each other to conform with the expectations by granting incipient leaders more speaking turns and supporting them with positive audience responses. In this way, group members collectively amplify the influence of incipient leaders and jointly propel them to leadership roles (see also Correll & Ridgeway, 2006 ). In short, the emergence of intergroup leaders is a joint process of what they do individually and what group members do collectively, enabled by speaking turns and mediated by social identity and expectation states processes. In a similar vein, Hogg ( 2014 ) has developed a social identity account of leadership in intergroup settings.

Narrative Power

Narratives and stories are closely related and are sometimes used interchangeably. However, it is useful to distinguish a narrative from a story and from other related terms such as discourse and frames. A story is a sequence of related events in the past recounted for rhetorical or ideological purposes, whereas a narrative is a coherent system of interrelated and sequentially organized stories formed by incorporating new stories and relating them to others so as to provide an ongoing basis for interpreting events, envisioning an ideal future, and motivating and justifying collective actions (Halverson et al., 2011 ). The temporal dimension and sense of movement in a narrative also distinguish it from discourse and frames. According to Miskimmon, O’Loughlin, and Roselle ( 2013 ), discourses are the raw material of communication that actors plot into a narrative, and frames are the acts of selecting and highlighting some events or issues to promote a particular interpretation, evaluation, and solution. Both discourse and frame lack the temporal and causal transformation of a narrative.

Pitching narratives at the suprastory level and stressing their temporal and transformational movements allows researchers to take a structurally more systemic and temporally more expansive view than traditional research on propaganda wars between nations, religions, or political systems (Halverson et al., 2011 ; Miskimmon et al., 2013 ). Schmid ( 2014 ) has provided an analysis of al-Qaeda’s “compelling narrative that authorizes its strategy, justifies its violent tactics, propagates its ideology and wins new recruits.” According to this analysis, the chief message of the narrative is “the West is at war with Islam,” a strategic communication that is fundamentally intergroup in both structure and content. The intergroup structure of al-Qaeda narrative includes the rhetorical constructions that there are a group grievance inflicted on Muslims by a Zionist–Christian alliance, a vision of the good society (under the Caliphate and sharia), and a path from grievance to the realization of the vision led by al-Qaeda in a violent jihad to eradicate Western influence in the Muslim world. The al-Qaeda narrative draws support not only from traditional Arab and Muslim cultural narratives interpreted to justify its unorthodox means (such as attacks against women and children), but also from pre-existing anti-Semitism and anti-Americanism propagated by some Arab governments, Soviet Cold War propaganda, anti-Western sermons by Muslim clerics, and the Israeli government’s treatment of Palestinians. It is deeply embedded in culture and history, and has reached out to numerous Muslims who have emigrated to the West.

The intergroup content of al-Qaeda narrative was shown in a computer-aided content analysis of 18 representative transcripts of propaganda speeches released between 2006–2011 by al-Qaeda leaders, totaling over 66,000 words (Cohen et al., 2016 ). As part of the study, an “Ideology Extraction using Linguistic Extremization” (IELEX) categorization scheme was developed for mapping the content of the corpus, which revealed 19 IELEX rhetorical categories referring to either the out-group/enemy or the in-group/enemy victims. The out-group/enemy was represented by four categories such as “The enemy is extremely negative (bloodthirsty, vengeful, brainwashed, etc.)”; whereas the in-group/enemy victims were represented by more categories such as “we are entirely innocent/good/virtuous.” The content of polarized intergroup stereotypes, demonizing “them” and glorifying “us,” echoes other similar findings (Smith et al., 2008 ), as well as the general finding of intergroup stereotyping in social psychology (Yzerbyt, 2016 ).

The success of the al-Qaeda narrative has alarmed various international agencies, individual governments, think tanks, and religious groups to spend huge sums of money on developing counternarratives that are, according to Schmid ( 2014 ), largely feeble. The so-called “global war on terror” has failed in its effort to construct effective counternarratives although al-Qaeda’s finance, personnel, and infrastructure have been much weakened. Ironically, it has developed into a narrative of its own, not so much for countering external extremism, but for promoting and justifying internal nationalistic extremist policies and influencing national elections. This reactive coradicalization phenomenon is spreading (Mink, 2015 ; Pratt, 2015 ; Reicher & Haslam, 2016 ).

Discussion and Future Directions

This chapter provides a systematic framework for understanding five language–power relationships, namely, language reveals power, reflects power, maintains existing dominance, unites and divides a nation, and creates influence. The first two relationships are derived from the power behind language and the last three from the power of language. Collectively they provide a relatively comprehensible framework for understanding the relationships between language and power, and not simply for understanding language alone or power alone separated from one another. The language–power relationships are dynamically interrelated, one influencing the other, and each can draw from an array of the cognitive, communicative, social, and identity functions of language. The framework is applicable to both interpersonal and intergroup contexts of communication, although for present purposes the latter has been highlighted. Among the substantive issues discussed in this chapter, English as a global language, oratorical and narrative power, and intergroup leadership stand out as particularly important for political and theoretical reasons.

In closing, we note some of the gaps that need to be filled and directions for further research. When discussing the powers of language to maintain and reflect existing dominance, we have omitted the countervailing power of language to resist or subvert existing dominance and, importantly, to create social change for the collective good. Furthermore, in this age of globalization and its discontents, English as a global language will increasingly be resented for its excessive unaccommodating power despite tangible lingua franca English benefits, and challenged by the expanding ethnolinguistic vitality of peoples who speak Arabic, Chinese, or Spanish. Internet communication is no longer predominantly in English, but is rapidly diversifying to become the modern Tower of Babel. And yet we have barely scratched the surface of these issues. Other glaring gaps include the omission of media discourse and recent developments in Corpus-based Critical Discourse Analysis (Loring, 2016 ), as well as the lack of reference to languages other than English that may cast one or more of the language–power relationships in a different light.

