Of Conspiracy and Controversy: A Pedagogy of Conspiracy Theories

Autor/in	Bezalel, Glenn
Titel	Of Conspiracy and Controversy: A Pedagogy of Conspiracy Theories
Quelle	In: Educational Theory, 72 (2022) 3, S.257-280 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12529
Schlagwörter	Teaching Methods; Controversial Issues (Course Content); Discussion (Teaching Technique); Case Studies; Political Influences; Instructional Effectiveness; Political Attitudes; Deception; Democracy; Critical Thinking; Thinking Skills; Incidence; Values Education; Ethics + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Controversial issues; Kontroverse; Case study; Fallstudie; Case Study; Political influence; Politischer Einfluss; Unterrichtserfolg; Political attitude; Politische Einstellung; Täuschung; Demokratie; Kritisches Denken; Denkfähigkeit; Vorkommen; Werterziehung; Ethik
Abstract	The growth of academic discussion about teaching controversial topics in the classroom has been matched by parallel studies into conspiracy theories in recent decades. Despite the interdisciplinary interest in the latter, there has been very little discussion of conspiracy theories within educational discourse. This article takes up the discussion of conspiracy theories in the context of educating about controversies in the classroom. In it, Glenn Bezalel argues first that their prevalence in society means that conspiracy theories inevitably come up in the classroom and so teachers need cogent and comprehensive tools to deal with them. Moreover, conspiracy theories also provide important challenges and opportunities for democratic educational aims and related critical thinking skills. Bezalel then uses case studies to demonstrate that the behavioral and political criteria both fail in principle to serve as effective tools for teaching about conspiracy theories in the classroom. He contends instead that the epistemic criterion proves to be a necessary framework for this purpose, although it is insufficient in meeting the singular existential and social challenges that conspiracy theories also entail. Rather, Bezalel proposes that teachers employ virtue theory as well in order to aid teaching and learning about conspiracy theories, with the complementary aim of promoting and developing students' character and intellectual virtues. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01