Komplo teorisi inancı ve eğitimi: Eleştirel bir sosyal analiz

Komplo teorileri üzerine yapılan araştırmalar, komplocu düşünce ile eğitim arasında önemli bir ilişki olduğunu ortaya koymuştur. Bununla birlikte, ilişki karmaşıktır ve şimdiye kadar öncelikle kişisel psikolojik niteliklerin araştırılmasıyla sınırlandırılmıştır. Bu makale, bunun yerine, daha geniş bir sosyal araştırma perspektifinin, özellikle de diyalektik materyalist bir felsefe tarafından bilgilendirilen bir perspektifin lehine tartışmaktadır. Ekonomik kurumlardan ve diğer kuruluşlardan komplocu inanç, eğitim performans ölçütleri, işsizlik, eşitsizlik ve yolsuzluk algısı üzerine elde edilen kamuya açık uluslararası verilerin ikincil bir analizi yapılmıştır. Komplocu inanç, toplumlar arasında çağdaş eğitim sistemlerinin rolünü ve etkili bir eleştirel düşünme biçimini başarılı bir şekilde besleme derecesini araştırmak için ülkeler arasında kolektif bir kamu epistemolojik fenomeni olarak kabul edildi. Diyalektik materyalist felsefi bir yaklaşım, ülkelerin analizin temel birimi olarak kullanılması göz önüne alındığında, çalışma kapsamının formüle edilmesinde ve bulguların yorumlanmasında etkili olmuştur. Komplo teorilerine inanç ile eğitim arasındaki ilişkiyi incelemek için çoklu regresyon analizi, işsizlik, eşitsizlik ve yolsuzluğun kontrol değişkenleri olarak kullanıldığı sosyal bağlamı dikkate alarak kullanılmıştır. Bulgular, komplocu düşünce ile eğitim arasındaki ilişkinin toplumsal düzeyde devam ettiğini ve ek sosyal faktörler tarafından aracılık edildiğini göstermiştir. Makale, arabulucuların doğası gereği, eğitim sistemlerinin genellikle eleştirel pedagojinin etkili ve sosyal olarak meşgul biçimlerinden yoksun kalma eğiliminde olduğunu iddia etmeye devam ediyor.

Anahtar Kelimeler:

komplo teorileri, eleştirel sosyal teori, eğitim, diyalektik materyalizm

Conspiracy Theory Belief and Education: A Critical Social Analysis

Research on conspiracy theories has revealed a significant association between conspiratorial thinking and education. The relationship is complex, however, and has so far been limited primarily to investigations of personal psychological attributes. This paper argues, instead, in favour of a broader social research perspective, specifically, one informed by a dialectical materialist philosophy. A secondary analysis of publicly available international data sourced from economic institutions and other organisations on conspiratorial belief, educational performance measures, unemployment, inequality and corruption perception was carried out. Conspiratorial belief was taken as a collective public epistemological phenomenon across countries, to explore the role of contemporary education systems across societies, and the degree to which they are successfully nurturing an effective form of critical thinking. A dialectical materialist philosophical approach was instrumental in formulating the study scope and interpreting the findings, given the use of countries as the fundamental unit of analysis. Multiple regression analysis was used to examine the relationship between belief in conspiracy theories and education, taking into account social context using unemployment, inequality, and corruption as control variables. The findings showed that the relationship between conspiratorial thinking and education held at the societal level, and was mediated by additional social factors. The paper goes on to argue, by virtue of the nature of the mediators, that education systems generally tend to fall short of effective and socially-engaged forms of critical pedagogy.

Keywords:

Conspiracy theories, education critical thinking, critical social theory, critical pedagogy, dialectical materialism,

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