Short introduction to this modul Conspiracy theories, prevalent worldwide and across various domains, span from political controversies to scientific claims, often straddling the line between widely accepted and fringe beliefs. They can be challenging to verify, potentially leading to serious consequences when acted upon without factual basis, as seen in the case of the 2020 US election and the subsequent attack on the US Capitol. To navigate this complex landscape, it is imperative to critically analyze such theories and rely on credible sources of information. This module aims to equip individuals with the necessary skills to comprehend and address the multifaceted nature of conspiracy theories through various training activities. Below you will find a list of training activities you can implement with your class/young people with the purpose of gaining knowledge and abilities dealing with various aspects related to conspiracy theories. |
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What is a conspiracy theory?
The information bubble
Why do we believe in conspiracy theories?
Fact checking
What is critical thinking?
How to escape the rabbit hole?
Activity 3 - Devil's Advocate Game
Sometimes we wonder how other people can even begin to believe some of the things they do. But that might be the case when people listen to our beliefs as well.
This activity forces the learner to argue from the perspective of their LEAST favourite worldview. So they will probably not believe in their own arguments at all.
This exercise reinforces the realisation that our ACTUAL beliefs are ALSO a construction of our ideas and, among other things, our worldviews. Our beliefs are NOT the final truth - but a construction of our own set of ideas.
Description
Find the most likely conspiracy theories from the viewpoint of your LEAST favorite Worldview
Learning Outcomes
After completing this activity, learners will achieve the following learning outcomes in terms of:
- Learners will realize that the different conspiracy theories connect better with some worldviews than with others.
- Ability to present and advocate for a worldview that you do NOT subscribe to - and from this position to argue the likelihood of some conspiracy theories that you might NOT agree with.
- Realize that worldview and belief in certain conspiracy theories can be related, and that this can be used to predict other people's attitudes AND, more importantly, help you to see you own attitudes relative to your own worldview.
Materials needed for implementation
For each group is needed:
- The Worldview printout - presented on the projector.
- The Conspiracy Cards printout (only one sheet per class)
- The Conspiracy Ranking sheet (one per group)
- Scissors
Time required
40 min.
Minimum / Maximum group size
2 - 5 people
Level
Intermediate - requires the knowledge from the activities:
- Believe it or not! Conspiracy ranking
- How do we view the World? - Understanding your own worldview
Introduction
Start by showing the Worldviews on the projector and ask the group to make a mental scale of the different worldview from:
“this seems completely logical and true”
to
“this is obviously a crazy way to view the world”
Then ask them to pick the worst worldview - the “anti worldview” and read the statements carefully and try to mentally put themselves into this frame of mind.
“this seems completely logical and true”
to
“this is obviously a crazy way to view the world”
Then ask them to pick the worst worldview - the “anti worldview” and read the statements carefully and try to mentally put themselves into this frame of mind.
Activity description
Divide the participants into groups of 2-5.
Each group is given the full set of the conspiracy cards (cut out). They also have the Conspiracy ranking handout, and they have access to the Worldviews printout on the screen or at the table.
1. Trainer presentation and instruction
5 min.
2. Each group member thinks about their “Anti-worldview” and with that in mind looks at the different conspiracy theories. They try to find a conspiracy theory that “fits” with the ideas of their “anti-worldview”.
This is done individually and in silence.
5 min.
3. Each member then presents the different arguments for “Why the conspiracy theory might be true” to their group.
15 min.
4. Each group picks the Conspiracy theory with the most compelling arguments and presents to the whole class why they think that this conspiracy theory can be explained from that particular worldview.
15 min.
Short Q&A after each presentation.
Each group is given the full set of the conspiracy cards (cut out). They also have the Conspiracy ranking handout, and they have access to the Worldviews printout on the screen or at the table.
1. Trainer presentation and instruction
5 min.
2. Each group member thinks about their “Anti-worldview” and with that in mind looks at the different conspiracy theories. They try to find a conspiracy theory that “fits” with the ideas of their “anti-worldview”.
This is done individually and in silence.
5 min.
3. Each member then presents the different arguments for “Why the conspiracy theory might be true” to their group.
15 min.
4. Each group picks the Conspiracy theory with the most compelling arguments and presents to the whole class why they think that this conspiracy theory can be explained from that particular worldview.
15 min.
Short Q&A after each presentation.
Debriefing
Suggested questions for debriefing:
Q: Was it difficult to argue from a worldview that you do NOT share?
Q: Did some of the presentations change your belief in one of the conspiracy theories?
Q: Did you come to a clearer understanding of what you believe in yourself, and what you don’t believe in?
Q: Was it difficult to argue from a worldview that you do NOT share?
Q: Did some of the presentations change your belief in one of the conspiracy theories?
Q: Did you come to a clearer understanding of what you believe in yourself, and what you don’t believe in?
Adaptation to online mode
This activity is difficult to do in an online setting and needs breakout rooms and a way to present the cards to each group. It could be done, but the discussion will be freer flowing in a physical classroom.
Further resources
No further resources needed.
References
The conspiracy cards and the worldview cards were created by asking ChatGPT to make a list of common conspiracy theories and worldviews/ideologies.
