Mythodologie Program 2025-2026

Learning to investigate, decode, and debate in a world saturated with information. Through scientific experiments, media analysis, and collective productions, this program invites students to become actors in their own knowledge: curious, autonomous, and responsible. Note: A program at the crossroads of critical thinking and media education.

This program offers students the opportunity to discover and practice critical thinking by directly connecting it to media and information education. Students learn to:

• Question their preconceived ideas and challenge their certainties
• Identify cognitive biases, those errors in judgment we all make
• Formulate and test hypotheses rigorously
• Understand how scientific knowledge is constructed

In parallel, they explore how media produce and disseminate information: journalistic angles, images and videos, the role of algorithms in content selection. Tip: This program is suitable for all levels and can be adapted to the needs of each class.

This program goes beyond simple information transmission. It aims to:

• Generate genuine engagement and active involvement from students, making them actors in their learning
• Develop participation and cooperation through concrete and collaborative activities
• Build on research in educational sciences showing that pedagogical effectiveness relies on lived experience and action

Important: Learning by doing is at the heart of our approach. Students are not spectators, but actors in their training.

Students develop three major skills:

• Research and verification: knowing where and how to find reliable information, evaluating source credibility
• Critical analysis and contextualization: comparing sources, cross-referencing viewpoints, evaluating argument validity
• Clear and reasoned communication: presenting reasoning, explaining conclusions, and dialoguing with others

Note: These skills are transferable: they serve students in their academic, civic, and personal paths.

The workshop cycle aims to lead students to design and conduct their own investigations. To achieve this, they progressively acquire:

• Key knowledge from cognitive sciences, epistemology, and media education
• Methodological skills: formulating a hypothesis, building a verification protocol, analyzing results
• Intellectual dispositions: curiosity, openness to doubt, tolerance, search for coherence
• Epistemic norms that guarantee the production of reliable knowledge

Important: Beyond simply identifying cognitive biases, this cycle aims at developing true intellectual autonomy.

We adopt an explicit and progressive pedagogy that guides students toward autonomy. The program alternates three complementary modalities:

• Plenary sessions: theoretical contributions and collective demonstrations
• Classroom work: practical exercises supervised by the teacher
• Practical workshops: hands-on application in small groups with individualized support

Note: Each stage combines theoretical contributions, practical activities, and reflective feedback to progressively consolidate skills.

This first phase lays the necessary theoretical foundations:

• Cognitive neuroscience contributions: understanding how our brain works, its shortcuts and pitfalls
• Epistemology concepts: what is evidence? How is knowledge constructed?
• Deconstruction of an 'expert' investigation: analyzing a concrete case together to understand the method

Tip: This phase is essential for giving students the conceptual tools before moving on to practice.

In this second phase, students become actors in their learning:

• Topic selection: students choose a theme that interests them
• Investigation design: formulating the problem, identifying sources
• Execution: information gathering, critical analysis, data cross-referencing
• Presentation: presenting results in the form of a poster, presentation, or article

Important: Individualized methodological support is provided at each stage to guide without doing the work for them.

Our workshops are fully aligned with the Media and Information Education Program (MIL), as defined in school curricula. They are based on a principle of co-construction with teaching teams: each intervention is prepared in consultation to be adapted to students' needs and teaching context. Important: We work hand in hand with teachers to ensure pedagogical coherence.

Our workshop catalog is fully modular:

• Sessions can be rearranged, combined, or replaced
• The program adapts to the needs of each institution
• The cycle can take the form of a one-time intervention or an in-depth program with final productions

Example: Posters, scientific posters, thematic investigations...