Post-truth in the classroom and the validity of the teacher's testimony

Abstract

Previous generations still remember the figure of the village schoolteacher as an intellectual and moral authority, a source of guidance for decision-making. His word carried the authority derived from study and the possession of knowledge whose access, in other historical contexts, was limited and difficult for much of society.
Today, however, information is available immediately and massively through digital devices. Screens offer more dynamic and engaging content, often accompanied by a presentation that conveys a sense of absolute certainty. Furthermore, the use of digital networks and platforms is often associated with a perceived belonging to socially dominant or influential groups. These
characteristics largely explain the high level of attention these media capture from students in various aspects of their daily lives. 
This paper does not intend to deny the usefulness of technology nor question the potential value of social networks as communication and information tools. Its purpose, rather, is to analyze certain effects that could contradict the objectives that society attributes to the education system. In particular, it will examine the extent to which these technologies effectively contribute, within the school setting, to the formation of critical, reflective, and rational individuals, as well as consider the advisability of establishing regulations on their use in order to promote these objectives.