| 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 4 - Cognitive Dissonance in relation to Conspiracy Theories
Description
The objective of this debate exercise is to examine the role of cognitive dissonance in the formation and persistence of conspiracy theories. Students will engage in a debate discussing whether cognitive dissonance contributes to the belief in and adherence to conspiracy theories.
Learning Outcomes
After completing this activity, learners will:
- Comprehend the concept of cognitive dissonance and recognize its role in accepting new ideas or conflicting information
- Develop critical thinking skills by analysing arguments from both sides and evaluating evidence to support their positions
- Understand the value of being open-minded and willing to embrace new ideas as a means of personal growth and understanding
- Be able to explore strategies to overcome cognitive dissonance, fostering a willingness to consider diverse perspectives
- Be able to hold respectful communications and active listening, creating a safe space for diverse opinions.
- Able to reflect on their own beliefs and evaluate how cognitive dissonance may have influenced their willingness to accept new ideas in the past.
Materials needed for implementation
- Whiteboard or Flipchart: For the roundtable discussion and note-taking, have a whiteboard or flipchart ready to record key points, counterarguments, and important insights from the class discussion.
- Paper for each person if they want to take individual notes, for preparation before the debate
- Some resources examples
Time required
The duration of this debate exercise can vary depending on the depth of discussion and class size – but approx. 90 min.
Minimum / Maximum group size
Depending on class size, it should be two groups.
Level
Intermediary (recommended to complete the following activities):
- Could it have been avoided
- Unravelling Confirmation Bias
- A Media Analysis Workshop
Introduction
Divide the class into two groups:
Group A (Embrace) and Group B (Challenge).
Introduce the concept of cognitive dissonance in a comprehensive manner. Explain that cognitive dissonance occurs when we encounter information that contradicts our existing beliefs, leading to discomfort or confusion.
Group A (Embrace) and Group B (Challenge).
Introduce the concept of cognitive dissonance in a comprehensive manner. Explain that cognitive dissonance occurs when we encounter information that contradicts our existing beliefs, leading to discomfort or confusion.
Activity description
Conduct the debate using the following format:
Assign each group a role to defend:
Provide real-life examples and scenarios for both sides to use during the debate.
Embrace Side Examples:
"When scientific evidence challenges a long-held belief, it is crucial to embrace the new understanding and adapt our perspective."
"Exploring different cultures and traditions allows us to embrace diversity and broadens our worldview."
Challenge Side Examples:
"Facing cognitive dissonance can lead to critical examination of new ideas, ensuring we are not easily swayed by misleading information."
"Sometimes, clinging to our core values in the face of new ideas protects us from falling for misguided trends."
Conduct the debate in a structured format, including opening statements, rebuttals, and closing arguments. Encourage students to use evidence and reasoning to support their positions.
After the debate, facilitate a class discussion to debrief and reflect on the arguments presented. Encourage students to share their insights and consider the importance of cognitive flexibility and open-mindedness in learning and personal growth.
Assign each group a role to defend:
- Group A (Embrace): Argue that it is essential to embrace new ideas and be open-minded when confronted with conflicting information.
- Group B (Challenge): Argue that it is natural to feel hesitant or resistant to accepting new ideas due to cognitive dissonance.
Provide real-life examples and scenarios for both sides to use during the debate.
Embrace Side Examples:
"When scientific evidence challenges a long-held belief, it is crucial to embrace the new understanding and adapt our perspective."
"Exploring different cultures and traditions allows us to embrace diversity and broadens our worldview."
Challenge Side Examples:
"Facing cognitive dissonance can lead to critical examination of new ideas, ensuring we are not easily swayed by misleading information."
"Sometimes, clinging to our core values in the face of new ideas protects us from falling for misguided trends."
Conduct the debate in a structured format, including opening statements, rebuttals, and closing arguments. Encourage students to use evidence and reasoning to support their positions.
After the debate, facilitate a class discussion to debrief and reflect on the arguments presented. Encourage students to share their insights and consider the importance of cognitive flexibility and open-mindedness in learning and personal growth.
Debriefing
Reflective questions:
Q: How has the debate influenced your understanding of cognitive dissonance and conspiracy beliefs?
Q: Did any arguments challenge your existing beliefs about conspiracy theories?
Q: How has the debate influenced your understanding of cognitive dissonance and conspiracy beliefs?
Q: Did any arguments challenge your existing beliefs about conspiracy theories?
Adaptation to online mode
This activity works best in a non-online environment.
Further resources
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References
Farah Najam. Debate Activities in the Classroom:
https://www.linkedin.com/pulse/debate-activities-classroom-farah-najam/
Susan Verner. Essential Tips for Conducting a Class Debate:
https://busyteacher.org/7245-conducting-class-debate-essential-tips.html
https://www.linkedin.com/pulse/debate-activities-classroom-farah-najam/
Susan Verner. Essential Tips for Conducting a Class Debate:
https://busyteacher.org/7245-conducting-class-debate-essential-tips.html
