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