| In this chapter we will look more closely at the different psychological mechanisms that can lead us into believing various theories about the world that can’t be verified as factually correct. It is well known that there are a lot of well described and well understood psychological mechanisms in play when we consume information and try to understand the world based on them. Researchers believe that some of the psychological mechanisms are in fact connected to the evolutionary process and that they are perfectly natural and reasonable responses, even though the result is that we end up believing in things that aren’t actually real. Others are of our interaction with others in a modern society, and the need to quickly understand the situation we are in, the context, the people we are dealing with, and what their agenda might be. For more detailed information about the topic please read Chapter 3 from the Critical Balance e-book. 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 - Could it have been avoided?
Description
This is a real-world case study exercise (Theranos and Elizabeth Holmes), where learners will analyse a case based on psychological mechanisms. They will after a discussion present their results.
Learning Outcomes
After completing this activity, learners will:
- Understand a real-life situation where critical thinking might have been lacking;
- Understand the relevance of critical thinking;
- Be able to describe different psychological mechanisms behind critical thinking (pattern perception, agency detection);
- Be able to articulate ideas, listen to others, and collaborate effectively in analysing complex case studies;
Materials needed for implementation
- A Youtube film about the Theranos and Elizabeth Holmes case
- A4 document about psychological mechanisms, one paper for each group
Time required
60 min.
Minimum / Maximum group size
4 – 5 per group
Level
Beginner (no prior knowledge required)
Introduction
Explain about the activity and present the case about Theranos and Elizabeth Holmes by showing a Youtube film:
15 minutes
15 minutes
Activity description
After showing the Youtube film, provide them with a paper about psychological mechanisms.
1. Divide the group into pairs, one paper per group. Each group will discuss the following questions:
Q1 - How did pattern perception contribute to the acceptance of false patterns and the belief of Elizabeth Holmes despite insufficient evidence?
Q2 - How did agency detection influence everyone (the public, stakeholders, media) perceptions of Elizabeth Holmes as a charismatic leader and visionary, potentially contributing to the belief in Theranos' revolutionary technology?
Q3 - How did threat management play a role in the response of Theranos and Elizabeth Holmes to critics and concerns about the validity of their technology, and how did it influence everyone’s (the public, media) perceptions of the company's credibility?
Q4 - How did alliance detection influence everyones’s (the public, stakeholders, media) perception of Theranos and Elizabeth Holmes' credibility?
Q5 - How do you think, based on these psychological mechanisms, and critical thinking in general, could this scam have been avoided?
25 min.
2. Each group presents a summary of their discussion to the large group.
20 min.
1. Divide the group into pairs, one paper per group. Each group will discuss the following questions:
Q1 - How did pattern perception contribute to the acceptance of false patterns and the belief of Elizabeth Holmes despite insufficient evidence?
Q2 - How did agency detection influence everyone (the public, stakeholders, media) perceptions of Elizabeth Holmes as a charismatic leader and visionary, potentially contributing to the belief in Theranos' revolutionary technology?
Q3 - How did threat management play a role in the response of Theranos and Elizabeth Holmes to critics and concerns about the validity of their technology, and how did it influence everyone’s (the public, media) perceptions of the company's credibility?
Q4 - How did alliance detection influence everyones’s (the public, stakeholders, media) perception of Theranos and Elizabeth Holmes' credibility?
Q5 - How do you think, based on these psychological mechanisms, and critical thinking in general, could this scam have been avoided?
25 min.
2. Each group presents a summary of their discussion to the large group.
20 min.
Debriefing
Ask reflective questions for the whole group after the presentations:
Q: How did you feel about this case in general?
Q: Do you agree that critical thinking is important to this case?
Q: Are you more likely to use critical thinking more in the future?
10 min
Q: How did you feel about this case in general?
Q: Do you agree that critical thinking is important to this case?
Q: Are you more likely to use critical thinking more in the future?
10 min
Adaptation to online mode
The exercise works best in a classroom and not in an online environment.
Further resources
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References
https://www.youtube.com/watch?v=jIqF95qiQSs found on Youtube
Psychological mechanisms based on handbook E-Book for youth workers on critical thinking and conspiracy theories.
Psychological mechanisms based on handbook E-Book for youth workers on critical thinking and conspiracy theories.
Handouts