One of the main themes of this chapter—that the diverse language–power relationships are dynamically interrelated—clearly points to the need for greater theoretical fertilization across cognate disciplines. Our discussion of the three powers of language (boxes 3–5 in Figure 1 ) clearly points in this direction, most notably in the case of the powers of language to create influence through single words, oratories, conversations, and narratives, but much more needs to be done. The social identity approach will continue to serve as a meta theory of intergroup communication. To the extent that intergroup communication takes place in an existing power relation and that the changes that it seeks are not simply a more positive or psychologically distinctive social identity but greater group power and a more powerful social identity, the social identity approach has to incorporate power in its application to intergroup communication.

The power of language: we translate our thoughts into words, but words also affect the way we think

Professor of Cognitive Neuroscience, Bangor University

Disclosure statement

Guillaume Thierry has received funding from the European Research Council, the Economic and Social Research Council, the British Academy, the Arts and Humanities Research Council, the Biotechnology and Biological Research Council, and the Arts Council of Wales.

Bangor University provides funding as a member of The Conversation UK.

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Have you ever worried in your student years or later in life that time may be starting to run out to achieve your goals? If so, would it be easier conveying this feeling to others if there was a word meaning just that? In German, there is. That feeling of panic associated with one’s opportunities appearing to run out is called Torschlusspanik .

German has a rich collection of such terms, made up of often two, three or more words connected to form a superword or compound word. Compound words are particularly powerful because they are (much) more than the sum of their parts. Torschlusspanik, for instance, is literally made of “gate”-“closing”-“panic”.

If you get to the train station a little late and see your train’s doors still open, you may have experienced a concrete form of Torschlusspanik, prompted by the characteristic beeps as the train doors are about to close. But this compound word of German is associated with more than the literal meaning. It evokes something more abstract, referring to the feeling that life is progressively shutting the door of opportunities as time goes by.

English too has many compound words. Some combine rather concrete words like “seahorse”, “butterfly”, or “turtleneck”. Others are more abstract, such as “backwards” or “whatsoever”. And of course in English too, compounds are superwords, as in German or French, since their meaning is often distinct from the meaning of its parts. A seahorse is not a horse, a butterfly is not a fly, turtles don’t wear turtlenecks, etc.

One remarkable feature of compound words is that they don’t translate well at all from one language to another, at least when it comes to translating their constituent parts literally. Who would have thought that a “carry-sheets” is a wallet – porte-feuille –, or that a “support-throat” is a bra – soutien-gorge – in French?

This begs the question of what happens when words don’t readily translate from one language to another. For instance, what happens when a native speaker of German tries to convey in English that they just had a spurt of Torschlusspanik? Naturally, they will resort to paraphrasing, that is, they will make up a narrative with examples to make their interlocutor understand what they are trying to say.

But then, this begs another, bigger question: Do people who have words that simply do not translate in another language have access to different concepts? Take the case of hiraeth for instance, a beautiful word of Welsh famous for being essentially untranslatable. Hiraeth is meant to convey the feeling associated with the bittersweet memory of missing something or someone, while being grateful of their existence.

Hiraeth is not nostalgia, it is not anguish, or frustration, or melancholy, or regret. And no, it is not homesickness, as Google translate may lead you to believe, since hiraeth also conveys the feeling one experiences when they ask someone to marry them and they are turned down, hardly a case of homesickness.

Different words, different minds?

The existence of a word in Welsh to convey this particular feeling poses a fundamental question on language–thought relationships. Asked in ancient Greece by philosophers such as Herodotus (450 BC), this question has resurfaced in the middle of the last century, under the impetus of Edward Sapir and his student Benjamin Lee Whorf , and has become known as the linguistic relativity hypothesis.

Linguistic relativity is the idea that language, which most people agree originates in and expresses human thought, can feedback to thinking, influencing thought in return. So, could different words or different grammatical constructs “shape” thinking differently in speakers of different languages? Being quite intuitive, this idea has enjoyed quite of bit of success in popular culture, lately appearing in a rather provocative form in the science fiction movie Arrival.

Although the idea is intuitive for some, exaggerated claims have been made about the extent of vocabulary diversity in some languages. Exaggerations have enticed illustrious linguists to write satirical essays such as “ the great Eskimo vocabulary hoax ”, where Geoff Pullum denounces the fantasy about the number of words used by Eskimos to refer to snow. However, whatever the actual number of words for snow in Eskimo, Pullum’s pamphlet fails to address an important question: what do we actually know about Eskimos’ perception of snow?

No matter how vitriolic critics of the linguistic relativity hypothesis may be, experimental research seeking scientific evidence for the existence of differences between speakers of different languages has started accumulating at a steady pace. For instance, Panos Athanasopoulos at Lancaster University, has made striking observations that having particular words to distinguish colour categories goes hand-in-hand with appreciating colour contrasts . So, he points out, native speakers of Greek, who have distinct basic colour terms for light and dark blue ( ghalazio and ble respectively) tend to consider corresponding shades of blue as more dissimilar than native speaker of English, who use the same basic term “blue” to describe them.

But scholars including Steven Pinker at Harvard are unimpressed, arguing that such effects are trivial and uninteresting, because individuals engaged in experiments are likely to use language in their head when making judgements about colours – so their behaviour is superficially influenced by language, while everyone sees the world in the same way.

To progress in this debate , I believe we need to get closer to the human brain, by measuring perception more directly, preferably within the small fraction of time preceding mental access to language. This is now possible, thanks to neuroscientific methods and – incredibly – early results lean in favour of Sapir and Whorf’s intuition.

