Learning and Legitimacy

This paper examines the theory of political legitimacy through the framework of psychological learning theory and the theory of cognitive dissonance. The concepts of primary and secondary reinforcement in cases of learning permit a general understanding of the growth of positive affect toward a political system. Cognitive dissonance theory allows us to understand how this general positive affect built up by a regime's actions produces the sub-set of attitudes called political legitimacy. In order to build a theory of political legitimacy on these foundations, it is necessary to conceive of government policy-making as a case of producing successful learning throughout a population. The diffuse, largely irrational nature of political legitimacy has made it difficult for political scientists to handle the concept systematically. That systems are or are not “legitimate” has been asserted numerous times, though often the precise definition of legitimacy employed has been at best vague and the indices of legitimacy unclearly stated. This paper attempts to meet the problem by setting forth a theory and a set of implicit indices of political legitimacy. After the general model has been explicated, I will specify several problems in the manipulation of political legitimacy. Finally, I will look at the relationship of governmental structure to these problems. Before consideration of the model two preliminary tasks must be performed: a definition of legitimacy and justification for discussing it. We may define political legitimacy as the quality of “oughtness” that is perceived by the public to inhere in a political regime.