Hive Mentality and the Importance of

Individualism

Madeline

Hive Mentality, also known as “groupthink”, is a psychological state in which people living in a
tightly knit community forsake all outside opinions, questioning of community leaders, and
alternative lifestyles and ways of doing things. Social psychologist Irving Janis, who coined the
term “groupthink”, explored this topic extensively throughout his career and has offered
fundamental insights into highly structured group behavior that illustrate the immanence of this
frightening reality. One of his most important contributions was a list of eight “symptoms” of
groupthink, which can be used to determine whether or not a group has succumbed to this state
of mind. Janis also investigated the inefficiency and unreliability of the media, which contribute
to the growth and development of groupthink in America. Other psychologists have determined
a number of “remedies” for groupthink, but these are mostly preventative measures that would
not be helpful after a group has adopted a hive mentality (“What Is Groupthink”).
In every community, there is a possibility of the community members developing a hive
mentality, but some communities are more susceptible than others. The national community of
America is at a greater risk of its members engaging in groupthink due to a number of different
factors. These include the increasing monopolization and bias of the media, the illusion of
individualism, extreme patriotism, the laziness of the citizens, and even the regimentation and
uniformity of public education. Some of these elements can be seen in real-world examples of
groupthink, such as Nazi Germany, in which children were indoctrinated with Adolf Hitler’s
ideals to ensure their commitment to the Nazi party (Llewellyn), and contemporary cults,
religious or otherwise, in which the group and its ideals are viewed as wholly moral and
righteous (Greenaway; Kerr). While the causes of groupthink are unclear and definitely varied,
the symptoms of groupthink are well defined. They are listed as follows: “[the] illusion of
invulnerability, collective rationalization, belief in inherent morality, stereotyped views of out-
groups, direct pressure on dissenters, self-censorship, [the] illusion of unanimity, [and] self-
appointed mind guards” (“What Is Groupthink”). The majority of American citizens display at
least four of the eight symptoms of groupthink, and various groups within the American national
community display the others as well. In any society or group, it is important that these
symptoms be recognized in a timely manner in order to actively address the developing
problem.
The first and most prominent symptom of groupthink exhibited by most American
citizens is the illusion of invulnerability. This describes an important aspect of groupthink which
provides the community with undue confidence that often results in taking dangerous risks.
Citizens have been conditioned to think that America as a country excels politically,
technologically, economically, and educationally, even though the only area in which it leads is
its military. This perceived invincibility is a product of America’s success in warfare and the
educational system’s neglect to explore military and political failures or even to mention them
at all. Americans have been taught only about the bravery of the revolutionaries, the morality of
the states during World War I, when American troops “remained neutral” until one of their own
ships was attacked, and the ease with which American forces came to the rescue, saving
western Europe from certain destruction and claiming victory during World War II. This blatant
neglect of relevant historical events in middle and high school curriculums is evidenced in
Takaki’s A Different Mirror, in which he investigates various occurrences that are deemed
unimportant within the American educational system. Many of the events contained in his book
shed a negative light on America, its policies, or its leaders, which would be damaging to the
citizens’ illusion of invulnerability. They would also undermine citizens’ belief in inherent
morality if that were a more widespread symptom in this country. For example, the debasement
of the Native Americans due to government policies, the internment of Japanese immigrants
and their naturalized children and grandchildren during World War II, and the exclusion of
immigrants from many civil rights (Takaki) illustrate the negative aspects of American political
policy and degrade the American image. Other events that are rarely covered in depth include
the Vietnam and Korean Wars, neither of which produced the US government’s intended
outcome. The more recent conflicts in Iraq, Iran, and Afghanistan have also been subjected to
silence. Updates regarding casualties and bombings were often publicized, but the motives and
morality behind them were rarely discussed, and never analyzed to the extent they should have
been. The retraction of these facets from public discussion helps to maintain America’s
immaculate façade of righteousness and invincibility.
 Other relations from Takaki’s book destabilize the second major symptom of groupthink
presented in America: stereotyped views of out-groups, which serve the same basic purpose as
a belief in inherent morality; they discount the opinions of outsiders and bolster the group’s
self-perceptions. They also allow a clean, stark separation between those who are “in” and
those who are not. Stereotyping out-groups is an extensive, rampant, and underrated problem
in America. Citizens hold or at least have heard negative views of other countrys’ inhabitants.
