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The Philosophy of Conspiracy Theories: Concepts, Methods and Theory
This book presents state of the art philosophical work on conspiracy theory research that brings in sharp focus central and important insights concerning the supposed irrationality of conspiracy theory and conspiracy theory belief, while also proposing several novel solutions to long standing issues in the broader academic debate on these things called ‘conspiracy theories’.
It features a critical history of conspiracy theory theory , emphasising the role of the ‘first generation’ of philosophers in conspiracy theory research. This book also includes discussions of a range of key issues such
The book then builds upon that work by looking at how people’s political views affect both the conspiracy theories they believe and their beliefs about conspiracy theories; how we might defend conspiracy theorising without endorsing mad, bad or dangerous conspiracy theories; and contains several proposals for unifying conspiracy theory research under one theoretical particularism.
This volume will be a key resource for philosophers and social scientists interested in recent work on the philosophy of conspiracy theory theory and its implications for conspiracy theory research. It will also appeal to members of the public, who want to know what, if anything, is wrong with these things called “conspiracy theories”. It was originally published as a special issue of Social Epistemology.
It features a critical history of conspiracy theory theory , emphasising the role of the ‘first generation’ of philosophers in conspiracy theory research. This book also includes discussions of a range of key issues such
The book then builds upon that work by looking at how people’s political views affect both the conspiracy theories they believe and their beliefs about conspiracy theories; how we might defend conspiracy theorising without endorsing mad, bad or dangerous conspiracy theories; and contains several proposals for unifying conspiracy theory research under one theoretical particularism.
This volume will be a key resource for philosophers and social scientists interested in recent work on the philosophy of conspiracy theory theory and its implications for conspiracy theory research. It will also appeal to members of the public, who want to know what, if anything, is wrong with these things called “conspiracy theories”. It was originally published as a special issue of Social Epistemology.
144 pages, Paperback
Published July 30, 2025
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January 1, 2026
“The suspiciousness of conspiracy theories was itself suspicious”.
As an English Teacher, on my PGCE when students first asked me the seemingly simple question, “what makes a good source?” I realised I couldn’t answer easily. When I was at school in the 90’s I was taught “Guardian/BBC good source - random online blog not”. Simples.
But now we live in a world where prolific systemic bias, censorship and propagandas are alleged and argued, often with compelling evidence, and where some of the world’s best investigative journalism is happening online: whether you love Tucker Carlson, Candace Owens or Judge Napolitano on the right or Max Blumenthal of Grayzone, Matt Kennard of Declassified or Medhi Hasan or Zetero on the left. Scholars John Mearsheimer and Jeffrey Sachs, podcasters from Joe Rogan to Lex Fridman, or platforms from Breaking Points, Novara and Middle East Eye often provide more freedom and clarity of thought as talking heads than the average coiffed-orange CNN or Fox News anchor. Hillary Clinton thinks humanity’s primary problem is Pro-Palestinian content on TikTok... and surprisingly her critics actually agree, now that the platform has been sold to staunch Zionist Larry Ellison. Cue turbo-charged competing narratives a-go-go. #watchthisspace
I feel these frictions instinctively and yet have been unsure how to teach students what I was not sure of myself. Yes, encourage critical thinking: e.g. ask yourself WHO is telling you a story and WHY? But how to discern and establish truth? Any adult who says they are always sure about what is true or false in our fast-paced digi-charged world is probably not telling the truth themselves, or, they are likely wrong: If you always believe official narratives you may sometimes be unwise to. If you wear a tin foil hat and are certain that lizard aliens rule the world by fabricating a climate crisis, you may not be right. But these are the more obvious extremes.
Globally, students are entering a world of AI-generated content with bias in-baked while politically-charged LLM guardrails are increasing; of state surveillance, of government censorship, of culture wars, war-mongering propaganda, an environmental crisis, where peaceful protest can be criminalised or proscribed as terrorism in supposedly democratic countries, while witnessing the likely decline of the world’s hegemony towards a multi-polar world and, yes, amidst all this: the civilian-fuelled echo-chamber hysteria of conspiracy theory.
