“There is no established, consensus-based definition of ‘post-truth,’” warns Olivier Sartenaer, director of the Department of Sciences, Philosophy, and Society and a member of the ESPHIN Institute (Namur Philosophical Forum). He prefers to describe four trends that, together, shape the phenomenon.

First observation: our relationship with established consensus is becoming more fragile. Ideas that were once marginal now enjoy unprecedented visibility thanks to social media. Second transformation: the line between opinion and knowledge is blurring. “Everyone’s opinion is considered knowledge.” ” Third change: lying has lost some of its symbolic cost. “Until recently, when a political figure was caught lying shamelessly, they had to pay a price—whether electoral or symbolic. Today, lying can even become a sort of badge of honor.”

The fourth transformation, the most subtle, concerns what philosophers call “rhetoric.” “While a liar knows the truth and conceals it, a rhetorician produces discourse to seduce, frighten, or convince, regardless of whether it is true. ” Thus, when Donald Trump claims that one should drink bleach to treat COVID, the most important thing may not be the content of the statement. “Saying that positions him against the elites and gets people talking about him. Is it true? He doesn’t even ask himself that question.”

While “post-truth” is not a legal category in and of itself, Alejandra Michel, a researcher at CRIDS (Center for Research on Information, Law, and Society) within the NaDI Institute (Namur Digital Institute), approaches the phenomenon through what are known as “information disorders.” A key distinction sheds light on the mechanisms at work: “misinformation” refers to incorrect information disseminated without the intent to deceive; “disinformation,” by contrast, implies an intent to manipulate; and “malinformation” is based on true information that has been taken out of context or used to cause harm. In practice, however, these categories remain difficult to distinguish. Intentionally produced false information can be shared in good faith by thousands of people who believe it to be authentic, and its status then changes as it circulates.

From a legal perspective, the issue is all the more delicate because freedom of expression protects both the speaker and the recipient of the information. Should the authors of false information be punished? It’s not that simple: criminalization could backfire on journalists, whistleblowers, or those who disseminate information that is inconvenient for those in power. 

The fight against disinformation cannot, therefore, be solely a legal one. It also requires media literacy, support for quality journalism, and the protection of pluralism. One question remains that the law cannot resolve: when no one seems to regard the truth as a common reference point anymore, what still underpins a person’s credibility?

Part of the answer lies in humor, which has become a dominant form of communication on the web. According to Fanny Barnabé, a lecturer at CRIDS/NaDI, memes, parodies, trolling, and shitposting play such a significant role in digital cultures that they, too, blur our relationship with the truth. 

In classical irony, the speaker says the opposite of what they mean while leaving their listener enough clues to grasp the message’s true meaning. Irony has now lost its transgressive nature because it has become ubiquitous. To continue to surprise, internet users have therefore developed new levels of ambiguity. Today, the lines are blurred: “We no longer know whether a statement is ironic, sincere, or partly both.” This is what is known as post-irony.

A content creator’s credibility therefore no longer rests on their relationship to the truth, but on their authenticity. Fanny Barnabé observes this shift on the streaming platform Twitch, where the relationship between streamers and their community hinges on a sense of direct and sincere connection: awkward moments, spontaneous reactions, and an unfiltered personality are valued more highly than accuracy.

We see exactly this same mechanism at work in politics. Figures like Donald Trump and Elon Musk now use memes, provocation, trolling, and references to gaming culture to speak directly to their audience. Post-irony offers them powerful rhetorical protection. Serious statements can be made in a joking manner, and if the reaction is negative, all one has to do is say, “I was just kidding.” 

Authenticity doesn’t promise virtue; it promises closeness. It means standing with ordinary people, with all their flaws, their anger, and sometimes even their transgressions. Facing off against Hillary Clinton, Trump essentially declared: Yes, the Wall Street system is corrupt—since I make use of it myself. He didn’t promise to put an end to it; he promised to be authentic. 

The political scientist goes further. He questions the very idea that politics is a matter of truth. “Political discourse is not a discourse of truth. That is not its aim.” Its strength lies rather in its internal coherence and its ability to give meaning to lived experience. Trumpism, for example, links economic decline, unemployment, immigration, and a sense of American decline into a single narrative. “Do immigrants eat pets? It doesn’t matter whether that statement is true or false. What matters is that it fits with the other elements in this coherent narrative,” summarizes the political scientist.

