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How should educators distinguish between misinformation, legitimate dissent, emerging knowledge, and genuinely unsupported claims?
2 winning claims · settled
Academic and scientific claims should remain open to questioning, criticism, and revision when new evidence provides good reason to reconsider them.
100%
agree
Agree 4 | Disagree 0 | Needs work 0 · 4 votes
Earned $0.00 USD
A university can unintentionally contribute to misinformation when institutional consensus, disciplinary assumptions, or ideological commitments discourage serious examination of contrary evidence.
100%
agree
Agree 3 | Disagree 0 | Needs work 0 · 3 votes
Earned $0.00 USD
Academic and scientific claims should remain open to questioning, criticism, and revision when new evidence provides good reason to reconsider them.
100%
agree
A university can unintentionally contribute to misinformation when institutional consensus, disciplinary assumptions, or ideological commitments discourage serious examination of contrary evidence.
100%
agree
Universities should distinguish between legitimate intellectual disagreement and claims that lack sufficient evidence to support them.
0%
agree
Did not reach 85%
A university can unintentionally contribute to misinformation when institutional consensus, disciplinary assumptions, or ideological commitments discourage serious examination of contrary evidence.
75%
agree
Did not reach 85%
Universities have a responsibility to identify and address ideological conformity when it discourages students or scholars from questioning widely accepted ideas.
67%
agree
Did not reach 85%
Students should be encouraged to develop intellectual humility by recognizing that both experts and students can be mistaken.
67%
agree
Did not reach 85%
Depends on the person making the claim and what the claim is about, such as who the claim benefits, the influence of the claimer, the reason they are making the claim and how easy it is to make.
67%
agree
Did not reach 85%
No payouts yet.
Where do you most often encounter information that influences how you think about important issues?
Multi-select: 4 respondents made 7 selections, ranked most to least selected.
When deciding whether to believe an important claim, which factor matters most to you?
When a university professor or recognized expert makes a claim that conflicts with your own understanding or with information you have encountered elsewhere, how would you most likely respond?
How concerned are you about the effects of misinformation, disinformation, and fake news on students and education?
Where do you believe students are most likely to encounter misleading or unreliable information?
Multi-select: 4 respondents made 5 selections, ranked most to least selected.
How each claim's votes split (agree, disagree, needs work) among people who gave the same survey answer, so you can see whether different groups judged it differently. An answer group too small to stay anonymous is withheld.
Academic and scientific claims should remain open to questioning, criticism, and revision when new evidence provides good reason to reconsider them.
Where do you most often encounter information that influences how you think about important issues?
When deciding whether to believe an important claim, which factor matters most to you?
When a university professor or recognized expert makes a claim that conflicts with your own understanding or with information you have encountered elsewhere, how would you most likely respond?
How concerned are you about the effects of misinformation, disinformation, and fake news on students and education?
Where do you believe students are most likely to encounter misleading or unreliable information?
Depends on the person making the claim and what the claim is about, such as who the claim benefits, the influence of the claimer, the reason they are making the claim and how easy it is to make.
Where do you most often encounter information that influences how you think about important issues?
When deciding whether to believe an important claim, which factor matters most to you?
When a university professor or recognized expert makes a claim that conflicts with your own understanding or with information you have encountered elsewhere, how would you most likely respond?
How concerned are you about the effects of misinformation, disinformation, and fake news on students and education?
Where do you believe students are most likely to encounter misleading or unreliable information?
Students should be encouraged to develop intellectual humility by recognizing that both experts and students can be mistaken.
Where do you most often encounter information that influences how you think about important issues?
When deciding whether to believe an important claim, which factor matters most to you?
When a university professor or recognized expert makes a claim that conflicts with your own understanding or with information you have encountered elsewhere, how would you most likely respond?
How concerned are you about the effects of misinformation, disinformation, and fake news on students and education?
Where do you believe students are most likely to encounter misleading or unreliable information?
A university can unintentionally contribute to misinformation when institutional consensus, disciplinary assumptions, or ideological commitments discourage serious examination of contrary evidence.
Where do you most often encounter information that influences how you think about important issues?
When deciding whether to believe an important claim, which factor matters most to you?
When a university professor or recognized expert makes a claim that conflicts with your own understanding or with information you have encountered elsewhere, how would you most likely respond?
How concerned are you about the effects of misinformation, disinformation, and fake news on students and education?
Where do you believe students are most likely to encounter misleading or unreliable information?
Universities have a responsibility to identify and address ideological conformity when it discourages students or scholars from questioning widely accepted ideas.
Where do you most often encounter information that influences how you think about important issues?
When deciding whether to believe an important claim, which factor matters most to you?
When a university professor or recognized expert makes a claim that conflicts with your own understanding or with information you have encountered elsewhere, how would you most likely respond?
How concerned are you about the effects of misinformation, disinformation, and fake news on students and education?
Where do you believe students are most likely to encounter misleading or unreliable information?
Universities should distinguish between legitimate intellectual disagreement and claims that lack sufficient evidence to support them.
Where do you most often encounter information that influences how you think about important issues?
When deciding whether to believe an important claim, which factor matters most to you?
When a university professor or recognized expert makes a claim that conflicts with your own understanding or with information you have encountered elsewhere, how would you most likely respond?
How concerned are you about the effects of misinformation, disinformation, and fake news on students and education?
Where do you believe students are most likely to encounter misleading or unreliable information?
A university can unintentionally contribute to misinformation when institutional consensus, disciplinary assumptions, or ideological commitments discourage serious examination of contrary evidence.
Where do you most often encounter information that influences how you think about important issues?
When deciding whether to believe an important claim, which factor matters most to you?
When a university professor or recognized expert makes a claim that conflicts with your own understanding or with information you have encountered elsewhere, how would you most likely respond?
How concerned are you about the effects of misinformation, disinformation, and fake news on students and education?
Where do you believe students are most likely to encounter misleading or unreliable information?
The average self-rated confidence (1–100%) claim authors gave their own claims, grouped by the authors' survey answers; it is not how those claims fared in the vote. It counts claims, not people, and an answer group shows only once it has enough rated claims to stay anonymous, so a small tour may show little or nothing here.
Friends, family, colleagues, and people I know personally
avg confidence · 4 claims
Social media, podcasts, YouTube, influencers, and online communities
avg confidence · 4 claims
The credibility and expertise of the person or institution making the claim
avg confidence · 3 claims
Whether the claim makes sense based on my own experience and reasoning
avg confidence · 1 claims
It depends on the subject and the quality of the evidence available
avg confidence · 3 claims
Treat expertise as useful but never as sufficient reason to accept a claim
avg confidence · 1 claims
I am uncertain about how serious the problem actually is.
avg confidence · 1 claims
Somewhat concerned. It is a significant problem, but education can help students manage it.
avg confidence · 3 claims
Potentially anywhere, which makes the ability to evaluate information especially important
avg confidence · 4 claims
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