Work

Fallacy Identification in a Dialectical Approach to Teaching Critical Thinking

Year: 2015

Type: article

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.

Source: Inquiry Critical Thinking Across the Disciplines

DOI: 10.5840/inquiryct20153013

Authors: Mark Battersby, Sharon Bailin

Institutions: Capilano University, Simon Fraser University

Language: English

Topic: Education and Critical Thinking Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

Open Access status: green

OpenAlex ID: W145235165

FWCI: 1.378

Cites: 15

Cited by: 4

Related to: 10