So, yes, like it or not, it may well be that having different words means having differently structured minds. But then, given that every mind on earth is unique and distinct, this is not really a game changer.

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Martin Luther King Jr. and the Power of Words

A lesson plan for grades 7–12.

Lesson Overview

In this lesson students have the opportunity to discuss how words have the power to bring about political, social, or economic change in society. By reviewing quotations from various leaders, activists, and others, students can begin to understand how ideas have an impact on the hearts and minds of people and can be a catalyst for change. Finally, students will reflect on the words of Martin Luther King Jr. and determine their relevance to the political, social, and economic issues of today. Suggested grade level: 7–12 Objectives: By the end of this lesson students should be able to

reflect on how words have been a catalyst for change in society;
provide examples of such change throughout history;
discuss how powerful words by charismatic people could help bring change to society today.

Materials Needed

Teacher Resource 1: Quotations for Introductory Activity
Teacher Resource 2: Quotations by Martin Luther King Jr.
Drawing paper

Estimated Time: One class period Procedure

Introduce the lesson . Ask students whether they have heard the phrase, "The pen is mightier than the sword." Edward Bulwer-Lytton, an English writer, wrote these words for his 1839 play, Richelieu; Or the Conspiracy . Can the students explain what this phrase means and provide a historical example that illustrates the concept (e.g., the Magna Carta or Martin Luther's Ninety-five Theses)? What kind of change have words brought about? Students should be able to point to political, social, and economic changes driven by the written or spoken word.
What do you think the quotation means?
Can you identify a period in American or world history where this quotation could be attributed? Explain.
Who might have said this and why? Share some or all of the groups' responses with the class
The Words of Dr. King. Place the following quotation from Martin Luther King Jr. on the board: "The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy." Begin a discussion with students about the meaning of the quotation. How did this quotation fit his mission in the civil rights movement? How did this quotation reflect his philosophy of civic responsibility?
explain the meaning of the quotation;
describe the kind of change the sentiment was trying to support;
determine what the quotation was asking individuals to reflect upon;
describe how could the quotation could be used today.
Concluding the lesson. When the students are done, have each group share their responses with the class. If time allows (or for homework), share the list of King's quotations with the class. Each student should choose a quotation and then on a sheet of paper neatly write the quotation and either briefly describe how it could be helpful today or illustrate how the quotation could be applied today. Then display each of the quotations around the room.

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The power of words

Can you imagine a world without words?

It would be chaos.

Many times we take them for granted, just as a way of communicating what we want or need. And they actually do that, but at the same time they do something bigger.

Words are powerful. Whether you write or speak them, they do have an impact on you and the others. They express feelings and share knowledge. They can change someones mood completely and ignite a spark in them.

That´s why writing is an extraordinary experience. It´s not just jotting down symbols that form words, it’s a way of expressing what you feel or think. Hence why you should really think before speaking. Once the words are out, they never come back. If you want to expand motivation and peace, your words should reflect that, they should be positive. Otherwise, you would be doing the exact opposite.

Everyone should try writing at least once. It doesn´t matter the topic, or if you want to share it with others, but you should just sit down and take all those thoughts out your head. In that way, you´ll have less going on in your mind and they will probably make more sense to you once you see them.

If you want to test how powerful words are, try for a week saying positive phrases to yourself in front of the mirror, and you´ll soon see a change in your mood and the way you act.

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🔴 A Red Letter To The Youth: A Call to Action 🔴

~The Importance of Self-Compassion in Mental Health~

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ESSAY; From Ancient Greece to Iraq, the Power of Words in Wartime

By Robin Tolmach Lakoff

May 18, 2004

An American soldier refers to an Iraqi prisoner as ''it.'' A general speaks not of ''Iraqi fighters'' but of ''the enemy.'' A weapons manufacturer doesn't talk about people but about ''targets.''

Bullets and bombs are not the only tools of war. Words, too, play their part.

Human beings are social animals, genetically hard-wired to feel compassion toward others. Under normal conditions, most people find it very difficult to kill.

But in war, military recruits must be persuaded that killing other people is not only acceptable but even honorable.

The language of war is intended to bring about that change, and not only for soldiers in the field. In wartime, language must be created to enable combatants and noncombatants alike to see the other side as killable, to overcome the innate queasiness over the taking of human life. Soldiers, and those who remain at home, learn to call their enemies by names that make them seem not quite human -- inferior, contemptible and not like ''us.''

The specific words change from culture to culture and war to war. The names need not be obviously demeaning. Just the fact that we can name them gives us a sense of superiority and control. If, in addition, we give them nicknames, we can see them as smaller, weaker and childlike -- not worth taking seriously as fully human.

The Greeks and Romans referred to everyone else as ''barbarians'' -- etymologically those who only babble, only go ''bar-bar.'' During the American Revolution, the British called the colonists ''Yankees,'' a term with a history that is still in dispute. While the British intended it disparagingly, the Americans, in perhaps the first historical instance of reclamation, made the word their own and gave it a positive spin, turning the derisive song ''Yankee Doodle'' into our first, if unofficial, national anthem.

In World War I, the British gave the Germans the nickname ''Jerries,'' from the first syllable of German. In World War II, Americans referred to the Japanese as ''Japs.''

The names may refer to real or imagined cultural and physical differences that emphasize the ridiculous or the repugnant. So in various wars, the British called the French ''Frogs.'' Germans have been called ''Krauts,'' a reference to weird and smelly food. The Vietnamese were called ''slopes'' and ''slants.'' The Koreans were referred to simply as ''gooks.''

