Fake news and media: il pensiero critico per un cittadino libero

Come i media influenzano il nostro modo di pensare? I media veicolano una visione distorta della realtà? Siamo tutti vittime di fake news? Si può educare ad un uso consapevole dei media e riconoscere le fake news? Quale ruolo può avere la scuola per educare cittadini ad un uso critico dei media e garantire lo sviluppo di un pensiero libero, indipendente e critico?
Questi sono solo alcuni temi che questo corso affronta.
Attraverso l’analisi dei processi di pensiero, saranno analizzate le distorsioni del ragionamento al fine di riconoscere i pregiudizi e gli stereotipi veicolati dai mass media ed essere in grado di formulare giudizi critici e indipendenti. Inoltre, saranno analizzate le fake news e si forniranno le competenze essenziali per riconoscerle.
In un mondo sempre più iperconnesso, siamo tutti immersi nell’oceano digitale ed esposti ad ogni genere di notizia. E’ fondamentale saper riconoscere una fake news per non diventare ostaggio dei media.
in questo processo la scuola gioca un ruolo fondamentale nell’insegnare a riconoscere le fake news e a riconoscere pregiudizi e stereotipi veicolati dai mass media ed educare e ragionare criticamente e ad essere cittadini consapevoli.
Attraverso una metodologia attiva, basata su discussioni, analisi di studi di caso, role play, i docenti acquisiranno le competenze indispensabili per educare i giovani cittadini ad un uso critico e consapevole dei media, per essere cittadini capaci di pensare autonomamente..

Fake news and media: critical thinking for a free citizen

How do the media influence our way of thinking? Do the media convey a distorted view of reality? Are we all victims of fake news? Can you educate to a conscious use of the media and recognize fake news? What role can the school play in educating citizens to a critical use of the media and ensuring the development of free, independent and critical thinking?
These are just a few topics that this course addresses.
Through the analysis of thought processes, distortions of reasoning will be analyzed in order to recognize the prejudices and stereotypes conveyed by the mass media and be able to make critical and independent judgments. In addition, fake news will be analysed and the essential skills to recognize them will be provided.
In an increasingly hyperconnected world, we are all immersed in the digital ocean and exposed to all kinds of news. It’s fundamental to know how to recognize fake news in order not to become a hostage of the media.
in this process the school plays a fundamental role in teaching to recognize fake news and to recognize prejudices and stereotypes conveyed by the mass media and educate and reason critically and to be aware citizens.
Through an active methodology, based on discussions, analysis of case studies, role play, teachers will acquire the skills necessary to educate young citizens to a critical and conscious use of the media, to be citizens able to think independently.

Learning outcomes

  1. Understand the basics of reasoning
  2. Determine the importance and relevance of arguments and ideas
  3. Recognize arguments
  4. Identify errors in reasoning: logical fallacies and cognitive biases
  5. Recognize prejudices and stereotypes
  6. Think critically
  7. Recognize fake news
  8. know the mechanisms of thought processes
  9. recognize prejudices and stereotypes
  10. acquire empathic and relational skills
  11. to improve communication skills
  12. improve your problem solving skills
  13. improve the ability to work in teams

Course Program

Course introduction

  • Introduction to the course, and the external week activities;
  • Icebreaker activities;
  • Presentations of the participants and participants’ schools.
  • reasoning processes
  • distortion of reasoning
  • debating
  • prejudices and stereotypes
  • prejudices and stereotypes in the media
  • debating
  • critical thinking and strategies to develop it
  • case studies
  • the concept of fake news
  • an antidote to fake news
  • fake news in history
  • project work
  • course evaluation: round-up of acquired competencies, feedback, and discussion;
  • awarding of the course Certificate of Attendance;
  • excursion and other external cultural activities.

Certificate: Participants who attend at least 80% of the course will receive a Certificate of Attendance at the end of activities.
Schedule: Classes take place in the morning or afternoon, at the provider’s discretion. The schedule outlines may differ significantly depending on participants’ requests and on the trainer, who has discretion over any changes.

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