| Short introduction to this modul People today have access to a vast array of informational resources, ranging from online search engines and social media platforms to simple mailing lists and WhatsApp groups. However, the abundance of information available can make it challenging to handle. Unfortunately, with the increase in information load and sources, there has also been a rise in the distribution of fake news and conspiracy theories. Our social influences play a significant role in how we choose to receive information. People seek information about what their peers believe and do in order to avoid social exclusion or just to feel part of a group. As a result, people tend to discover news from posts made by their friends on social media platforms. Given that young people consume most of their information from social media, this reputational aspect has become a crucial element in the information gathering process among the various social media platforms available. An information bubble is created when people primarily, or exclusively, consume information from the same type of sources, or with the same type of agenda or political viewpoint. The consequences of information bubbles can be significant. They can lead to a polarised and fragmented debate where people are less likely to engage with those who hold different views, and where social and political divisions are reinforced. They can also undermine the public's trust in institutions such as the media, and in some cases, can even have real-world consequences such as the spread of misinformation or the exacerbation of social and political conflicts. 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 1 - But what if it’s true?
Why conspiracy theories are rational to believe:
Description
Instilling in learners critical thinking that “goes both ways” and allowing them to be able to see through both believers’ and deniers’ arguments for every theory they come across.
Learning Outcomes
After completing this activity, learners will:
- be able to analyze and evaluate arguments presented by both believers and deniers of conspiracy theories, cultivating a balanced perspective.
- learn to approach borderline conspiracy theories with a discerning mindset, avoiding immediate dismissal while maintaining a healthy skepticism.
- engage in independent research to understand historical contexts and psychological factors contributing to the emergence and dissemination of conspiracy theories.
- learn to ask probing questions and challenge assumptions, cultivating a habit of skeptical inquiry in evaluating information and claims.
Materials needed for implementation
- Pens
- Notebooks
- The activity handouts
Time required
60 min.
Minimum / Maximum group size
4+ learners
Level
Beginner (no prior knowledge required)
Introduction
Explain about the exercise and present the case of conspiracy theories that are rational to believe.
15 min.
15 min.
Activity description
The trainer explains to learners what a dangerous conspiracy theory is - and what a harmless one could be. The learners will use some of the conspiracy theories they deem fairly harmless or potentially dangerous to discuss the risk of believing in them if they are indeed false and the risk of ignoring them if they turn out to be true. They will split into two groups, each defending the first or the latter case. They need to explain what they think is more dangerous: believing in something that isn't true - false positive - or NOT believing in something that turns out to be true - false negative.
The learners could also use the conspiracy cards from the activity ‘Believe it or not! Conspiracy ranking’ for inspiration.
30 min.
The learners could also use the conspiracy cards from the activity ‘Believe it or not! Conspiracy ranking’ for inspiration.
30 min.
Debriefing
In the debriefing session, learners will reflect on their debate about conspiracy theories, considering the risks of both believing and ignoring them. The trainer will lead the conversation so they discuss the challenges of defending opposing viewpoints and recognize the importance of critical thinking. Learners will be encouraged to identify exemples of a false positive and a false negative in their own example - and discuss whish one is more "dangerous" and why.
10 min.
10 min.
Adaptation to online mode
No modifications required.
Further resources
Error Management Theory . To appear in Baumeister, Roy F., and Kathleen D. Vohs, eds. Encyclopedia of Social Psychology. Thousand Oaks, CA: SAGE Publications, Inc., 2007. Link: https://www.sscnet.ucla.edu/comm/haselton/papers/downloads/EMTencyclopedia.pdf
References
False Positives vs. False Negatives in Science and Statistics (Type 1 and Type 2 Error): https://www.youtube.com/watch?v=Zf1MLaWIOfQ&ab_channel=DataDemystified
Handouts
