Post-truth poses deep challenges for educators and learners as classrooms are disrupted by the erosion of the status of facts, technologically driven information sourcing, and increasing incivility in the public sphere. These disruptions manifest behaviorally and conceptually and, we argue, can potentially radically realign learning and decision-making landscapes at local classroom levels as well as societal levels, conditioning learners to knowledge systems controlled and curated by powerful interests, threatening students’ ability to function as citizens in a democracy. We analyze these disruptions using the work of Theodor Adorno and Jurgen Habermas and highlight Habermas’s focus on communication and Adorno’s elucidation of cultural production via the culture industry. Using these perspectives, we underline the urgency of responding to post-truth shifts and suggest a framework of practices for educators to consider as they confront these post-truth disruptions.

由于事实的侵蚀，技术驱动的信息源以及公共领域日益增加的不便性，教室被打乱了，后真相对教育者和学习者提出了深远的挑战。这些破坏行为从行为和概念上表现出来，并且我们认为，这可能会从根本上重新调整地方教室以及社会层面的学习和决策环境，使学习者适应由强大兴趣控制和策划的知识系统，威胁学生的学习能力和行为能力。民主国家的公民。我们使用西奥多·阿多诺（Theodor Adorno）和尤尔根·哈贝马斯（Jurgen Habermas）的工作分析了这些破坏，并着重强调了哈贝马斯对传播的关注以及阿多诺通过文化产业对文化生产的阐述。利用这些观点，