Uploaded April 2019 | Updated September 2026, 4 minutes ago
The Rise of Misinformation in and about Science, Jevin West, University of Washington
This talk was part of the Arthur M. Sackler Colloquium Advancing the Science and Practice of Science Communication: Misinformation About Science in the Public Sphere held in Irvine, CA on April 3-4, 2019 and co-sponsored by Rita Allen Foundation, Science Sandbox, Alfred P. Sloan Foundation and The KAVLI Foundation.
In 2017, Jevin West and a colleague developed a course titled “Calling BS.” The goal is to teach students how to spot and refute BS, especially the kind wrapped in numbers, data, figures, and statistics. The class discusses the role that social media and misdirected algorithms play in spreading this and other forms of misinformation, and how the breakdown of communication systems in science and journalism have made it more difficult to combat it. Since the inception of the class, more than 70 universities have shown interest in adopting some version of the course. The content is now expanding into into high schools and middle schools (sans “BS”). Hear what has been learned teaching the class, and, more broadly, the rise of misinformation, specifically within and about science, and what can be done in education, policy, and technology to address this threat to democracy and the integrity of science.
» Jevin West, University of Washington
The Rise of Misinformation in and about Science, Jevin West, University of Washington
This talk was part of the Arthur M. Sackler Colloquium Advancing the Science and Practice of Science Communication: Misinformation About Science in the Public Sphere held in Irvine, CA on April 3-4, 2019 and co-sponsored by Rita Allen Foundation, Science Sandbox, Alfred P. Sloan Foundation and The KAVLI Foundation.
In 2017, Jevin West and a colleague developed a course titled “Calling BS.” The goal is to teach students how to spot and refute BS, especially the kind wrapped in numbers, data, figures, and statistics. The class discusses the role that social media and misdirected algorithms play in spreading this and other forms of misinformation, and how the breakdown of communication systems in science and journalism have made it more difficult to combat it. Since the inception of the class, more than 70 universities have shown interest in adopting some version of the course. The content is now expanding into into high schools and middle schools (sans “BS”). Hear what has been learned teaching the class, and, more broadly, the rise of misinformation, specifically within and about science, and what can be done in education, policy, and technology to address this threat to democracy and the integrity of science.
» Jevin West, University of Washington
