Education for a “Post-Truth” World
New Directions for Research and Practice
Bibliographic Data
| ID | 9735336 |
|---|---|
| Authors | Clark A Chinn (0000-0002-5663-7794, Rutgers University, New Brunswick, NJ, corresponding author), Shuli Barzilai (0000-0003-4224-0080, University of Haifa, Haifa, Israel), Ravit Golan Duncan (0000-0001-8655-8651, Rutgers University, New Brunswick, NJ) |
| Year | 2021 |
| Volume | 50 |
| Issue | 1 |
| Pages | 51-60 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x20940683 |
| OpenAlex | W3047426988 |
| Language | EN |
| Citations received | 59 |
| References cited | 46 |
In the so-called “post-truth” world, there exists widespread confusion and disagreement over what is known, how to know, and who to trust. Current education has largely failed to meet the challenges of this world. Grounded in a new analysis of the goals of epistemic education, we argue for new directions in instruction. Our analysis specifies three components of epistemic cognition that education should address: epistemic aims, ideals, and reliable processes. Apt epistemic performance of these components has five interwoven aspects: cognitive engagement in epistemic performance, adapting performance to diverse contexts, metacognitive regulation and understanding of performance, caring and enjoyment, and participation in performance with others. Using this framework, we show how three emblematic “post-truth” problems stem from specific breakdowns in these five aspects. We then use this analysis to argue for new directions in curriculum, instruction, and research that are needed to promote successful epistemic performance in the “post-truth” landscape
Cognition · Confusion · Curriculum · Epistemology · Metacognition · Pedagogy · Sociology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Philosophy · Psychological and Educational Research Studies · Psychology
Fostering critical evaluation of online information sources across the curriculum
Epistemic cognition and feedback engagement
Climate change concern among youth
Science education in an age of misinformation
Wicked problems in a post-truth political economy
Measuring what matters
From Human to Machine
High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science
Is Reality in Conflict with Perception? The Impact of Technology-Enhanced Active Learning and Formative Assessment on the Formation of Pre-Service Teachers in the Social Sciences
Tell me a story
A constellation of (artistic) voices
Educational futures after Covid-19
Democratic education and the epistemic quality of democratic deliberation
Interdisciplinary learning in the humanities
“From personal experience, it’s true!”
Experts’ adaptation of apt epistemic performance
Toward epistemic justice in socio-scientific decision-making
Navigating Post-truth
Exploring Pre-service Teachers’ Reasoning Levels on Pseudoscientific and Scientific Texts
Analysis of Inquiry-Based Tasks in Elementary Science Textbooks in China
Situation-Specific Purposes and Epistemic Games
The Critical Role of Understanding Epistemic Practices in Science Teaching Using Wicked Problems
Post-Truth and Education
A Framework for Evidentiary Reasoning in Biology
Socioscientific Issues Thinking and Action in the Midst of Science-in-the-Making
Knowledge types and cognitive processing modes associated with online news credibility assessment
Storifying instructional videos on online credibility evaluation
Building resilience against online misinformation
Exploring critical media literacy with culturally and linguistically diverse youth in Australia
Misinformation Is Contagious
Fostering critical thinking
Designing learning environments to promote competent lay engagement with science
What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning Covid‐19
Students' credibility criteria for evaluating scientific information
Developing Teachers’ Disciplinary Knowledge for High School STEM Integration
Good schools for a troubled democracy
Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most
Evaluating the apt epistemic processes of data literacy in elementary school students
Data practices during Covid
Facts do not speak for themselves
Interest as a mode of reality
Teaching Literature in a Post-Truth World
The Dangers with Dogmas in Higher Education
Data in the making, political struggle, and epistemic (in)justice
Confronting the post‐truth phenomenon in literacy education
Designing Writing Prompts to Elicit Students’ Historical Thinking
Many truths, many knowledges, many forms of reason
Bridge or byway? Teaching historical reading and civic online reasoning in a U.S. history class
Teaching Modern British Political History in a Politically Polarised and ‘Post-Truth’ Environment
Evading a Post-Truth World
A Tool for Reflecting on Questionable Numbers in Society
STEM Education With a Focus on Equity and Justice
Research trends in science education from 2018 to 2022
Pathways, Challenges, and Opportunities for Public Anthropology, Impact and Commercialisation
Beyond the Land of Thorns
Learning to evaluate sources of science (mis)information on the internet
Addressing media and information literacy in engineering design education
Students' awareness and conceptions of science‐related communication mechanisms on social media
Justice‐centered STEM education with multilingual learners to address societal challenges
Epistemic Injustice
The Inquiring Mind
Web Wisdom
Judgment and Agency
Salvaging science literacy
Epistemic Cognition and Evaluating Information
On the Goals of Epistemic Education
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning
A review of educational responses to the “post-truth” condition
Disciplinary Literacies and Learning to Read for Understanding
The Public's Bounded Understanding of Science
Exposure to ideologically diverse news and opinion on Facebook
Post-Truth
Teaching media in a ‘post-truth’ age
Epistemic Dependence in Testimonial Belief, in the Classroom and Beyond
How Good Is This Page? Benefits and Limits of Prompting on Adolescents’ Evaluation of Web Information Quality
The Public Understanding of What? Laypersons’ Epistemic Needs, the Division of Cognitive Labor, and the Demarcation of Science
Designing Educative Curriculum Materials to Promote Teacher Learning
Developing a Theory of Ambitious Early-Career Teacher Practice
The Fate of Knowledge
Adapting Practices of Science Journalism to Foster Science Literacy
The Impact of Enhancing Students' Social and Emotional Learning
The case for motivated reasoning
Social Media and Fake News in the 2016 Election
| Unique citing works | 59 |
|---|---|
| Citations per year | 9,83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 59 |