For Olivier Sartenaer, the consequences of this new relationship with the truth are not merely rhetorical. “If, for example, one claims that the recommendations of the IPCC (Intergovernmental Panel on Climate Change) are merely the ‘religion’ of bourgeois-bohemian environmentalists and that one prefers the popular common sense that favors coal-fired power plants, one creates a climate that becomes uninhabitable. ” The problem here isn’t just being mistaken about a scientific phenomenon; it’s choosing to ignore available knowledge even when the consequences are predictable.

The same mechanism is at work in debates about vaccination. When scientific knowledge gives way to “common sense” or political convictions, collective decisions can have dramatic consequences. “The resurgence of measles in the United States is directly linked to the spread of doubts about vaccines. Today, children are dying from a disease that had been eradicated long ago,” laments the philosopher. 

Beyond poor decision-making, it is the very possibility of living together as a society that is at stake. “To discuss and reach agreement, we need a shared world. If we polarize to the extreme, we lose that shared world. We can no longer understand one another or act together.”

Beyond fake news and conspiracy theories, the “post-truth” and “post-irony” eras thus reveal a profound transformation in our relationship with the shared world. Authenticity versus expert opinion, humor that obscures intentions: the issue is becoming less one of truth and more one of trust. Hence the importance, for researchers, of rebuilding shared spaces through quality information, media literacy, a vibrant civil society, forums for debate, and collective narratives. For without a shared world, it becomes difficult not only to agree on the facts, but also to form a society. One final, distinctly political question remains: can we even combat this obfuscation with “truth” alone? Arthur Borriello believes not, and explains why in the sidebar.

The Truth in Crisis: Disinformation, Critical Thinking, and the Right to Information

A collective work to be published in the fall of 2026 by Larcier Intersentia. This book brings together several contributions, including texts by Alejandra Michel and Fanny Barnabé.

Arthur Borriello, Populism: The Misnamed

University of Brussels Press, “Débats” series.

In this essay, the political scientist examines contemporary uses of the notion of populism and offers a critical analysis of a concept that has become ubiquitous in public debate.

Denis Saint-Amand, Countering Fascist Laughter: Trolling and Resistance

Éditions Rue de l’Échiquier, “Les Incisives” series.

An analysis of the political uses of humor, trolling, and digital cultures, as well as the forms of resistance they can inspire.

Denis Saint-Amand is a qualified researcher at the FNRS at UNamur and president of the Namur Institute of Language, Text, and Transmediality (NALTT)

“The measles vaccine causes autism”: The topic of fake news in the field of health—and specifically regarding vaccination—was one of the subjects discussed during UNamur’s official 2026 academic year opening ceremony. Watch the video of this presentation.

There are some things you can’t learn from books. Universities know this well—they always set aside part of the curriculum for hands-on work. But beyond knowledge and know-how, there’s a third dimension that’s rarely taught in a practical way: interpersonal skills. Yet listening to others and being able to convey a message are skills that can be learned! And play can be a powerful tool for transmitting this knowledge. 

The ideal approach would have involved having students interact with actor-patients, so they could get as close as possible to their future reality, but class sizes make such a system impossible. “So I decided to use role-playing exercises, in which students took turns playing the roles of both doctor and patient,” explains Hélène Givron. “The exercise was very well received by the students, who were essentially taking on the role of a doctor for the first time! And the literature showed that putting themselves in a patient’s shoes also helps develop their empathy.”

Each simulation is filmed, allowing students to review their performance and reflect on what they did and how to improve their communication. “This is a very important moment, which can have detrimental consequences for students if it isn’t led by properly trained individuals,” warns the psychologist. “Even though it’s just a simulation, it deeply immerses students in what will be their future profession. We mustn’t let any of them, faced with a poorly supervised debriefing, conclude that they’ll be a bad doctor.”

To avoid this situation, Hélène Givron helped develop an interuniversity training program specifically designed for simulation instructors: “The role model’s attitude is, in my view, very important, because students learn a great deal by imitation. It would therefore be somewhat absurd to teach them to be good listeners while we ourselves are being judgmental during a debriefing. We must embody what we teach.”