Many even encourage and support these stereotypes, including a range of generalizations as
innocent as the belief that Europeans do not shower to the damaging notion that all Middle
Eastern people are terrorists. Each of these stereotypes supports the perceived superiority of
intelligence, physicality, and civility gripped by the majority of American citizens. De Tocqueville
references this “instinctive patriotism” in his work, writing, “[patriotism] does not reason, but it
acts from the impulse of faith and sentiment” (Tocqueville). This observation supports the
assertion that patriotism is simply another expression of blind conviction that allows citizens to
act without critical evaluation. In A Different Mirror, Takaki details and celebrates the
achievements of immigrants and citizens who were not of European descent. These show that
without the capability and determination of numerous out-groups, America could never have
become what it is today. For example, Frederick Douglass, a mulatto slave whose father’s
brother was his master, defied all odds and became a well-known spokesperson who
condemned slavery and advocated for increased education of blacks. Being forced into slavery
after spending time studying and working in Baltimore was devastating to Douglass, he said,
“My natural elasticity was crushed; my intellect languished; the disposition to read departed…
behold a man transformed into a brute!” (Takaki 115). Despite this and many other injustices,
Douglass eventually escaped from slavery and became an active abolitionist in the northern
states. Takaki’s accounts also demonstrate the corruption and immorality of the American
political system through consideration of the many obstacles set in the path of non-white
people in America, even if they were citizens. For example, after the American conquest of the
southwest, many Mexicans were granted citizenship if they wished to remain inside the confines
of the newly expanded borders of the US. However, even though they made up a majority of the
population, Mexicans were politically powerless compared to the “Anglos” and had little say in
their situations. Mexican women were able to overcome this injustice by taking white husbands.
Whites still held political and economic power, but by making them an integral part of the
family, Mexicans were able to keep their families stable and secure (Takaki 164-169). Many
more groups and individuals were able to break from the majority school of thought and do
what some would consider impossible during their time.
The third symptom that the majority of American citizens display is collective
rationalization, which asserts that community members do not process critical advice and never
review or examine their decisions before carrying them out. It also requires absolute certainty in
oneself and in the community, a quality that is comparable to hubris, the fatal flaw of excessive
pride in many great literary works as well as some historical occurrences. Often in America, the
political party in charge completely discounts the advice of the opposing party, even if it is
sound and logical. In this way, the political system of America is polarized and divided into two
opposing groups, neither of which is willing to think critically about the other’s views or
establish rational compromises. This symptom is often seen in concert with the fourth major
symptom, direct pressure on dissenters, which is referenced in de Tocqueville’s Democracy in
America when he discusses the tyranny of the majority. Leaders of groups engaged in hive
mentality use direct pressure on dissenters as a tactic to quiet divergences from the group’s
ideals. It is propagated by the most central and devout members who help to keep outliers and
newcomers “in line”, often by public ridicule or punishment of the dissenters. This discourages
other members from rebelling and reinforces the idea that the group is the highest moral order.
De Tocqueville writes, “[When] an individual or a party is wronged in the United States, to
whom can he apply for redress? If to public opinion, public opinion constitutes the majority; if to
legislature, it represents the majority and implicitly obeys it; if to the executive power, it is
appointed by the majority and serves as a passive tool in its hands” (Tocqueville). De Tocqueville
is arguing that when a citizen or group opposes the majority’s school of thought, their ideas are
suppressed with no hope of consideration. This implicates the development of groupthink
because it is a form of direct pressure being placed on supposed “dissenters” whose thinking is
not in line with those in charge. These problematic behaviors constitute half of the possible
symptoms of groupthink, which is a very discouraging sign. The other symptoms are all
displayed throughout America, but not by the majority of American citizens, which is yet
another concerning thought.
There is one crucial element of groupthink that has evaded America, but which it has
come close to producing in recent years; this is a charismatic and persuasive leader behind
which the community members can rally. Just like drones and worker bees are lost and
incapable of action without their queen, so are the members of a community engaged in
groupthink bewildered and incompetent without a leader. Examples of this phenomenon can be
found in V for Vendetta when the chancellor’s rise to power is presented; he takes advantage of
a beleaguered population, enticing them with promises of strength, security, and welfare, but
he plans to accomplish this by eradicating rebellious and divergent individuals from society. This
is a direct reference to Bush-era politics, which issued a passionate and patriotic “call to arms”
against Islamic and Middle-Eastern people, who were then, and are still, perceived as terrorists,
not unlike those that have been issued against homosexuals and immigrants in the past. All of
these occurrences have the same common problems, the most significant of which is the failure
to differentiate between “dangerous” individuals and the group as a whole. This neglect creates
collective animosity against an entire group of mostly, if not wholly, innocent individuals that
leads to violence, systematic oppression of certain groups, and presentation of these groups as
out-groups, which are then stereotyped, even if they exist within the national community. The
idea of an influential leader is also manifested in Ragtime through Coalhouse’s gang. Coalhouse
is able to convince his new followers that his cause is worthy and just. He also assures them that
there is no other way to achieve it than through the destruction of the fire station and other
well-known properties. The gang, whose members begin to refer to themselves collectively as
“Coalhouse”, believes with certainty beyond a doubt that their cause is unanimously accepted
and inherently moral, and they have dedicated the remainder of their lives to Coalhouse and his
cause, willing to fight and die if necessary for his ideals (Doctorow 246). This demonstrates the
overarching norm that community members are led into groupthink by the leader; they do not
engage in groupthink and then allow someone to gain control over the community.