What therefore could be more important than to teach critical thinking, philosophy and epistemology on the International Baccalaureate Diploma Programme via the Theory of Knowledge course? My new goal.
To achieve, while I currently teach at an IB school, I am now a term into studying for a Masters in Philosophy, Religion & Ethics via the University of Birmingham. I plan to use my dissertation to drive into and expand my own theories and knowledge before helping students to do the same. This book is a treasure trove of thought provocation - and shall be a primary text for my dissertation explorations. Thank you for all of the academics whose work is within.
Despite being fascinated and frustrated by the bombardment of secrets and lies in the zeitgeist, I ultimately remain a passionate proponent of striving towards truth. As an optimist, I often remind: faith is hope without guarantee. We might not see the future as clearly as we once thought we did, but we can educate to build it better, with moral integrity.
As an English Teacher, on my PGCE when students first asked me the seemingly simple question, “what makes a good source?” I realised I couldn’t answer easily. When I was at school in the 90’s I was taught “Guardian/BBC good source - random online blog not”. Simples.
But now we live in a world where prolific systemic bias, censorship and propagandas are alleged and argued, often with compelling evidence, and where some of the world’s best investigative journalism is happening online: whether you love Tucker Carlson, Candace Owens or Judge Napolitano on the right or Max Blumenthal of Grayzone, Matt Kennard of Declassified or Medhi Hasan or Zetero on the left. Scholars John Mearsheimer and Jeffrey Sachs, podcasters from Joe Rogan to Lex Fridman, or platforms from Breaking Points, Novara and Middle East Eye often provide more freedom and clarity of thought as talking heads than the average coiffed-orange CNN or Fox News anchor. Hillary Clinton thinks humanity’s primary problem is Pro-Palestinian content on TikTok... and surprisingly her critics actually agree, now that the platform has been sold to staunch Zionist Larry Ellison. Cue turbo-charged competing narratives a-go-go. #watchthisspace
I feel these frictions instinctively and yet have been unsure how to teach students what I was not sure of myself. Yes, encourage critical thinking: e.g. ask yourself WHO is telling you a story and WHY? But how to discern and establish truth? Any adult who says they are always sure about what is true or false in our fast-paced digi-charged world is probably not telling the truth themselves, or, they are likely wrong: If you always believe official narratives you may sometimes be unwise to. If you wear a tin foil hat and are certain that lizard aliens rule the world by fabricating a climate crisis, you may not be right. But these are the more obvious extremes.
Globally, students are entering a world of AI-generated content with bias in-baked while politically-charged LLM guardrails are increasing; of state surveillance, of government censorship, of culture wars, war-mongering propaganda, an environmental crisis, where peaceful protest can be criminalised or proscribed as terrorism in supposedly democratic countries, while witnessing the likely decline of the world’s hegemony towards a multi-polar world and, yes, amidst all this: the civilian-fuelled echo-chamber hysteria of conspiracy theory.
What therefore could be more important than to teach critical thinking, philosophy and epistemology on the International Baccalaureate Diploma Programme via the Theory of Knowledge course? My new goal.
To achieve, while I currently teach at an IB school, I am now a term into studying for a Masters in Philosophy, Religion & Ethics via the University of Birmingham. I plan to use my dissertation to drive into and expand my own theories and knowledge before helping students to do the same. This book is a treasure trove of thought provocation - and shall be a primary text for my dissertation explorations. Thank you for all of the academics whose work is within.
Despite being fascinated and frustrated by the bombardment of secrets and lies in the zeitgeist, I ultimately remain a passionate proponent of striving towards truth. As an optimist, I often remind: faith is hope without guarantee. We might not see the future as clearly as we once thought we did, but we can educate to build it better, with moral integrity.
Displaying 1 of 1 review