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0 pointsdvtrn6y ago0 comments

If we could go back in time and design some critical thinking curriculum, are you sure you could teach something useful to those struggling 10-year-olds, that would keep their adult selves away from Internet bullshit?

Yes. That's why I made the suggestion to begin this thread with. What those 10-year-olds who grow-up to become adults (as we all do) do with that information is impossible to ever truly know, but I think something of value could be taught, yes, absolutely.

But I disagree that funding is a red-herring, no it's not solely about the money, but as I said: curriculum implementation does not happen in a vacuum. It's relevant, and I don't see many useful discussions about implementation specifically happening without it. If there's a discussion to be had about the ethics or merits of media literacy, sure money probably doesn't carry as much weight--but I'm trying to speak as broadly as possible on the topic to avoid the trappings of turtles-all-the-way-down kvetching about the stylistics over how the discussion is framed.

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bonoboTP6y ago· 2 in thread

It would be interesting to see such a curriculum in the concrete, perhaps some country has something like that.

For example, we had something approximating it in Hungary, in history class. The very fist history lesson we had, was on historical sources, how historians work, "who benefits?", how you can know that a coin saying "minted in 350 BC" must be fake etc. And then later it was all facts and gospel, no critical presentation of different possibilities and interpretations and framings. Because it would be overwhelming.

But to actually train critical thinking, all classes should be redesigned in this manner, encouraging kids to poke holes in the material, but teachers can barely venture out of the confines of the curriculum. An elementary school physics teacher won't be able to explain things to you the same way a professor could if you raise some criticism or find a plothole in the simplified lie-to-children presentation. They'll just say, "that's how it is, memorize it".

It's a very difficult problem and hardly scalable.

dvtrnOP6y ago

Someone suggested below that it was working in their countries, but the comment got flag-killed not long after it was posted. If that person is still following the thread hopefully they'd be willing to share their experiences on it and what the success metrics look like.

That said...

Reading other more recent comments though I think we're drifting a bit here and introducing some creep into my initial suggestion: critical thinking and media literacy certainly have some overlap in the types of class and even perhaps overlap in topic, but I'm unsure if I'd necessarily agree that 'media literacy' as a school topic needs to go all the way down the rabbit hole of of unpacking "critical theory" and "how to think critically" just to hold courses on what I initially and deliberately called 'media literacy and criticism'.

Your points are nonetheless well met, however-it definitely is a difficult nut to crack, and I can't help but wonder if it's a type of thing where if the immediate benefits maybe don't come from solving the problem but manifest as external results from simply looking at existing similar curricula and going from there-to maybe lower the initial hurdles of implementation that you and others spoke of? What do you think?

bonoboTP6y ago

What are example topics of media literacy that you would cover? How to check the URL bar? How to look for institutional affiliations in an article? Give them a whitelist of publications they can trust? Warn them to look out for bad spelling (what if they themselves cannot spell well?)?

Perhaps tell them a story and ask them to rewrite it such that the bad guy comes out looking like the good guy and vice versa, or similar manipulations and framing exercises. To pick out manipulative phrases from presidential speeches, like peace, democracy, our great nation etc. But that would directly conflict with what they hear in other classes. Or perhaps use the example of dictatorial propaganda, text and posters alike, point out manipulative stuff.

Perhaps one interesting thing would be to peek behind the curtains. To tell them how news are made, how books are produced, how science works, what is peer review, how they can look up the original primary source (but this is too advanced for kids...). That books and knowledge and articles don't just fall out of the sky, they are deliberately produced with goals in mind.

I fear that ultimately it would devolve into a "don't believe everything you read, kids!", similar to "don't do drugs" lectures.

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