Due to its positive evaluation, this communication workshop is now mandatory for all third-year medical students. Using a simulated clinic designed to closely mirror reality, students first practice welcoming a new patient before tackling more complex situations. “We put them in very specific situations, such as managing a patient under intense stress or delivering bad news,” explains Hélène Givron. “The whole point is to teach them to hone their listening skills and learn to read what patients aren’t saying by observing their nonverbal behavior.”

“This program has since been enhanced with an escape game, created by Milena Jarosik and Sophie Evrard from Hénallux University with the goal of raising students’ awareness about addressing domestic and spousal violence,” the psychologist continues. “The debriefing is led by practitioners in the field who can share their real-life experiences on this topic.”

Medical students aren’t the only ones to benefit from this type of teaching, by the way: “Pharmacy students have access to a teaching pharmacy, which allows them to gain hands-on experience interacting with patients,” explains Hélène Givron. “All role-playing exercises are also filmed, because we learn a lot by watching ourselves.”

And recently, thanks to a Punch project (Namur University Pedagogy in Transition) from the Faculty of Education and Training, and with the help of Christine Laurent, a public health physician and educational games specialist, the psychologist has also been able to set up a play-based learning workshop focused on interprofessional communication. “In recent years, my courses have expanded to include other professions, such as nursing students and midwives,” she explains. “But I remained frustrated by working in silos, even though the literature shows that 70% of medical incidents occur due to communication issues.”

The psychologist therefore decided to create a game in which communication between different professions is the only way to progress. “In the game, students face a situation involving a patient who is absent but needs to receive care,” she explains. “We cover all the skills associated with teamwork and leadership.”

That said, while all these workshops take the form of games, they are nonetheless rigorously supervised. “We’ve adopted a very scientific approach to this learning,” argues Hélène Givron. “After implementing them, we studied their effects and the students’ attitudes to ensure they didn’t have any negative consequences. All of this was reported during faculty meetings where our actions were discussed. Finally, we have all been trained in this approach, which makes it all the more robust.”

In this way, we bring to life the statement by psychologist and child development specialist Francesco Tonucci: “All of life’s important learning takes place through play.”

While many companies offer training programs for their employees, it also appears that the “responsibility for employability” has gradually shifted to the workers themselves, who are now expected to take greater control of their careers. “In the past, the boss was seen as responsible for the employee’s development—and even their personal fulfillment—sometimes even beyond the workplace,” notes Michel Ajzen. “But over time, this responsibility for employability has been diluted. ” This trend has been reinforced by new “career scripts,” which are heavily based on mobility. “When I ask students how many employers they think they’ll have in their lifetime, the average answer is six,” the professor continues. “This means that even before entering the workforce, they already have the idea that they’ll move from one employer to another, which can lead them to feel ‘responsible’ for their own careers and thus potentially to pursue training on their own initiative.” 

Getting an education, sure, but in what? And how? As Michel Ajzen explains, this choice depends largely on the “career tactics” adopted by workers. “Depending on their stage of life, they may adopt tactics that are more employment-oriented, with the goal of quickly securing a job to make ends meet,” he explains.

Furthermore, training periods are often seen by workers as a breather: an opportunity to step back and “lift their heads up from the handlebars” in what is often a high-pressure workday. This “break” is now governed by various policies. For example, the law of October 3, 2022, guarantees private-sector employees an individual right to training equivalent to 5 days per year for full-time workers. This training may be organized by the employer or left to the employees’ discretion (subject to the employer’s oversight). “However, some companies are not required to guarantee this right to their employees. This is particularly the case for companies with fewer than ten employees,” explains Charlotte Lambert, an associate professor and specialist in labor law. “In labor law, there are also collective bargaining agreements that supplement the law on a sector-by-sector basis and may provide for additional days of training.” 

When an employee wishes to pursue more extensive training—for example, a university certificate program that typically lasts more than five days per year—they can also take advantage of other programs that allow them to maintain all or part of their pay. “Paid educational leave, or CEP—which falls under regional jurisdiction—allows employees to take a recognized training course of at least 32 hours, including initial training,” explains Charlotte Lambert. “The employee retains their pay, while the employer is compensated by the ONEM.” 