The war in Iraq has added new examples. Some American soldiers refer to the Iraqis as ''hadjis,'' used in a derogatory way, apparently unaware that the word, which comes from the Arabic term for a pilgrimage to Mecca, is used as a term of respect for older Muslim men.

The Austrian ethologist Konrad Lorenz suggested that the more clearly we see other members of our own species as individuals, the harder we find it to kill them.

So some terms of war are collective nouns, encouraging us to see the enemy as an undifferentiated mass, rather than as individuals capable of suffering. Crusaders called their enemy ''the Saracen,'' and in World War I, the British called Germans ''the Hun.''

American soldiers are trained to call those they are fighting against ''the enemy.'' It is easier to kill an enemy than an Iraqi.

The word ''enemy'' itself provides the facelessness of a collective noun. Its non-specificity also has a fear-inducing connotation; enemy means simply ''those we are fighting,'' without reference to their identity.

The terrors and uncertainties of war make learning this kind of language especially compelling for soldiers on the front. But civilians back home also need to believe that what their country is doing is just and necessary, and that the killing they are supporting is in some way different from the killing in civilian life that is rightly punished by the criminal justice system. The use of the language developed for military purposes by civilians reassures them that war is not murder.

The linguistic habits that soldiers must absorb in order to fight make atrocities like those at Abu Ghraib virtually inevitable. The same language that creates a psychological chasm between ''us'' and ''them'' and enables American troops to kill in battle, makes enemy soldiers fit subjects for torture and humiliation. The reasoning is: They are not really human, so they will not feel the pain.

Once language draws that line, all kinds of mistreatment become imaginable, and then justifiable. To make the abuses at Abu Ghraib unthinkable, we would have to abolish war itself.

Essay on The Power of Words

Students are often asked to write an essay on The Power of Words in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on The Power of Words

The power of words.

Words are more than just a means to communicate. They have the power to inspire, motivate, and change perspectives.

Words Inspire

Words can inspire us to achieve great things. They can encourage us to strive for success and never give up.

Words Motivate

Motivational words can help us to overcome challenges. They give us the strength to keep going when times are tough.

Words Change Perspectives

Words can change our views. They can help us see things from a different angle, opening our minds to new ideas and possibilities.

250 Words Essay on The Power of Words

The influence of verbal expressions.

Words, the foundation of human communication, are potent tools that shape our reality. They contain the power to inspire, motivate, and transform lives, as well as the capacity to demoralize, harm, and create discord.

Words as Catalysts of Change

Words can instigate revolutions and inspire social change. Historical figures like Martin Luther King Jr. and Mahatma Gandhi utilized the power of words to galvanize masses, leading to significant societal transformations. Equally, in literature, authors use words to challenge prevailing norms, stimulate thought, and foster empathy.

The Destructive Power of Words

Conversely, words can also be destructive. They can perpetuate stereotypes, incite hatred, and trigger conflict. Words used irresponsibly, without consideration for their potential impact, can cause irreversible damage.

Words in the Digital Age

In the digital age, the power of words is amplified. Social media platforms provide a global stage where words can spread rapidly, influencing millions within seconds. This underscores the need for responsible communication to prevent the spread of misinformation and hate speech.

In conclusion, the power of words is undeniable. They shape our perceptions, influence our actions, and define our society. As such, we must wield them responsibly, understanding that our words can either build bridges or erect barriers. The choice is ours.

500 Words Essay on The Power of Words

The essence of words.

Words, the basic building blocks of communication, are more than mere symbols or sounds. They carry immense power, shaping our thoughts, actions, and the world around us. They can build bridges or erect walls, heal wounds or inflict pain, inspire revolutions or maintain status quo.

The Constructive Power of Words

Words have the power to create. They are the vessel through which we express our thoughts, emotions, and ideas. In literature, authors use words to craft vivid imagery, compelling narratives, and profound insights, transporting readers into different worlds. In science and philosophy, words articulate complex theories and abstract concepts, advancing human understanding.

The Power of Words in Interpersonal Relationships

In interpersonal relationships, words can nurture bonds, express love, and foster understanding. A well-chosen word can mend a broken relationship, while a harsh one can irreparably damage it. Words have the power to validate someone’s feelings, making them feel seen, heard, and understood.

However, the power of words is not always positive. Words can also destroy. They can breed hatred, instigate violence, and perpetuate stereotypes. Hate speech, for instance, uses words to marginalize, intimidate, and dehumanize certain groups, leading to social division and conflict.

The Power of Words in Politics and Society

In politics, words can be a tool for manipulation. Politicians use rhetoric to sway public opinion, sometimes spreading misinformation to further their agendas. However, words can also promote social change. Martin Luther King Jr.’s “I Have a Dream” speech used powerful words to galvanize the civil rights movement.

The Responsibility that Comes with the Power of Words

Given the power of words, it is essential to use them responsibly. This means being mindful of the potential impact of our words on others, striving for accuracy and truthfulness in our communication, and using words to promote understanding, respect, and peace.

Conclusion: The Enduring Power of Words

In conclusion, words are not just passive carriers of meaning. They are active agents in shaping our reality. They have the power to create and destroy, to heal and hurt, to enlighten and deceive. As wielders of this power, we have a responsibility to use words wisely and ethically. The power of words is a testament to the power of human communication and the profound impact it can have on our individual lives and society at large.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

Essay on Power of Youth
Essay on Power of Unity
Essay on Power of Media

Apart from these, you can look at all the essays by clicking here .

Happy studying!

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument . Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

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Essay on Knowledge is Power: Samples in 100, 200, 300 Words

Updated on
Dec 15, 2023

‘ Knowledge is power’ phrase is derived from a Latin term, which is attributed to Sir Francis Bacon, a well-known essayist of all times. Knowledge is power has been accepted widely and timelessly as it underscores the significance of knowledge in empowering people, societies and countries .

