I go on and suggest a new school book paradigm. Turn everything around.
Write a school book that has purposefully inserted factual errors. Make it as uncertain as possible, so that the student needs to seek conversations to make any sense out of it.
Make the point of the course to discuss the book and what things are actually true and what are not. Base that on conversations reaching to other information sources and people for answers outside the course as well. Help them to be curious to seek different points of view. Make critical peer review and discussion the central process. Make them realize that to cope with untruths they need humble conversations rather than forcing their own beliefs.
So I know this is a “doh” moment, but it strikes me that one of the points of blogging is to engage in those “humble conversations” in which we try to socially negotiate truth. We’re not purposely writing untruths, but we’re writing “yet-to-be-discovered truths” which necessitate a different type of reading, one that requires the critical thinking and information literacy skills that a book of errors would demand.
Interesting way of framing it, I think…
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