The other option is “training-related” time credit: this regional program, which exists only in the private sector, allows employees to temporarily reduce or suspend their working hours without affecting the validity of their contract. In this case, the employee receives compensation directly from the ONEM, subject to certain age and seniority requirements. Time credit is also limited to a period of 36 months. “These various programs are not necessarily well known to the public,” comments Charlotte Lambert, “which also explains why many people are discouraged from pursuing training, particularly out of fear of losing their job or having to reduce their working hours and, consequently, their pay.” Furthermore, they are only available to workers with relatively stable employment status (permanent contracts, long-term fixed-term contracts, etc.). “Specific but similar mechanisms exist in the public sector. For the self-employed, however, taking paid leave or using time credits is not an option. They must therefore bear the indirect cost of their training themselves,” the labor law specialist adds. 

Given the need for worker training, universities naturally have a role to play. The “Paysage” decree of November 7, 2013, stipulates that they are authorized to organize continuing education programs accredited by ARES (Academy of Research and Higher Education). “Under the terms of the decree, continuing education does not refer to bachelor’s or master’s degrees, but rather to certificates,” explains Charlotte Lambert. Thus, to avoid any misunderstanding, students should be aware that earning a university certificate is not the same as earning an academic degree and therefore does not confer the same advantages in the job market. 

On the other hand, there is indeed the possibility for working professionals to earn a bachelor’s or master’s degree through part-time study, as is the case at the UNamur School of Law. “The unique feature of a bachelor’s degree—and ideally a master’s degree—is that it represents a true fresh start,” emphasizes Mathieu Rolain, academic coordinator of this program and researcher at the Vulnerabilities & Societies (V&S) Center at the Transitions Institute. “Often, it’s a complete career change and sometimes even the fulfillment of a dream: some are 50 years old and are about to begin their bar exam preparation…”. In Block 1 of the Faculty of Law’s part-time program, there are about 50 to 60 enrolled students each year: 10 to 15 of them will graduate in Block 3. “These students are extremely supportive of one another; they share their notes and help each other out when one of them is struggling,” observes the coordinator. 

In the same vein, UNamur is committed to tailoring its programs as best as possible to this group. “Many have family responsibilities and sometimes live far from Namur,” continues Mathieu Rolain. “All of our classes are therefore recorded and posted online. We also give them access to staff parking lots and notify them of exam dates well in advance… We try to show them that we support them and understand them. ” Because for these adults with busy professional and personal lives, (re)starting university studies “in evening classes” requires extraordinary discipline and determination, as well as the unconditional support of those around them. “I really admire them a lot,” enthuses Mathieu Rolain. “To me, they’re superheroes. We’ve had medical specialists who came in after their workday, single parents… They’re very unconventional individuals with brilliant backgrounds. They’re also a very demanding group who are always watching your every move—which, for us teachers, is incredibly stimulating.” Because by opening its doors to an experienced audience, the academic world, too, continues to learn. 

Since the 1980s, the University of Namur has distinguished itself through its expertise in continuing education for teachers, covering both didactic and psychopedagogical aspects. 

“It was the Faculty of Philosophy and Letters that initially launched this initiative to offer what were then called ‘refresher courses’ to French teachers,” says Sandrine Biémar, coordinator of the Center for Continuing Education for Teachers at the Faculty of Education and Training Sciences (FaSEF), a professor, and a member of the Institute for Research in Didactics and Education (IRDENa). “ Subsequently, more general training courses on psychopedagogical aspects followed: these were initially organized by the Department of Education and Technology, which has since become FaSEF. Similarly, in the 1990s, the Faculty of Sciences and the Faculty of Economics developed their own centers for continuing teacher education.” These four centers for continuing teacher education are now united under the “Salle des Pros.” 

While the decree of June 17, 2021 (Book 6 of the Education Code) formalizes the rights and duties of teaching staff regarding continuing education, this is by no means a new concept for the profession. 

“The profession is so complex and subject to so many changes—particularly in curricula and teaching methods—that it is important for teachers to view their career as a continuous process,” insists Sandrine Biémar. “That is why, starting with initial training, we inform students about these opportunities for continuing education.” 

The goal is to train “reflective practitioners” capable of questioning their own practices in order to refine and adapt them over time.