Benjamin Franklin once said, ‘An investment in knowledge pays the best interest.’ Knowledge not only improves a person’s understanding of the world but also teaches them life lessons to develop decision-making skills and contribute to the betterment of society. Below we have discussed some essays on knowledge is power in different word limits.

Table of Contents

1 Essay on Knowledge is Power in 100 Words
2 Essay on Knowledge is Power in 200 Words
3 Essay on Knowledge is Power in 300 Words

Also Read: Traditions and Celebrations for Christmas Around the World

Essay on Knowledge is Power in 100 Words

‘Knowledge is power’ is a timeless truth. A person with knowledge can empower himself to make informed decisions, enhance personal growth and contribute to the development of society. Knowledge equips us with effective tools to navigate the challenges of life and achieve our goals in real-time. The pursuit of knowledge is education. A person who is educated and has the right knowledge will find success in life.

The world we live in is driven by knowledge-based education and innovations. From agriculture to healthcare, every activity and field requires you to have proper knowledge and understanding of it. Whether it is at the individual level or global level, people who prioritize education and knowledge enjoy economic prosperity and influence.

Essay on Knowledge is Power in 200 Words

Knowledge is so powerful that it can reshape the entire world or destroy it, depending on the purpose for which it is used. The phrase, ‘Knowledge is Power’ was given by Sir Francis Bacon. With knowledge, one can have a profound impact on their life and the people surrounding it.

Knowledge emperors a person in various ways, from personal growth to changes at the global level. With knowledge, we gain new skills, insights and perspectives about a particular subject. This equips us to excel in our chosen field, pursue all our aspirations and fulfil our dream life.

A person with the right knowledge can make informed decisions. If you are someone who possesses broad knowledge about different subjects, it will be very easy for you to critically analyze any situation, weigh options and make choices that best suit your plans. This not only leads to better personal outcomes but also fosters a sense of autonomy and self-determination. Knowledge is considered as the driving force behind progress. Scientific discoveries, technological innovations, cultural evolution and social developments are all fueled by accumulated knowledge. A very classic example of this is the history of human civilization. We must use knowledge knowledge ethically and ensure its equitable distribution or access.

Also Read – Essay on Unity in Diversity

Essay on Knowledge is Power in 300 Words

Knowledge is deemed as the most powerful tool a human possesses. It is the cornerstone of power in our modern society. The universally acknowledged phrase ‘Knowledge is power’ highlights the profound impact knowledge has on individuals and society, and both.

The first thing to know about knowledge is that it is the key to personal development and empowerment. When a person acquires knowledge, they open doors to personal growth and development. Depending on the person’s expertise and field, this empowerment can come in various forms. I person with the right knowledge often finds himself confident, adaptable, and capable of overcoming obstacles in life.

Moreover, knowledge equips you to make informed decisions. We are living in a world which is driven by information. A person who is well-equipped with knowledge about his or her specific field can critically assess a situation, evaluate the options and make choices that best suit their individual needs and values. This not only enhances their personal lives but also fosters a sense of agency and self-determination.

Knowledge is the driving force behind progress, development and innovation. From the time of industrialization to the invention of the internet, knowledge has been the deciding factor for transformative change, improving the quality of life for countless individuals.

The importance of knowledge is not only limited to individual benefits of scientific discoveries. It also plays a critical role in a country’s governance. It allows you to make informed political decisions, and actively participate in the democratic process. In this way, knowledge serves as a safeguard against tyranny and injustice.

At last, the phrase ‘knowledge is power’ remains a timeless truth that highlights the profound impact of knowledge on a person’s development and societal changes. With this power comes the responsibility to use knowledge ethically and ensure equal access for all, as knowledge remains a vital path to personal and collective empowerment in our ever-changing world.

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The phrase ‘knowledge itself is power’ denotes the meaning that knowing empowers your understanding of the world so that you can make informed decisions for yourself and others. In this way, knowledge is equal to power, as it can help in shaping the future of an individual to an entire country.

Knowledge is considered as an accumulation of information, skills facts and understanding acquired through deep learning, experience and observation. It represents a deep and organised awareness of the world around us, encompassing various fields of knowledge, such as culture, science and technology, history and practical know-how. Knowledge empowers individuals by providing the tools to make informed decisions, solve problems, and navigate life’s complexities. It serves as a foundation for personal growth, innovation, and societal progress, shaping our perceptions and actions.

A person can improve their knowledge by reading informative articles, newspapers and books, enrolling in courses related to their field of study, attending workshops and seminars, engaging in discussions, etc.

For more information on such interesting topics, visit our essay writing page and follow Leverage Edu .

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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A Lesson for Our Kids on the Power of Words

R aise your hand if you’ve ever heard the phrase: “Sticks and stones may break my bones, but words will never hurt me.” I couldn’t tell you when I heard it for the first time or why, but it’s safe to say it stuck. As a kid growing up, I learned that words were just words. It was normalized to minimize hard feelings because they’d magically go away. Being angry, sad, or disappointed wasn’t a big deal — it was something I just had to “get over.” Now, as an adult raising my own kids, I know how untrue that phrase is. Words do matter, and they cause lasting impacts. While it took me several decades to fully understand this, I’m glad to report that they’re doing things differently these days. And there are ways for us to teach our kids about the power of their words.

The Power of Our Words

Recently, my oldest daughter shared one of her favorite lessons from her guidance counselors on the importance of words. The lesson discussed the impact of our words on the people around us. How one compliment can make someone’s day — or how a few mean words said in anger can be devastating.

