Countering conspiracy myths with competence

In Summer 2025, the Hamburg School Authority in Germany published a special issue of its educational journal “Hamburg macht Schule” devoted entirely to the topic of antisemitism prevention. The special issue of the journal was produced in response to the alarming rise in antisemitic incidents in Germany after October 7, 2023, and it brings together contributions from researchers, educators, and institutions working in the field of Jewish life, remembrance, and democratic education.

Within this volume, I co-authored an article with my friend Mascha Schmerling from the Central Council of Jews in Germany. Our contribution, titled “Mit Kompetenzen gegen Verschwörungsmythen” (“Countering conspiracy myths with competence”), explores the crucial role of schools in building resilience against conspiracy narratives, many of which carry antisemitic motifs at their core. Because conspiracy myths are not only a threat to Jews but also undermine democratic societies as a whole, we argue that competence in recognizing and resisting them must be seen as a key educational goal.

In what follows, I am publishing our article in English for the readers at The Times of Israel, so that its insights can reach a wider international audience concerned with education, democracy, and the fight against antisemitism.

Countering Conspiracy Myths with Competence

Notes on Teaching Practice
by Dr. John Meister (Free Scholar, HAW Hamburg) and Mascha Schmerling (Educational Consultant, Central Council of Jews in Germany)

Conspiracy Myths?

In the struggle against antisemitism, it is essential to address the phenomenon of conspiratorial thinking and its recurring patterns. Many antisemitic narratives rest on a conspiratorial worldview — for example, the idea of a secret Jewish power controlling world affairs. Anyone who understands these narratives and the patterns underlying them is better equipped to intervene early and to protect those targeted.

The significance of such competencies, however, extends far beyond the protection of Jews. While antisemitism is often a central motif within conspiracy narratives, their negative effects are not limited to Jews but affect society as a whole. Conspiracy myths can inflict severe damage in multiple areas:

• Erosion of trust: They undermine confidence in the state, science, and the media. This may foster political apathy, radicalization, and a rejection of scientific findings — for instance, regarding climate change or vaccinations.
• Destabilization of society: When people begin to question the legitimacy of democratic systems, the ground is laid for authoritarian tendencies and populist movements, with the risk of deep social divisions.
• Distraction from real problems: By offering false explanations, conspiracy myths prevent meaningful debate about real challenges and necessary solutions.
• Spreading hatred: They fuel prejudice and may be directed at minorities or dissenters. The scapegoating mechanism can target any group, leading to discrimination, exclusion, and even violence.
• Radicalization and violence: Belief in supposed threats from “powerful groups” can be used to legitimize violence against enemies constructed by conspiracy narratives.

Developing Competence

Given the complexity of these threats, it becomes clear that competencies in dealing with conspiracy myths not only protect Jews but also play a vital role in safeguarding democracy and strengthening societal resilience.

Developing competence does not mean attempting to refute individual conspiracy myths point by point. Instead, the goal is to empower students to recognize the structures and patterns of conspiratorial thinking and to avoid them independently. This meta-competence also fosters critical thinking skills and awareness of disinformation and manipulative techniques.

What is essential is an ongoing, age-appropriate engagement with the issue, enabling students over the long term to identify conspiracy narratives and to question them critically.

When to Begin?

The development of basic skills for distinguishing between facts, opinions, and sources can begin as early as primary school — for example, in general studies classes or through media education projects. Age-appropriate formats such as puzzles, stories, or interactive exercises can raise awareness in playful ways. Simple questions like “How do we know that?” or “Who is saying this?” can already be introduced.

By lower secondary school (ages 10-12), more complex issues such as propaganda, prejudice, and the early forms of disinformation can be addressed. Popular conspiracy myths like the “staged moon landing,” “chemtrails,” or “the flat earth” provide accessible examples for analyzing mechanisms of dissemination and for critical classroom discussion.

In upper secondary school (ages 16+), deeper engagement becomes possible: ideological backgrounds, psychological and social causes, and the dangerous consequences of conspiracy myths can be studied in detail. Complex case studies and current examples can be analyzed, and connections between conspiratorial thinking and anti-democratic or extremist ideologies should be made explicit. At this stage, students can also carry out their own research projects, such as analyzing disinformation campaigns on social media or investigating historical conspiracy myths and their societal effects.

Methods

Pedagogical approaches include:

• Source analysis: Using checklists, students learn to evaluate the credibility of sources systematically. This involves questions of authorship, verifiability of claims, and reliability.
• Argumentation analysis: Targeted exercises help students identify rhetorical manipulation techniques, such as false causalities, over-generalizations, and emotional manipulation.
• Promoting resilience: Since conspiracy myths often tap into fears and uncertainties, fostering emotional competence is crucial. This includes the ability to cope with ambiguity and to reflect on one’s own emotional reactions to disturbing information.
• Participation: Involvement in awareness campaigns or peer education projects turns young people into multipliers of knowledge. This strengthens their competencies and promotes democratic engagement.

Entry Points in the Curriculum

Conspiracy narratives can be addressed across a range of subjects:

• Social Studies / Politics / Civics: Analysis of political and social processes, ideological movements, and mechanisms of disinformation and propaganda.

• History: Critical engagement with interpretations of historical events and recognition of recurring patterns in conspiracy narratives.

• Language and Communication (German/English): Analysis of manipulative language, rhetorical strategies, and the distinction between fact and opinion.

• Media Education / Computer Science: Skills in navigating digital media, understanding algorithms, recognizing fake news, and identifying how social media platforms amplify conspiracy myths — including those generated by AI.

• Ethics / Philosophy / Religion: Reflection on truth, responsibility, justice, and empathy, enabling students to question simplistic scapegoating.

• Arts / Music: Analysis of visual propaganda and creative projects such as poster campaigns, videos, or podcasts aimed at raising awareness of conspiracy myths.

Practical Resources

As of early 2025, two nationwide resources in Germany are particularly worth noting:

• The “Consultation Compass on Conspiratorial Thinking” (Beratungskompass Verschwörungsdenken): a new service launched as part of the federal program Demokratie leben! offering low-threshold advice for those seeking guidance (https://beratungskompass-verschwoerungsdenken.de).

• The “Blame It All on…” (An allem schuld) platform: an interactive online learning resource that enables students to engage critically with antisemitism and provides educators with teaching materials (https://an-allem-schuld.de).

Conclusion

Conspiracy myths are not harmless fantasies. They destabilize democracies, spread hatred, and often place antisemitism at their core. Schools have a unique responsibility: by developing competencies to recognize and resist conspiracy myths, they not only protect Jewish communities but also strengthen the democratic fabric of society as a whole.