Thread by @SaritBarzilai

Excited to announce that a special issue on "Educational Responses to a “Post-Truth” World", which I co-edited with @clarkchinn, is now out in @EdPsychJournal! @educationarena @Routledgepsych @tandfonline @apadivision15 @aeradivc An intro thread follows...
bit.ly/33IoRAY

In this issue, we wanted to engage scholars in thinking about the role that education might play in aggravating and, hopefully, also mitigating "post-truth" problems. We specifically focused on (socio-)scientific topics such as climate change, vaccination, and Covid-19.

The articles and commentaries deal with #misinformation, science denial, epistemic bubbles, deep epistemic disagreements, and more. They make diverse proposals that can inform the design of learning environments for countering the "post-truth" climate.

In our intro, "A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems", @clarkchinn & I show how different explanations of "post-truth" thinking have led to diverse responses and argue against a narrow view. bit.ly/2DQZou3

In "Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments", @GaleSinatra & @lombardi_learn address #misinformation and propose that students can be taught to reappraise their judgments.
bit.ly/3a61F0L

In "Post-truth and science identity: A virtue-based approach to science education", @DanLapsley & Dominic Chaloner argue that countering epistemic bubbles and echo-chambers requires fostering intellectual virtues (e.g., humility) and science identity.
bit.ly/3fEvo20

In "Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science", Dorothe Kienhues, Regina Jucks & Rainer Bromme explain how to address the misunderstandings of the nature of science that underlie science denial.
bit.ly/31w3EaQ

In "Individual truth judgments or purposeful, collective sensemaking? Rethinking science education’s response to the post-truth era" @NoahWeethFeinst & @diwaddington argue that instead of pursuing truth, education should focus on meaningful use of science. bit.ly/2DKyZ15

In "Disagreeing about how to know: The instructional value of explorations into knowing", @clarkchinn, Ravit Duncan, & I discuss how to address wide-spread deep epistemic disagreements (e.g., disagreements about which sources to trust).
bit.ly/3inaZA3

In her commentary, "Post-truth GPS: Detour at truth, take the long route to useful knowledge", Iris Tabak reflects on the articles' qualified view of science and deliberation-oriented practices. She calls for more attention to issues of appropriation.
bit.ly/3ioOD1i

In a second commentary, "Practical reasoning and decision making in science: Struggles for truth", @RichardDuschl calls for focusing science education on knowledge building practices that enable students to see how science engages in a struggle for truth. bit.ly/33MXHcl

We hope this special issue will contribute to the discussion and debate of what education can do to address "post-truth" challenges, and that it will help inform future work on designing learning environments for effectively addressing these challenges.

Many thanks to the wonderful authors who participated in preparing this special issue, to the thoughtful reviewers who generously helped us along, and to Kathy Wentzel, outgoing @EdPsychJournal editor, for all her support! 💐