The lesson discussed how powerful words can be, whether positive or negative. To illustrate the point in a concrete way, the counselor had the kids crumple up a piece of paper. Each crumple and contortion represented unkind words or bullying. Once they finished, she had them try to get the paper back to the way it was. Of course, no matter how much they smoothed it back out, it wasn’t the same.

She explained that, in a real-life scenario, smoothing the paper out might look like apologizing . But even when we say we’re sorry, when we hurt someone, it never fully erases the impact. Things don’t go back exactly to how they were. The same is true when those mean words get the better of us.

As parents, we want to teach our kids this lesson without the heartbreak, and it starts by leading with empathy . “You can build empathy by teaching the power of words,” says Matthew Schubert , a licensed professional counselor. “When your child understands how certain words make them feel, it helps them understand how their words affect others,” he adds.

Teaching our kiddos to walk in someone else’s shoes teaches them to pause and think about the impact and power of their words. It also helps them be a caring friend to those who have had difficult experiences with bullying . Even though they may not have been made fun of, they understand what it would feel like.

Leading With Empathy and Kindness

Being empathetic in every situation is easier said than done, even for an adult with more practice. It’s even more difficult as a kid, especially when tempers flare. So, how do we teach our kids to be kind and patient ?

Schubert recommends that parents start with the basics, like identifying emotions and effectively communicating. “Doing this helps people better understand what you are trying to say and how you’re feeling,” he says. Remember that kindness comes in all shapes and forms. Practicing kindness doesn’t have to include a grand gesture.

Small Ways To Practice Kindness

If you’re looking for ways to teach your kids to infuse a little more kindness in their day-to-day lives, consider practicing some of the following:

Give a compliment to a friend, a family member, or even a stranger.
Practice gratitude and let people know that you appreciate them.
Be willing to listen to other people’s problems.
Volunteer with local organizations or find different ways to help people out through acts of kindness .
Leave notes of encouragement and kind words for people you encounter.

While this isn’t an exhaustive list, it’s an excellent place to start if you’re looking for little ways to teach your kids kindness . You also can ask your child about ideas they have. How do they want to practice kindness? How have they received kindness in the past that was meaningful to them?

“Finding the right words and actions to express this is an empowering experience for your kids,” says Schubert. “Something I often hear from kids is that they feel unheard. They feel invisible in the realm of adults making all the rules for them and always telling them what to do,” he adds. When your kiddo gets actively involved in these activities, it feels less like something they have to do and more like something they want to do.

We Are Responsible for Our Words

The words we say are powerful and have lasting impacts. I don’t know why this particular lesson hit home so hard for my daughter, but I’m glad it did. Be it an example with crumpled paper, broken dishes, or toothpaste squeezed out of a tube, the lesson that speaks the loudest is this: You are responsible for your words.

Equally as important, it’s worth saying, again and again, that it’s no extra thing to choose to be kind. Compliment someone. Flash them a smile if they seem to be feeling down. You never know whose day you can turn around or how much of a difference you can make for one person with just a few kind words.

A Lesson for Our Kids on the Power of Words

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Essay, Paragraph or Speech on “The Power of Words” Complete English Essay, Speech for Class 10, Class 12 and Graduation and other classes.

The Power of Words

All over the world, words are the primary way people communicate with each other. It doesn’t matter where you live, what color you are, or what creed you follow; words convey your thoughts. There is no bigger medium of expression.

We use words to thank, to plead, to rejoice, to grieve, to instruct, to congratulate. It doesn’t matter if they are written or they are sung. You just can’t get away from words. From the time you are born and your mom whispers sweet nothings in your ears to the time that the priest reads the scriptures out to you at the end, you can’t get away from words. Yet we pay so little attention to them. We use them at random, sometimes our minds find it hard to keep pace with our tongues. Words have great power. The power to bring peace, the power to spread love , the power to give hope, the power to encourage, the power to guide, the power to comfort, the power to uplift, the power to heal. But they can also kill, they can make you feel small and insignificant, they can hurt you, they can humiliate you, they can rob you of your decency, steal your sleep and even make you sick. Then there are the words that humble you, elevate you, take you closer to God.

Never speak words that can rob another of his dignity and his pride. If you don’t have the words to encourage and elevate, best is to say nothing at all. A kind helping word of encouragement can make someone’s day so be ready with that word any time of the day. You never know whom you might be able to help with your good word of the day.

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The Dangerous Allure of Absolute Power

This essay about the dangerous allure of absolute power examines how unchecked control can lead to corruption, oppression, and the erosion of moral and ethical standards. It discusses historical examples such as Stalin, North Korea, and Nazi Germany, highlighting the suppression of individual freedoms, stifling of innovation, and the formation of personality cults. It emphasizes the importance of checks and balances to prevent the concentration of power and protect democratic principles.

How it works

Throughout history, the quest for power has been a driving force behind many of the world’s most significant events. From the rise and fall of empires to the shaping of modern nation-states, power has always been at the core of human ambition. However, while the pursuit of power can lead to progress and innovation, absolute power remains a dangerous allure that often results in corruption, oppression, and the erosion of moral and ethical standards.

Absolute power, by its very nature, is the unrestrained and unchecked control held by an individual or group over a society.

It removes the balance of power, which is essential in ensuring accountability and preventing abuse. The allure of absolute power lies in the promise of complete control and the ability to shape reality according to one’s own vision without opposition. Yet, this very allure is what makes absolute power so perilous.

One of the fundamental dangers of absolute power is the corruption it breeds. As Lord Acton famously stated, “Power tends to corrupt, and absolute power corrupts absolutely.” This corruption is not merely financial or material but extends to the very core of a person’s character. Leaders who acquire absolute power often start with noble intentions, but the absence of checks and balances allows their ambitions and desires to overshadow their initial goals. They become more concerned with maintaining their power than with serving the people or upholding justice.

