Learning and interpretation in a world of disinformation: Footnotes on ignorance, conflict, and ambiguity

Abstract

Processes of experiential learning are instruments of intelligence. Yet, these processes have limitations. We explore how disinformation – invalid information or experience that actors present as valid to deliberately deceive or persuade targets and achieve a goal – challenges the standard model of experiential learning in the Carnegie School tradition. We examine how disinformation not only elevates the importance of interpretation in experiential learning but also generates three problems that can undermine effective learning: ignorance, conflict, and ambiguity. We outline how organizations and communities might approach these challenges and problems. We also propose ideas and future research that might help actors imagine how to interpret and learn effectively from disinformation.