In response to the introduction of a controversial and politicized textbook, we created the #underline_untruth.  

As we found dozens of examples of a manipulative narrative containing distortions and even factual falsifications in the textbook, we decided to ask the experts if it is a historical fact or merely the author's opinion. 

It is almost impossible to fight political institutions, so we decided to respond directly by giving teenagers the tool to find the controversies sparked by the textbook. We decided to create an alternative to the already published textbook. We offered students space for a multiplicity of narratives, escaping from simplifications and avoiding a single interpretation - in other words, lessons in critical thinking. 

Our aim was to fuel a spirit of rebellion and own thinking among part of Poland’s younger generation. We believe critical thinking is the ability to analyze information in a rational and orderly manner. It is attentiveness leading to an understanding of the relationship between facts and concepts, so you can decide what you want to believe. It's recognizing, analyzing, and then supplementing the presented topic with a range of additional information. The ambition of the originators of the #underline_untruth project is to use manipulation from the textbook content to encourage the audience to make their own deductions. 

We found AR as a space for a multiplicity of narratives, an escape from simplifications and from a single historical facts interpretation. What became a starting point for us. 

According to the research, teens today are discovering the future in technology and artificial intelligence through collaborative, hands-on learning experiences. It is important because the main audience for the textbook is teenagers who were born not only after Poland's entry into the EU, but also after the first Law and Justice governments in 2005-2007. 

So, we created a mobile AR filter locating manipulations in the book and explaining them at the same time. When a passage questioned by experts reviewing the publication is detected, an animation appears on the screen, informing that the content requires a correction or additional commentary. The comments are written by experts in the field of history and methodology, such as a historian of ideas. 

Our ambition is to use manipulation from the textbook content to encourage critical thinking and to encourage the audience to make their deductions.​​​​​​​