Historical examples abound of leaders who have succumbed to the corrupting influence of absolute power. One such example is Joseph Stalin, who ruled the Soviet Union with an iron fist. Initially, Stalin’s rise to power was driven by the vision of building a communist society. However, once he consolidated absolute power, he became increasingly paranoid and tyrannical. His regime was marked by widespread purges, forced labor camps, and the suppression of dissent, resulting in the deaths of millions of people.

Another danger of absolute power is the erosion of individual freedoms and human rights. When power is concentrated in the hands of a single entity, there is little room for the protection of personal liberties. Absolute rulers often view dissent and opposition as threats to their authority, leading them to implement draconian measures to silence critics. This suppression of free speech, freedom of assembly, and other fundamental rights creates an atmosphere of fear and oppression.

The example of North Korea illustrates the extreme consequences of absolute power on individual freedoms. Under the rule of the Kim dynasty, North Korea has become one of the most repressive regimes in the world. The government exercises total control over all aspects of life, including the media, education, and even personal behavior. Citizens are subjected to constant surveillance, and any form of dissent is met with severe punishment, including imprisonment and execution. The result is a society where fear reigns, and the populace is deprived of basic human rights.

Absolute power also tends to stifle innovation and progress. In a system where dissent is not tolerated, and conformity is enforced, creativity and critical thinking are often suppressed. Leaders who hold absolute power are typically more interested in maintaining the status quo and their own authority than in fostering an environment where new ideas and advancements can flourish. This can lead to stagnation and decline, as seen in many authoritarian regimes throughout history.

China’s Cultural Revolution under Mao Zedong is an example of how absolute power can stifle innovation and intellectual freedom. During this period, Mao sought to reassert his control over the Communist Party and the country by targeting intellectuals, academics, and professionals who were seen as potential threats to his authority. The result was a decade of chaos, where educational institutions were dismantled, scientific research was halted, and millions of people were persecuted. The long-term impact was a significant setback to China’s intellectual and technological development.

Furthermore, absolute power often leads to the emergence of a personality cult, where the ruler is idolized and perceived as infallible. This cult of personality can have detrimental effects on society, as it discourages critical examination of the leader’s actions and policies. The leader’s decisions, regardless of their merit, are accepted without question, and any mistakes or failures are either ignored or blamed on others. This blind loyalty and adulation can prevent necessary reforms and lead to disastrous consequences.

The case of Adolf Hitler and Nazi Germany serves as a stark reminder of the dangers of a personality cult. Hitler’s absolute power was bolstered by a cult of personality that portrayed him as the savior of Germany. His policies, driven by extreme nationalism and racial hatred, led to the outbreak of World War II and the Holocaust, one of the most horrific genocides in human history. The unquestioning support he received allowed his destructive agenda to proceed unchecked, resulting in immense suffering and loss of life.

Despite these dangers, the allure of absolute power persists, partly because of the perception that it can bring about swift and decisive action. In times of crisis or uncertainty, people may be more willing to support leaders who promise strong and unchallenged authority, believing that such power can provide stability and security. However, history has shown that the concentration of power in the hands of a few rarely leads to lasting solutions and often exacerbates the very problems it seeks to address.

To mitigate the dangers of absolute power, it is essential to establish and maintain systems of checks and balances. Democratic institutions, an independent judiciary, a free press, and active civil society are crucial in ensuring that power is distributed and accountable. These mechanisms not only prevent the concentration of power but also promote transparency, accountability, and the protection of individual rights.

The example of the United States demonstrates the importance of checks and balances in preventing the abuse of power. The framers of the U.S. Constitution deliberately designed a system that distributes power across the executive, legislative, and judicial branches of government. This separation of powers, along with a robust system of checks and balances, has been instrumental in preventing any one branch or individual from acquiring absolute power. While the system is not without its flaws and challenges, it has largely succeeded in maintaining democratic governance and protecting individual freedoms.

In conclusion, the dangerous allure of absolute power lies in its promise of unrestrained control and the ability to shape society according to one’s vision. However, the historical and contemporary examples of leaders who have wielded absolute power demonstrate the inherent risks of corruption, oppression, and stagnation. The protection of individual freedoms, the promotion of innovation, and the maintenance of democratic principles all depend on the distribution and accountability of power. By recognizing and addressing the dangers of absolute power, societies can work towards building more just, equitable, and resilient systems of governance.

