> Because information can only be true to an extent, from a perspective, and for a purpose. If you change the scope and purpose of a discussion and look at it from a different perspective the truth will appear completely different.
I can't speak to how universal it is, but there is absolutely an effort to teach these skills in American public schools, especially through history classes and analysis of primary sources. As an example, here's the paraphrased techniques from a Library of Congress quarterly for Teachers about "Teaching with Primary Sources":
> Think about a document’s author and its creation. Situate the document and its events in time and place. Carefully consider what the document says and the language used to say it. Using Background Knowledge: Use historical information and knowledge to read and understand the document. Identify what has been left out or is missing from the document by asking questions of its account. Ask questions about important details across multiple sources to determine points of agreement and disagreement.
I can't speak to how universal it is, but there is absolutely an effort to teach these skills in American public schools, especially through history classes and analysis of primary sources. As an example, here's the paraphrased techniques from a Library of Congress quarterly for Teachers about "Teaching with Primary Sources":
> Think about a document’s author and its creation. Situate the document and its events in time and place. Carefully consider what the document says and the language used to say it. Using Background Knowledge: Use historical information and knowledge to read and understand the document. Identify what has been left out or is missing from the document by asking questions of its account. Ask questions about important details across multiple sources to determine points of agreement and disagreement.
[1] https://www.loc.gov/static/programs/teachers/about-this-prog...