Evidence; Critical Thinking; Philosophy of Historiography; Narratives.

The post-truth era is plagued by numerous pseudoscientific theories and narratives that took root in various disciplines. History and historical knowledge belong to the enterprises abused today. The output of historical inquiry in a narrative form is often considered as a correct description of the real past from which we may draw normative conclusions about society. However, the endemic plurality of historical narratives and theories presents an opportunity for intentional misinterpretation. This paper aims to sketch a solution to this threatening situation with the help of contemporary philosophy of historiography. It is argued that it is necessary to move from historical narratives to the process of historical inquiry itself. The historiography developed over its existence many useful tools on how to guard itself against various logical fallacies, cognitive biases, and pseudoscientific methodology. The situation of a historian encountering contradictory sources about the same subject is strikingly similar to the situation of an inquisitive person confronted by pseudoscientific articles and fake news. The paper highlights a strong synergy between fully developed methods of scientific historiography and critical thinking that is considered as a possible cure to our current predicament. We should teach history as critical thinking, not as stories.