All of the events leading up to and following the formation of a hive mentality can be set
into motion by a single, compelling leader who can grip the attention and capture the minds of
the majority, which de Tocqueville describes as being the single driving force behind every
political action taken in America. Another example of an outwardly charming leader’s ascension
to power is Adolf Hitler’s political conquest of Germany. The German citizens looked to him for
hope, unity, and restoration after their bitter defeat in World War I. After the war, they were
united by their shared misery at the hands of the Allies, and Hitler was their reprieve. He was
able to provide new vitality to his followers, and once they relinquished their independence and
melded into the Nazi party he was able to do whatever he wanted without opposition from his
new subjects. After the end of World War II, many of Hitler’s chief officers and generals were
quick to blame whoever was above them, not because they doubted the atrocity of their crimes,
but because they had been acting under their commanders’ influence with unthinking,
unhesitating obedience characteristic of groups that have succumbed to hive mentality. Even
the German admiral who had been chosen by Hitler to succeed him as fuhrer, Karl Doenitz, was
quoted at the Nuremburg trials saying, “[politicians] are the ones who brought about these
disgusting crimes, and now we have to sit there in the dock with them and share the blame!”
(“The Nazi Defendants”). The effectiveness of the leader is not, therefore, in his ability to
command attention, but in his ability to convince the group members to give up their logic,
critical thinking, and individuality.
Due to a lack of deep, critical thought, American citizens have unconsciously
transformed “individualism”, the definitive opposite of groupthink, into a superficial and
misleading term. Americans are proud to be individualistic, and they place great importance on
being distinct from one another. Although the connotations of this term may vary from person
to person, most Americans would agree that it denotes a sense of uniqueness that serves to
separate them, their actions, and their achievements from those of other people. However, the
idea of individualism in America is very shallow and often intended in a purely material sense. It
refers to differing styles of dress, tastes in music, hobbies, and other such trifles, which lack true
importance and are chosen based solely upon personal opinion. The insistence of all-
encompassing individualism in America is apparent in Ragtime when Doctorow describes all of
Father’s accomplishments. Father had taken on many adventurous endeavors, including a
hunting trip in Africa and a trip to the North Pole, but his mentality and his personality were flat
and monotonous, just like every other upper-middle-class person of that time (Doctorow 9-10).
Americans are focused on outward appearances, and they neglect to delve deeper before
applying descriptive words such as “individual” to others or themselves.
Despite the pervading perception of personal separation, American citizens are alike in
many ways, and they form a cohesive national community that, while not entirely unified in all
aspects, is joined on many fronts. For example, public institutions represent the superficial
connotation of individualism, allowing citizens to believe in their own uniqueness while in
actuality conditioning them into a certain pattern of thought and action. Establishments such as
the educational system, the electoral system, and others are nearly identical throughout the
country, and force citizens to conduct themselves in a very specific manner. These organizations
have criteria that they must meet, which are dictated by the federal government and serve to
standardize American citizens’ experiences. This is supported by de Tocqueville’s claim regarding
individuality that “as each class gradually approaches others and mingles with them, its
members become undifferentiated and lose their class identity” (Tocqueville). Although he is
describing purely economic circumstances, this argument applies to other aspects of life as well.
The standardization of experiences allows the government to eradicate true individualism,
which would be a threat to the American system and its functionality. The way the political and
economic systems of America are constructed, the needs of the many are placed in the hands of
a few very corrupt, wealthy, and powerful groups of lawmakers and CEOs, even though, as de
Tocqueville states quite eloquently, “[citizens] acquire the habit of always considering
themselves as standing alone, and they are apt to imagine that their whole destiny is in their
own hands” (Tocqueville). If American citizens could begin to develop a stronger sense of
individualism and conviction, they might be able to band together and modify this system. While
some modifications would be beneficial to the country, they would reduce the wealth and
power of those in charge, who, in their corruption, will do virtually anything to maintain it.