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An essay on THE POWER OF EDUCATION. Education information
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The Power of Words
The Power of Words. Language is a neurocognitive tool by which we can: · Transmit and exchange information. · Influence and control the behavior of others. · Establish and demonstrate social ...
The Power of Words: Harnessing Their Influence for a Better Life
Words have the power to inspire personal growth and self-improvement. Through books, articles, and motivational content, individuals can access valuable insights, knowledge, and guidance for their ...
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1. Speak the truth. "Words have the power to both destroy and heal. When words are both true and kind, they can change our world.". — Gautama Buddha. Trust is built on honesty; people want to know they can depend on you to tell them the truth, even when it hurts to hear it (and even if it makes you look bad).
The Power of Words
The Power of Words. Summary. Four new books investigate how language connects, differentiates, and enlightens us. Viorica Marian's The Power of Language explores the benefits of multilingualism ...
The Power of Words, Simone Weil
The words we use will be of significance in this process. As Weil understood, words have the power to illuminate, but also to obscure; to lead to unending conflict, but also to greater consciousness. 'The Power of Words' essay published in Simone Weil: An Anthology, edited and introduced by Sian Miles (Penguin Modern Classics)
King, Kennedy, and the Power of Words
Even in our sleep, pain which cannot forget. Falls drop by drop upon the heart, Until, in our own despair, against our will, Comes wisdom through the awful grace of God. Kennedy's heartfelt speech came only hours after King's last address. The night before, the civil rights leader had reluctantly taken to the dais at the Mason Temple in ...
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Taylor Bertolini grew up primarily finding notes filled with love and compassion in her lunchbox. She learned that a few words of encouragement could not only change her life, but the lives of others. That idea followed her to college where she started an organization on the NSU campus called Campus Cursive. When you harness the power of a kind word, you have the power to change lives.
Language and Power
Power of Single Words. Learning a language empowers humans to master an elaborate system of conventions and the associations between words and their sounds on the one hand, and on the other hand, categories of objects and relations to which they refer. After mastering the referential meanings of words, a person can mentally access the objects ...
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The Power of Words. Words help us frame issues and find paths forward. One such powerful word is "equity," entering our professional vocabulary and then galvanizing our ambition in step with our growing understanding of the dynamics of social determinants ( Braveman, Arkin, Orleans, Proctor, & Plough, 2017 ). Small words, and small word ...
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In this essay, we engage in a reappraisal of her political thought, and of her relevance to contemporary politics, by way of her discussion of the power of words. Weil shares much with contemporary approaches that view the world as a text to be interpreted. But for Weil, the power of interpretation carries with it an illusion, exemplified in ...
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English too has many compound words. Some combine rather concrete words like "seahorse", "butterfly", or "turtleneck". Others are more abstract, such as "backwards" or ...
The Power of Words Essay
The huge power of words in literature, speeches, songs, and sermons are seen over and over again. The use of such powerful words can evoke emotions, motivations, and encouragement to the listeners because they are not just characters put together…there is emotion behind each single word. Cain and Abel is a story found from within the Bible ...
Martin Luther King Jr. and the Power of Words
These political, social, and economic changes are rooted in changes in the minds and hearts of people. Words that have spurred these changes can often be found in speeches or essays of great thinkers, activists, and others. Divide the class into small groups of three students. Provide each triad with a quotation found in Teacher Resource 1.
The power of words
Words are powerful. Whether you write or speak them, they do have an impact on you and the others. They express feelings and share knowledge. They can change someones mood completely and ignite a spark in them. That´s why writing is an extraordinary experience. It´s not just jotting down symbols that form words, it's a way of expressing ...
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The power of words is universal. Words have an enormous power that affects everyone, no matter who we are, what we look like, or where we come from. You could even say that it's the most important thing in all of humanity. Without words, you can't have a conversation with anyone, you can't read, you can't express your feelings, and you ...
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Conclusion. The power of language is undeniable. It serves as the foundation of human communication, influencing our understanding of the world, our interactions with one another, and our engagement with social and political systems. Language is both a reflection of existing power structures and a tool for challenging them.
Essay about The Power of Words
French philosopher Jean-Paul Sartre answered this question with the quote: "Words are more treacherous and powerful than we think." Words do indeed lie. It is precisely because of its role as an indispensable tool of communication and thoughts that words have the power to mold our values, emotions and perception.
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500 Words Essay on The Power of Words The Essence of Words. Words, the basic building blocks of communication, are more than mere symbols or sounds. They carry immense power, shaping our thoughts, actions, and the world around us. They can build bridges or erect walls, heal wounds or inflict pain, inspire revolutions or maintain status quo. ...
Essay
Definitions John Locke's 1690 An Essay Concerning Human Understanding. The word essay derives from the French infinitive essayer, "to try" or "to attempt".In English essay first meant "a trial" or "an attempt", and this is still an alternative meaning. The Frenchman Michel de Montaigne (1533-1592) was the first author to describe his work as essays; he used the term to characterize these as ...
40 Useful Words and Phrases for Top-Notch Essays
4. That is to say. Usage: "That is" and "that is to say" can be used to add further detail to your explanation, or to be more precise. Example: "Whales are mammals. That is to say, they must breathe air.". 5. To that end. Usage: Use "to that end" or "to this end" in a similar way to "in order to" or "so".
Essay on Knowledge is Power: Samples in 100, 200, 300 Words
Essay on Knowledge is Power in 100 Words 'Knowledge is power' is a timeless truth. A person with knowledge can empower himself to make informed decisions, enhance personal growth and contribute to the development of society. Knowledge equips us with effective tools to navigate the challenges of life and achieve our goals in real-time.
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The Power of Our Words. Recently, my oldest daughter shared one of her favorite lessons from her guidance counselors on the importance of words. The lesson discussed the impact of our words on the ...
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Essay, Paragraph or Speech on "The Power of Words" Complete English Essay, Speech for Class 10, Class 12 and Graduation and other classes. The Power of Words All over the world, words are the primary way people communicate with each other.
The Dangerous Allure of Absolute Power
The allure of absolute power lies in the promise of complete control and the ability to shape reality according to one's own vision without opposition. Yet, this very allure is what makes absolute power so perilous. One of the fundamental dangers of absolute power is the corruption it breeds. As Lord Acton famously stated, "Power tends to ...

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May 23, 2024

published by phi beta kappa

The Power of Words

Article contents

Introduction

Conceptual Approaches to Power

Language–Power Relationships

Power Behind Language

Language Reflects Power

World Englishes and Lingua Franca English

Power of Language

Language Unites and Divides a Nation

Language Creates Influence

Power of Single Words

Oratorical Power

Conversational Power

Narrative Power

Discussion and Future Directions

Further Reading

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General explaining

1. In order to

2. In other words

3. To put it another way

4. That is to say

5. To that end

Adding additional information to support a point

6. Moreover

7. Furthermore

8. What’s more

9. Likewise

10. Similarly