November 2024

Recently at our community gathering in Chapel, I explained to our students that a school year is like a one-mile race on a track. The end of the first quarter marks the conclusion of the first lap. We start the race refreshed and energized—some of us begin quickly, some more slowly. Regardless of how we start, the first lap offers feedback on how to proceed. As we begin the second quarter, we’re more self-aware, more clear on classroom expectations, responsibilities, and opportunities. Recalibrations are underway, and we’re ready to run our best second lap, inspired and guided by the same spirit of curiosity and purpose that will shape our journey to the very end.

For my 8th Grade English students, that first lap involved exploring topics of interest and honing in on personally and socially meaningful research questions. Eliza is investigating how social media impacts women's perceptions of self-worth and its connections to gender equality in society. Oliver is examining whether video games can positively influence mental health and the importance of finding a healthy balance. Frida is researching gender disparities faced by professional women athletes and exploring potential solutions to bridge this gap. These research endeavors require our students to value disciplined inquiry, to seek out valid and reliable evidence, and to question authority while maintaining an informed respect for expertise.

The challenge before them is formidable. We live in a time when information—whether true or false—floods our screens at an overwhelming pace. Take Oliver’s topic, for instance. Imagine encountering an extreme blog post titled, “Video Games Will Melt Your Child’s Brain: A Doctor’s Hidden Truth Revealed!” alongside a peer-reviewed scholarly article, “Cognitive Benefits of Video Gameplay: An Empirical Study of Emotional Regulation and Problem-Solving Skills.” How does one discern sensationalist fiction from evidence-based research? This requires not only critical thinking but also a deep appreciation for the processes that produce credible knowledge. It is a responsibility that demands disciplined inquiry, intellectual curiosity, and a capacity for thoughtful analysis.

At St. Edmund’s Academy, we recognize our responsibility to cultivate discerning habits of mind and refined critical thinking skills in our students. It’s not enough to simply identify what’s true or false; we must also equip them to recognize and resist manipulative narratives that can simplify or distort reality. Our goal is to raise thoughtful individuals who can engage meaningfully with the world, undeterred by misinformation and unshaken by the allure of reductive or destructive ideologies.

In our current era, viral posts and social media algorithms shape public perception faster than ever. On August 20, 2022, a TikTok video claimed that Disney World was about to lower the drinking age to 18. The video alleged that Disney was engaged in a legal battle with the Florida government to obtain a resort exemption, allowing anyone 18 and older to drink on the property. The claim gained millions of views within days and quickly spread to Facebook, Instagram, and Twitter. Even ABC 10 News covered the story, lending further legitimacy to the false claim.

The video originated from an article posted on a satirical blog called Mouse Trap News, but that context was lost in the rapid spread across social networks. Experts eventually debunked the story, but the incident revealed how misinformation can quickly take root and override rational thinking. It exemplifies how social media accelerates the dissemination of sensational claims, often faster than the truth can catch up.

This is part of a broader digital age challenge: social media platforms are fertile ground for disinformation campaigns, from fabricated political stories to misleading health advice. The sheer volume of information—and the speed at which it spreads—can make it difficult to discern credible sources from dubious ones. We face the ever-present danger of falling into echo chambers, where like-minded perspectives are amplified, and opposing views are drowned out, hardening us against meaningful discourse.

As Malcolm Gladwell might explain, our vulnerability to misinformation stems from our instinctive trust in our social networks. Falsehoods are often spread by well-meaning people we know, and they persist because they elicit strong emotions or confirm what we already believe. Historically, relying on community knowledge helped our ancestors survive. But today, in a world defined by hyper-connectivity, that reliance can lead us astray.

At St. Edmund’s Academy, our mission is to develop students who are not only informed but also discerning. Our graduates leave with a clear sense of purpose, equipped to question, investigate, and understand the world around them. Teaching critical thinking means empowering our students to dig deeper, to challenge the status quo, and to appreciate the value of expertise.

Early Childhood (Preschool to Kindergarten): Young children are natural storytellers. Just last week, a preschooler joyfully declared, “I have a pet dragon that flies me to school!” These moments of imagination provide a gentle entry point into conversations about reality and make-believe. We ask, “What does your dragon eat?” or “How could we find out more about dragons?” Teaching critical thinking begins with nurturing a spirit of wonder while guiding children to distinguish fantasy from fact.

Lower School (Grades 1-4): For our 1st to 4th Graders, misinformation often appears as playground myths or exaggerated claims. One memorable rumor: “Eating watermelon seeds will make a watermelon grow in your stomach!” We use these moments to teach scientific thinking. In 1st Grade science, for example, students explore how seeds truly grow and what conditions they need to thrive. Hands-on experiments dispel myths and encourage curiosity.

We also introduce discussions about reliable and unreliable sources. If a child encounters a fantastical claim on YouTube, we walk them through evaluating the credibility of the content. They learn that not everything online is true and start building the skills needed to analyze information thoughtfully.

Upper School (Grades 5-8): By grades 5 to 8, students engage with more complex topics, from news articles about global events to historical debates. In history class, they learn to compare primary and secondary sources, understanding how bias and context shape narratives. Our 8th Graders, immersed in their research projects, practice distinguishing between credible evidence and misleading information. They learn that forming well-supported arguments requires diligence and a commitment to truth.

Our role as educators is to guide these inquiries, ensuring our students are prepared to navigate an increasingly complex world with insight and integrity.

 

In a world where the sheer volume of information makes it impossible to fact-check every claim, we must adopt strategies that empower our children to recognize and resist misinformation before it takes hold. One proven approach is called inoculation, a method that prepares young minds to detect and reject falsehoods by exposing them to weakened forms of misinformation and explaining the tricks behind it.

Consider this analogy: Just as a vaccine exposes our immune system to a weakened virus to build resistance, exposing our children to examples of common misinformation tactics can strengthen their cognitive defenses. We explain, for instance, that some false claims gain traction by associating with prestigious-sounding authorities or using emotionally charged language to provoke reactions. When children learn to spot these tactics, they become more adept at discerning truth from falsehood.

Make Misinformation a Learning Opportunity: We can incorporate lessons about misinformation into everyday conversations. For example, if a story seems too sensational to be true, discuss why that might be. Explain how our brains are wired to react to fear or excitement and how this can cloud our judgment.

Play Inoculation Games: Research shows that interactive tools, like the Bad News Game, effectively teach people to recognize and resist misinformation. These games let players spread fake news to understand the strategies used by purveyors of disinformation. Experiencing this firsthand helps children and adults alike become more resilient to manipulation, regardless of their age or background.

Stay Open-Minded and Self-Aware: We must also model the behavior we wish to see. Discussing our own confirmation biases—our natural tendency to favor information that confirms our pre-existing beliefs—can be enlightening. Encouraging open conversations about different viewpoints helps children develop a balanced and well-informed perspective.

Our approach to combating misinformation is deeply connected to St. Edmund’s Academy’s Core Values: holding ourselves to high standards in all endeavors and taking responsibility for our own conduct. Our Vision calls for graduates who thrive academically, collaborate with diverse people, and approach real-world problems with humility and conviction. By teaching our children to think critically and responsibly, we contribute to a well-informed society that values truth and intellectual rigor.

I’ll leave you with the words of a 1st Grader who, after our discussion on truth and make-believe, thoughtfully said, “If you’re really curious, you can always ask more questions—and that’s how you get closer to real answers.” May we all continue to foster that spirit of genuine curiosity and the courage to pursue knowledge, even when it’s challenging.