| 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 description
Divide the students into small groups, ensuring that each group has a mix of assigned biases.
Assign each group a specific cognitive bias (e.g., Group 1: Selective Recall, Group 2: Selective Interpretation, Group 3: Selective search).
Provide each group with a brief description of their assigned bias (paper) and examples of how it can impact thinking and behaviour.
Step 2: Skit Preparation (30 minutes)
Instruct each group to work together to create a short role-play scenario or skit that highlights the effects of their assigned cognitive bias. Encourage groups to consider different settings, contexts, and characters to illustrate how the bias can manifest in various situations. Remind students that the goal is to showcase the real-life implications of confirmation bias and its influence on decision-making or interactions.
Step 3: Skit Performances (20 minutes)
Each group performs their skit or role-play scenario in front of the class. After each performance, allow time for the audience to identify and discuss the cognitive bias portrayed in the skit.
Step 4: Class Discussion (20 minutes)
Facilitate a class-wide discussion about the impact of confirmation bias and its role in decision-making and interpersonal interactions.
Encourage students to reflect on the skits they observed, discussing the potential consequences of each cognitive bias on individuals and groups. Emphasise the significance of critical thinking in recognizing and countering confirmation bias to arrive at more balanced and objective conclusions.
