education

Can Technology Save Us? Technology of Fake News Fake news sites target the filter bubbles of groups most aligned with that news. They use the power of social media to do so. Initially fake news of the social media era was relatively easy to spot. The claims of early social media fake news purveyors were […]

How Fake News Spreads Word of Mouth News has always been disseminated by word of mouth. Early humans lived in small groups, moving from place to place as needs required. As the human population grew, there was greater need for communication. Con- tact between groups became more common, and the connections between groups became more

Global Reach of Fake News Initial forays into the world of fake news fall into the category of entertainment, satire, and parody. They are meant to amuse or to instruct the unwary. Canards and other news that fall into the category of misinfor- mation and misdirection, like the Martin Luther King website, often have more

Combating Fake News in the Digital Age Joanna M. Burkhardt Some fake websites were created in the early years of generalized web use. Some of these hoax websites were satire. Others were meant to mislead or deliber- ately spread biased or fake news. Early library instruc- tion classes used these types of website as cautionary

History of Fake News “Massive digital misinformation is becoming pervasive in online social media to the extent that it has been listed by the World Economic Forum (WEF) as one of the main threats to our society.”1 Fake news is nothing new. While fake news was in the headlines frequently in the 2016 US election

Concerns with t̀hinking as general procedures Although we believe that heuristics serve a useful role in learning to think critically, we do not regard them as the central feature of good thinking: there are two basic reasons why the general procedures view is an inadequate way of conceiving of critical thinking. We believe it misrepre-

Evaluate ends How can I test my hypothesis? Was my course of action correct? What are the consequences of my choice? Has a tentative hypothesis been proven or disproved? What are my conclusions? As one can see, the model attempts to characterize critical thinking as a set of procedures to be carried out. None of

Facione (1990: 10) sums up well this general point: This domain-speci® c knowledge includes understanding methodological principles and competence to engage in norm-regulated practices that are at the core of reasonable judgements in those speci® c contexts. . . . Too much of value is lost if CT [critical thinking] is conceived of simply as

Skills as generic The identi® cation of critical thinking with skill in the tripartite division of educational goals separates critical thinking from the development of knowledge, understanding and attitudes. Critical thinking is seen to involve generic operations that can be learned in themselves, apart from any particular knowledge domains, and then transferred to or applied

Common misconceptions of critical thinking SHARON BAILIN, ROLAND CASE, JERROLD R. COOMBS and LEROI B. DANIELS In this paper, the ® rst of two, we analyse three widely-held conceptions of critical thinking: as one or more skills, as mental processes, and as sets of procedures. Each view is, we contend, wrong-headed, misleading or, at best,