{"title":"Banking and Debunking: Applying Freirean Theory to the Educational Challenges of Conspiracy Culture","authors":"Aidan Cottrell-Boyce","doi":"10.1093/jopedu/qhae020","DOIUrl":null,"url":null,"abstract":"\n The rise of conspiracy culture and the growing influence of conspiracy theories have attracted the attention of scholars from a range of fields. In recent years, Daniel Jolley, Asbjørn Dyrendal and others have noted the prevalence of conspiracy theories amongst adolescent schoolchildren in Scandinavia and the UK. This article draws on Paulo Freire’s concept of the ‘banking model’ of education to make the case against a ‘debunking’ approach to anti-conspiracist education. It argues that conspiracism should be understood as a feature of our culture and as such it should be interrogated rather than dismissed by educators who are engaged in the process of educating for democracy.","PeriodicalId":506406,"journal":{"name":"Journal of Philosophy of Education","volume":"20 15-16","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Philosophy of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1093/jopedu/qhae020","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
The rise of conspiracy culture and the growing influence of conspiracy theories have attracted the attention of scholars from a range of fields. In recent years, Daniel Jolley, Asbjørn Dyrendal and others have noted the prevalence of conspiracy theories amongst adolescent schoolchildren in Scandinavia and the UK. This article draws on Paulo Freire’s concept of the ‘banking model’ of education to make the case against a ‘debunking’ approach to anti-conspiracist education. It argues that conspiracism should be understood as a feature of our culture and as such it should be interrogated rather than dismissed by educators who are engaged in the process of educating for democracy.