Moving beyond Debunking Conspiracy Theories from a Narrow Epistemic Lens: Ethical and Political Implications for Education

Autor/in	Zembylas, Michalinos
Titel	Moving beyond Debunking Conspiracy Theories from a Narrow Epistemic Lens: Ethical and Political Implications for Education
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 4, S.741-756 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1948911
Schlagwörter	Deception; Criticism; Epistemology; Ethics; Educational Practices; Teaching Methods; Politics; Controversial Issues (Course Content); Psychological Patterns + Suchen Sie Ihr Suchwort? Täuschung; Kritik; Erkenntnistheorie; Ethik; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Politik; Controversial issues; Kontroverse
Abstract	How should educators deal with conspiracy theories in the classroom, if at all? Do the epistemic deficiencies of some conspiracy theories make them easy prey for debunking? Can the moral and political dangers that certain conspiracy theories pose to democratic societies justify educators avoiding addressing conspiracy theories in the classroom? These questions are at the heart of this essay. Its purpose is to assess both the promises and perils of whether and under which conditions it might be pedagogically productive to address conspiracy theories in the classroom. In particular, it is argued that debunking conspiracy theories in the classroom from a narrow epistemic lens (fact-checking) is not only impossible, but also unproductive. It is suggested that a fruitful trajectory to deal with conspiracy theories is to go beyond treating them merely as a narrow epistemic problem and consider the ethical and political motivations and implications of conspiracy theories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01