Location

University of Windsor

Document Type

Paper

Keywords

critical thinking, argumentation, dialectical context, reasoned judgment, comparative evalu-ation, fallacy identification, probative value, rhetorical effect, dialogue, responding to fallacies

Start Date

18-5-2011 9:00 AM

End Date

21-5-2011 5:00 PM

Abstract

The dialectical approach to teaching critical thinking is centred on a comparative evaluation of contending arguments, so that generally the strength of an argument for a position can only be assessed in the context of this dialectic. The identification of fallacies, though important, plays only a preliminary role in the evaluation to individual arguments. Our approach to fallacy identification and analysis sees fal-lacies as argument patterns whose persuasive power is disproportionate to their probative value.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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May 18th, 9:00 AM May 21st, 5:00 PM

Fallacy identification in a dialectical approach to teaching critical thinking

University of Windsor

The dialectical approach to teaching critical thinking is centred on a comparative evaluation of contending arguments, so that generally the strength of an argument for a position can only be assessed in the context of this dialectic. The identification of fallacies, though important, plays only a preliminary role in the evaluation to individual arguments. Our approach to fallacy identification and analysis sees fal-lacies as argument patterns whose persuasive power is disproportionate to their probative value.