Developing Critical Thinking in the Age of Disinformation

Why did you decide to organize a lecture series on disinformation and critical thinking now, in 2025, at Sorbonne University?

Gérald Bronner: These are particularly concerning times. The spread of false information, well-documented by science and evident in current events, threatens democracies. Just look at what’s happening across the Atlantic, where Donald Trump is reportedly considering appointing an openly anti-vaccine individual as Secretary of Health. In the face of such developments, it is crucial to act, and this lecture series responds to that urgency.

As for the Sorbonne, what better place to embody this project? It's not just because I am a Sorbonne professor myself, but because the Sorbonne represents the ultimate symbol of knowledge transmission. It embodies, both in France and in the history of global universities, the mission to enlighten minds.

The title of the lecture series echoes the report you presented to the President of the Republic two years ago. Can you tell us more about that?

G.B.: Indeed, this series is a continuation of the report "The Enlightenment in the Digital Age" submitted with 13 colleagues in 2022. While the internet has brought incredible opportunities, the deregulation of the information market does not always promote truth or rational thinking. In this context, the goal of these lectures is to help participants understand why disinformation is a critical issue and to provide them with the tools to guard against it.

The first seminar will focus on media literacy to establish a foundation for better understanding the information ecosystem, thereby strengthening our intellectual defenses.

Understanding the battleground we operate in is an essential first step in reducing risks, but we must also recognize that our brains are directly involved in these mechanisms. That's why we'll discuss concepts detailed in the report, such as "lazy thinking." This universal bias, well-supported by scientific evidence, leads us to follow our intuitions without questioning them.

This "lazy thinking," also known as "cognitive miserliness," competes with our rational capabilities. We all have a "cognitive miser" within us, but also a rational thinker. The objective is to encourage the latter to take the lead.

What concrete strategies can be implemented to combat lazy thinking?

G.B.: That’s the heart of this lecture series. We will offer practical and engaging exercises to identify and correct common reasoning errors, such as confusing correlation with causation or falling into sampling biases. These typical reasoning mistakes, though often invisible in daily life, can profoundly influence our judgments.

It is essential to learn how to reason, just as we learn to read, write, or do math. Science has shown that taming the darker corners of our minds is an effort that pays off. For example, the report I co-authored with Elena Pasquinelli for the National Council for Educational Research, titled "Learning Critical Thinking," demonstrated that regular exercises lead to real progress. This is an inspiring message of hope.

Ultimately, intellectual autonomy is our best defense against external influences. Influential figures like Elon Musk or others would have little sway over a population capable of intellectual self-defense. If we know how to evaluate information and recognize reasoning errors, much of the problem is already solved.

What other barriers to developing critical thinking will you address?

G.B.: Another major obstacle, which I will dedicate a seminar to, is "wishful thinking," or motivational beliefs. This mechanism is based on our desire to believe certain things are true, regardless of the facts. For example, our interpretations of a news event or an attack often differ depending on our ideological beliefs. This well-documented tendency pushes us to adopt narratives that align with what we wish to believe, even before knowing the facts. While motivational biases are not reasoning errors per se, they limit our perspective by focusing on a single aspect of a complex situation.

The goal of this seminar is to learn how to recognize and manage this "motivated reasoning." While desire itself isn’t inherently problematic—just like intuition—it’s crucial not to let it dominate our reasoning.

Whether dealing with existential or scientific questions, the aim of this seminar is not to impose a truth but to equip individuals with the means and tools to develop autonomous and enlightened critical thinking.

What role do you see for universities in this area?

G.B.: While this is part of the sacred mission of schools, colleges, high schools, and universities, I believe this issue must become a top priority today.

Of course, as professors, we address critical thinking through teaching the scientific method and the practice of evidence-based reasoning in subjects like science and philosophy. However, in today’s context, traditional approaches are no longer sufficient. We face a true cognitive maze: never before in history have we had access to so much information. To illustrate: 90% of the information available today has been produced in the last two years.

We are at a civilizational crossroads. This phenomenon touches the most intimate part of us: our representation of reality. And this representation is fragmenting. Yet, if we want to live together in a democratic society, we need to share a certain common ground in our arguments. Without it, debate and the resolution of collective issues become impossible. For example, if half the population believes in climate change while the other half does not, it paralyzes any collective action.

In a context where students use tools like ChatGPT, which can encourage cognitive laziness, the challenge is even greater. If we outsource our rational capabilities to artificial intelligences, knowing they can mislead us, it becomes dangerous. For instance, AI-generated bots are already being used in disinformation campaigns, particularly concerning issues like the conflict in Ukraine. This isn’t science fiction; it’s well-documented.

That’s why, in the face of these technological developments, it’s imperative to strengthen our "intellectual immune system" through education dedicated to developing critical thinking. This is a crucial issue for our collective survival, and universities have a vital role to play.

This lecture series also aligns with the idea of a “people’s university,” doesn’t it?

G.B.: Absolutely. The goal is to offer courses accessible to everyone, including working professionals. This project aims to be inclusive and universal, and we are ready to repeat it as often as needed to reach an ever-wider audience. These lectures will also be available online to extend their impact beyond the walls of the Richelieu Amphitheater.

Finally, while I’ve made a moral commitment to ensure free access to this series, thanks to the support of the Descartes Foundation, I expect participants to take ownership of the content and share it within their communities. It is through this ripple effect that we can collectively defend and promote critical thinking.

Propos recueillis par Justine Mathieu

This lecture series will be conducted in French. Organized by the Department of Cultural Affairs of the Faculty of Arts at Sorbonne University, it will take place, by registration, from Tuesday, February 4, 2025, to Tuesday, May 13, 2025, at the Richelieu Amphitheater of the Sorbonne - 17 Rue de la Sorbonne, Paris.