ABSTRACT
Chapter 10 considers the wider implications of experiencing P4C in school. Does being part of a classroom community of enquiry have effects on students that become more relevant as they begin to address questions of truth in the democratic context of real life? We live in the ‘post-truth’ era and there is much talk of ‘fake news’. How are citizens to make sense of this? False claims are likely to be more widely circulated than factual news. Additionally, there is a tendency for people to only read ‘information’ that corresponds to their previous point of view. Many examples are given of problems in this area. Students are not necessarily good at discriminating fake news – or even advertisements – from editorial content. Can P4C help in enabling students to discriminate – and give reasons supporting their own positions?
