On the public pedagogy of conspiracy: An EPAT collective project

Educational Philosophy and Theory 54 (14):2409-2421 (2022)
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Abstract

What is it about conspiracies that make them so attractive and easy to believe yet difficult to debunk? Is the epistemological process of debunking the best or only pedagogy for dislodging conspiracies? Are all conspiracies irrational and/or unverifiable? To what extent, if at all, do today’s social media conspiracies differ from conspiracies in the past?

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