WILSON 1B03 - Science DENIALISM

Aim of the class: Addressing misinformation and science denial

Inquiry Question

  • Central inquiry question: "How can I identify and respond to misinformation and science denial?".

Defining Science Denial

  • Summary by participant: "It's like looking at facts and not putting them because of your own perspective or experience and telling others they’re not true."

  • Additional input: Using science for personal benefit (e.g., industries denying climate change for profit).

Examples of Science Denial

  • Mention of various examples of science denial, such as:

    • Oil Industry (e.g., Exxon denying climate change)

    • Tobacco Industry

    • Flat earth theories

    • Refusal to wear masks during COVID-19

    • Issues with chemicals in furniture, pesticides, and microplastics.

Framework for Understanding Science Denial: FLIC

  • Introduction of the FLIC acronym developed by John Cook:

    1. Fake Experts

    • Individuals presented as experts in their fields but lack genuine expertise.

    • Example: Dr. Phil providing medical advice despite not being a licensed medical doctor.

      2. Logical Fallacies

    • Errors in reasoning that invalidate arguments.

    • Example: Straw man argument (misrepresentation of an opponent's argument for easier refutation).

    • 3. Impossible Expectations

    • Expectations for excessive or impossible evidence in scientific claims.

    • Example: Dismissing climate predictions based on short-term weather predictions.

      4. Cherry Picking

    • Selecting data that supports one's viewpoint while ignoring contradictory evidence.

    • Often seen in media where partial truths are amplified.

      5. Conspiracy Theories

    • Beliefs that events or circumstances are caused by secret plots from powerful groups (example: flat earthers).

  • Discussion on the complexity of these categories and acknowledgment of subtypes related to each technique.

Strategies for Responding to Misinformation

  • Three suggested strategies for debunking misinformation:

    1. Fact-Based

    • Engage in fact-checking and cross-referencing.

    1. Source-Based

    • Discrediting non-reputable sources.

    1. Logic-Based

    • Explaining logical fallacies and why they undermine arguments.

  • Mention of the SIFT method for evaluating claims:

    • Stop, Investigate, Find better coverage, Trace claims back to the source.

  • Importance of addressing both cognitive and emotional aspects of misinformation.

Examining Evidence

  • Need for good questioning around sources, including:

    • Author’s intent, values, and worldview.

    • Checking publication date is crucial (especially online).

Wrap-up Discussion Questions

  • Discuss similarities and differences between misinformation promoted by tobacco and oil industry.

  • Analyze how science denial has changed or remained consistent over time.

  • Why it is important to critically evaluate sources related to historical and present issues.

  • Emphasis on education as a tool for combating misinformation and changing narratives.

Conclusion

  • Reinforcement of the importance of education in addressing and discrediting misinformation.

  • Recognition of broader societal changes in response to misinformation campaigns concerning tobacco and climate change.