Czym są nieprawdziwe informacje w internecie i jak naukowcy z nimi walczą?

What does the phenomenon of online “fake news” stem from? What are scholars doing to combat disinformation?

Why do some people call into question the methodology of science and its achievements? Why are such opinions garnering public interest and even support, even though their arguments are primitive and disconnected from the facts?

Hundred years ago education aimed mainly at memorizing as much information as possible. Such an approach lost its sense in the digital age of today since we are overwhelmed by an easily accessible ocean of true information mixed with “fake news”. Hence, the role of the teachers nowadays must be to guide and organize the learning process rather than provide knowledge. The students must no longer be passive recipients but active participants in the process of acquiring knowledge. A new approach of “phenomenon-based learning” introduced in schools in Finland, Norway and other countries agrees also with the holistic process of human cognition rather than absorbing information in a way sliced into traditional disciplines. In the future, say, fifty years from now, the role of teachers may be partly modified by the use of robots, which however could not replace creative thinking of human beings.