Through careful regulation and well-defined rules, the government is able to ensure that
each citizen is trained to do things the “right” way. Citizens are also taught that the “right” way,
as defined by this system, is the only way, thus removing the threat of individualism and
creating the illusion of unanimity. A very powerful example of this illusion is the Scientific
Method. Every fifth- and sixth-grader is forced to learn this six-step process of “proper”
reasoning, which can lead only to a “yes” or “no” answer. In this way, all children who attend
American schools are taught the necessity of certainty in American society and the fallacy that
all problems are black and white with very little ambiguity. Such definitive thinking negatively
impacts individualism because it forces students to conform to polarized mindsets instead of
trying to find constructive compromises. This method of reasoning carries through high school
and even pervades some college classes. It is propagated by standardized tests and other such
fixed assignments. These came as a great shock to me when I entered the school system after
years of in-home education. I had always been allowed to work through problems on my own
and interpret causation and results creatively. When I entered school, I experienced a forced
brand of groupthink in which my teachers dictated how I was allowed to think, what I was
allowed to interpret, and the ways in which I could go about interpreting both scientific data and
literary and artistic pieces.
In addition to being taught the importance of distinctness and polarity, American
children are very subtly instilled with the negative connotations of curiosity throughout their
time in the school system. Teachers repress or ignore questions pertaining to material outside of
the course curriculum and often tell students outright that information that will not be on the
test is unnecessary and insignificant and that they should completely disregard any such
extraneous material. I have experienced this personally throughout my time in the school
system, including here at Quinnipiac; most, if not all, of my professors have disregarded my
questions when they deem them “irrelevant,” and I have been told explicitly that “once you take
the test, you don’t need to know [the information].” Students are taught that the only pertinent
information is that which will get them an “A” in whatever classes they are taking. They are told
that the most important part of going to school is getting good grades, regardless of how much
information they retain. Students are molded into complacent citizens who simply do what they
are told without questioning or arguments.
The American educational system prepares citizens to enter into the American
workforce, which requires employees who are both efficient and obedient. Henry Ford’s ideals
in Ragtime when he describes the assembly line workers in his factory as “replaceable parts”
(Doctorow 136) reflect this necessity. Like Ford’s workers, citizens who graduate from American
public schools—and most American private schools—know their job, their place in the hierarchy
of the company or institution that employs them, and the consequences of deviating from these
in thought, word, or deed. They have been conditioned to accept orders from authority figures
and to not assert themselves, even in the face of ample provocation. These types of people are
perfect candidates to become victims of hive mentality because they are easily led by a
charismatic authority figure and do not have ample personal conviction. They simply float
through life without much thought because they feel powerless to do anything else, which is
demonstrated throughout de Tocqueville’s work, Democracy in America. He asserts that people
who do not go along with the majority are ostracized and helpless against the oppression
inflicted by the majority. A strong majority also applies direct pressure on people who disagree
with the community leader, an established symptom of groupthink. Adolf Hitler understood this
necessity and used a similar system to create a supportive yet placid majority. He employed Nazi
teachers in all schools and established youth groups, which were segregated based on gender, in
order to drill his ideals into the minds of the German children. In an interview with Hermann
Rauschning, he said, “In my great educative work, I am beginning with the young…[but] I will
have no intellectual training. Knowledge is ruin to my young men” (Rauschning). Hitler’s
teachers and youth groups were instituted to prevent German children from developing a sense
of curiosity and to reinforce only the lessons and principles that he wanted them to learn. The
school system strived to “enhance loyalty to Hitler and prepare millions of boys for military
service” (Llewellyn). Girls’ education was important as well, preparing them to be docile
homemakers and caring mothers who would in turn teach their children the ideologies of the
Nazi party (United States Holocaust Memorial Museum). While these tactics are far more
organized and conscious than the suppression of curiosity in American schools, they could easily
evolve in conjunction with the media, which plays an equally important role in the conditioning
of citizens.
Most of the information that American citizens are exposed to through media is
stagnant, biased, and lacks deviation from the two poles of opinion. The main cause of this
monotony is American corporations’ creation of a near-monopoly on the media. Ninety percent
of America’s media is controlled by only six major news corporations (Lutz). These media outlets
often emphasize opposing themes, reinforcing the polarity and black-and-whiteness of the
stories they cover, but they fail to investigate any problem or story in depth or pose unanswered
inquisitorial questions regarding the causes and effects of the events. They often twist stories to
support their constituents’ opinions, thus bolstering existing biases and failing to introduce new
ideas or assess existing values. This phenomenon is outlined in Ragtime when the local
newspaper publishes a story about Coalhouse with a picture of Scott Joplin, a famous composer
of ragtime music, showing that the newspaper’s editors do not care about the actual story and
only how they and their story will be perceived by the consumers (Doctorow 222). It contributes
to the possibility of hive mentality because it allows people to think less and merely absorb
whatever is put in front of them. Citizens do not have to think critically about stories covered by
their chosen news stations or media outlets because they simply reaffirm these people’s
preexisting beliefs, opinions, and ideals. A lack of critical thinking is evident in each of the
symptoms of groupthink; introducing critical thought into communities plagued by groupthink
would essentially “cure” them.
