#12: Navigating the ‘Post-Truth’ Era 

 

Summary: The current “post-truth” media climate offers an opportunity to examine false and/or exaggerated information, analyze various levels of false data and how truth is often misrepresented within the context it is given, rather than based on factual data and evidence-based research.
 
Learning Outcomes: Students will be able to…
•    critically analyze news and media sources for subjective statements
•    differentiate various false media content and seek out examples of false media to share with others
•    create a media product that demonstrates a various spectrum of partial truths. 

 

A. 10-15 Minute Lesson: Overview

 

Those who live in the United States are guaranteed a free press. However, this does not guaranteed a neutral or a true press. We can celebrate the journalistic freedom to publish without interference from the government. We can also celebrate the freedom to share multiple stories through multiple lenses, but it has always been up to the reader and/or viewer to decide what information they find reliable or credible. Some information is grounded in objective data, which is based on facts, such as the earth is round, etc. Other data is subjective, which is grounded in personal perspectives, feelings, and/or opinions, such as bananas taste good, etc. Both types of information impact the decision making process, where individuals negotiate what information they consider to be true or false. Another factor to consider is the context of a situation, such as what information in included, or omitted. 

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Activity: Read the following information to the group/class and ask them to silently consider the following data: 

 

Consider the threat of dihydrogen monoxide, another term for hydroxic acid and a major component of acid rain. Read a few other facts about the substance. Dihydrogen monoxide:

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• is a universal solvent which dissolves more substances than any other acid known to man.

• attributes to numerous deaths every year.

• is a main byproduct of rocket fuel & may cause severe burns.  

• forces many people to leave their homes because of dangerously high levels of the substance.

• causes more destruction on the earth than any other chemical and, according to most geologists, erosion of natural landscapes.

• can destroy most electrical appliances and electronic devices.

• contributes to the “greenhouse effect.”

• accelerates corrosion and rusting of many metals.  

• is a substance that each Idaho citizen touches and consumes daily.

• can be very dangerous, yet it is found in most Idaho homes.    

 

The overwhelming truth is that this substance causes harm and according to local authorities, should be taken very seriously. If you are concerned, we recommend contacting your local congressman and demanding a ban on dihydrogen monoxide in the state of Idaho.  

 

After hearing about the substance, ask the students/group to consider the following questions:

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1. Do you think the government should ban dihydrogen monoxide / hydroxic acid?  Why?

2. Do you have enough facts to make a decision about this topic?

 

Discuss several of the student theories of why (or why not) the substance should theoretically be banned. Then explain there is one more piece of information they may find important to consider: 

 

One more important fact about the substance to consider: Dihydrogen Monoxide / Hydroxic acid is another word for water; H2O. Review each of the bullets above again to give context into how each statement is true based on specific conditions.

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1. How are each of the bullet statements above true about water?

2. How does additional information about a topic change one’s perspective about a statement?

3. How important is it to consider all the facts and/or research the validity of a statement before rushing to a decision or forming an opinion? 

 

This exercise is a prime example of how some disinformation or partial truths are often believed. The activity’s goal was to deceive and/or mislead. Specific facts were given, but the context and meaning were changed because key information was missing. This type of fact-editing happens throughout news media as well. To be a well-informed citizen, one must rely on diverse perspectives, analyzing the context and subjective data along with the factual, or objective data and/or historical research. It is also good practice to consider that as individuals, we may not have all the facts, therefore it is wise not to make assumptions about a topic until we have considered multiple perspectives.  

 

B. 20-30 Minute Activity:  The Spectrum of Truthiness. Television personality and comedian Stephen Colbert coined the term ‘truthiness’ as a noun which means “the belief in what you feel to be true rather than what the facts will support” (Colbert, 2005).