 “We try to bridge the gap between the world of research and the world of practice: so that we can inform teachers about new studies, but they can also inform us about what’s happening in the field,” the coordinator continues. “The Salle des Pros serves as this space that opens us up to the world.”

Supervised by Professor Géraldine Mathieu, a specialist in juvenile and family law and co-director of the Vulnerabilities & Societies Center, the UNamur research team involved in the CAPACITI project consists of Manon Brulard, a researcher in the Faculty of Law, and two student researchers, Lisa Salmon and Donaciene Quoirin. Together, they are exploring a specific question: How can a child truly participate in decisions that affect them when their family is breaking apart? “The effects of parental separations on children are still insufficiently documented from the perspective of their rights,” explains Manon Brulard.

To gather the children’s perspectives, the team first attempted individual and group interviews. They ran into a telling obstacle: parental consent. Without parental consent, they had no access to the children, even when the children themselves were eager to participate. “This really raised questions, because we’re conducting research on children’s participation and yet we find ourselves blocked by the goodwill of adults,” summarizes Manon Brulard. “This obstacle illustrates a major dilemma: how can we ensure that children’s rights are effectively upheld in a context where their lack of legal capacity prevents them from exercising those rights independently?” adds Géraldine Mathieu.

The team was nevertheless able to meet with about twenty children through interviews. They then rethought their approach and developed educational activities conducted directly in classrooms with children aged 8 to 12, with a twofold goal: to inform them about their rights and to provide them with a space to express themselves. At the same time, Manon Brulard met with child welfare professionals (judges, psychologists, mediators, and lawyers) to examine their practices and identify their needs.

One of the most striking findings is also one of the simplest: children’s rights are not widely known. “How can a child exercise and defend rights they don’t even know exist?” asks Manon Brulard. A survey of nearly 800 students preparing for careers in child-related fields confirms this in a troubling way: 40% of them had never heard of the United Nations Convention on the Rights of the Child, and rated their knowledge of these rights at 4 out of 10—the same score they gave to the importance placed on these rights in their training. “These students are the professionals of tomorrow. If they themselves aren’t properly trained, how can we guarantee children’s rights in the field?” the researcher asks.

But lack of knowledge is not the only obstacle. Fieldwork reveals deeper tensions. The first is almost paradoxical: the desire to protect a child can end up silencing them. “We want to shield them from parental conflict. But in reality, they’re already at the heart of that conflict at home,” observes Manon Brulard. Protecting them isn’t enough; we must also listen to them. Added to this is a power dynamic between adults and children that remains very pronounced. “There’s a very hierarchical relationship in which the child must comply with decisions without being consulted beforehand,” notes the researcher. 

Professionals, for their part, often feel that they are listening, but children do not experience it that way. They generally receive no feedback on what they express and do not even know if their words are actually being taken into account.

Finally, children themselves censor what they say out of fear of hurting their parents. “They start thinking about the consequences of their words at a very early age. They don’t want to cause harm, so they stay silent. We’ve observed this fear in every classroom,” insists Manon Brulard.

These findings inform the design of practical tools. At UNamur, within the TRANSITIONS Institute, the research team is, for example, developing a board game inspired by Monopoly and Trivial Pursuit, “where the goal isn’t to win, but to speak out about one’s rights,” explains Lisa Salmon, who played a major role in its design. The research team is also creating an interactive workbook that combines games, word searches, and practical resources to help children continue reflecting on the topics covered in the workshops at home. 

Each project partner is currently developing its own research tools, with the goal of eventually co-creating an artistic work, a board game, a serious game, and interactive stories. Legal fact sheets, primarily intended for children, will also be posted online. Training sessions, e-learning modules for childcare professionals, and a white paper with recommendations will round out this collection. The white paper will also be aimed at children and policymakers, with the goal of transforming the research findings into concrete changes. All of these resources will be brought together within a cross-border center of expertise, the specific form of which has yet to be defined.

The CAPACITI research project (Children’s Participation, Space, and Power to Act in Promoting Their Rights) brings together 8 funding partners and 19 methodological partners active in Belgium, France, Germany, and Luxembourg. It is funded under the Interreg Greater Region program. Its final results and the tools developed will be released starting in February 2028.