The burden of providing knowledge, however, does not fall solely on the media. Citizens
would have a much better idea of the reality of all kinds of different issues if they could find the
motivation to check a variety of different sources whose backgrounds were varied. This laziness
apparent in most American citizens is also a contributing factor to the ever-growing possibility of
the American national community developing a hive mentality. People who engage in
groupthink are sometimes led to this state after feeling overwhelmed by the circumstances of
their lives, nations, or other communities. They find it easier and less stressful to give in to
groupthink and allow someone else to make difficult decisions for them. This is evident in post-
World War I Germany, when the German citizens felt that they were being oppressed and
diminished by the Allied countries. Harsh post-war policies were enforced on them, and they felt
they had nowhere to turn until Adolf Hitler came along and reinvigorated them with national
pride and a sense of security. They felt that he was more capable than they were, and they were
happy to allow him to make all crucial decisions and lead them to the national success that he
had promised. This could very easily occur in America due to citizens’ lack of knowledge
regarding foreign affairs and national finances.
Though the dawn of hive mentality in America may seem immanent, it can be
prevented. However, American citizens do need a rude awakening regarding the reality of the
situation, and if it does not come quickly, they will pay with their conscious thought. In Ragtime,
Emma Goldman condemns Younger Brother, who had been engaged in groupthink throughout
his life, for his inability to “accept his freedom” (Doctorow 172). Goldman is encouraging him to
think for himself instead of simply joining a different hive that he deems more worthy or
acceptable than that of the middle class whites. She understands his thought process and
realizes that if he is ever going to break from the trappings of hive mentality he must learn how
to think critically without carelessly accepting anyone else’s logic, regardless of how moral or
credible it may seem on the surface. Like Younger Brother, many American citizens cannot or do
not want to think for themselves. Allowing oneself to be led along by people who are “more
qualified” to make decisions or agreeing with the perceived majority opinion are much easier
than actually analyzing presented information and determining alternative arguments and
courses of action.
In order to disrupt this ingrained system of unthinking acceptance, American citizens
must begin reformations in the educational system. Children are naturally curious, and they
analyze anything that enters their consciousness. These traits should not be stunted by teachers
or tests that require very narrow, focused thought; they should be embraced and rewarded with
answers. School boards also need to reorganize history curriculums to make them more factual
and inclusive. Glorifying America and its government will only contribute to the belief in its
inherent morality and invulnerability and will foster hive mentality throughout the country. The
next most important reformations would be of the American media, which produces pieces that
are wholly biased and sometimes even outright untrue. While there is little that American
citizens can do to police the media, they should require that media outlets post disclaimers
regarding the absolute truth of their stories and provide easily accessible resources for both fact
checking and exploration of the opposing argument. This would encourage citizens to become
more knowledgeable about cold hard facts and to form an opinion based on a well-rounded
perspective of the issue at hand. Most, if not all, other preventative measures must be taken on
a personal level. This is especially true regarding political matters that require action and out-
groups that are vilified by a large group. They must also engage in critical discussion with people
whose views differ from their own instead of simply disregarding them based on preconceived
ideals. If each citizen made a conscious effort to reject biased and one-sided arguments and
become more educated and more willing to listen to and converse with others, the
development of groupthink in America would halt and cease to be.
America is a country whose national community is at great risk of surrendering its minds
to a state of hive mentality. Though this community has not yet produced a leader who is
charismatic and captivating enough to lead the citizens into this state, it exhibits many qualities
characteristic of groups already engaged in groupthink. American citizens have already
submitted to the effortless acceptance of biased media, and they exhibit excessive indolence in
their media consumption, never bothering to check the authenticity of the stories about which
they hear and read. The majority also displays half of Irving Janis’ symptoms of groupthink,
which, according to de Tocqueville, is enough of the population to enforce these ideals on the
rest of the citizens. America’s political and educational systems support the transition into hive
mentality as well, teaching students the values of unquestioning obedience and stark polarity
and reinforcing them throughout their lives. Citizens are being conditioned in a manner that will
allow a smooth, passive transition into groupthink, and most do not even realize it, the
exceptions being a few conscientious citizens and the fortunate people who are able to escape
from cults.
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