On Classifications of Fallacies

Total Page:16

File Type:pdf, Size:1020Kb

On Classifications of Fallacies VIII. 2, Spring 1987 Informal Logic On Classifications of Fallacies MICHAEL F. SCHMIDT San Jose State University Research suggests to me the conclu­ ever can be" [1] sion that three fundamental kinds of C.L. Hamblin writes: "We [in 1970] fallacies are-interrogative, premisory, have no theory of fallacy at all, in the and inferential. However, in this arti­ sense in which we have theories of cle, the focus will be on premisory fal­ correct reasoning or inference. Yet we lacies. In particular, the article aims to feel the need to ticket and tabulate show that there are four distinct kinds [fallacies] .... "[2] Gerald J. Massey of premisory fallacies, "begging the argues that an account of fallacies pre­ question", "inconsistency", "falsity", supposes a theory of invalidity and that and "omission". The article begins "a theory of invalidity has yet to be with a very brief review of some schools developed"[3], while others argue for of thought about classifying fallacies; a "theory of reasoning". One of this then it turns to the task of reviewing journal's referees points out that "no some actual classifications of fallacies a priori scheme of classifications can to see what the tendencies are; five fairly be evaluated until there is some tendencies are found; from them unified theory of argument." emerges the conclusion that "incom­ And, Peter Ramus (in 1543) wrote: plete information" is distinct from First, should not the overall description "false premise" and from "invalid of [dialectical] vices itself arise from the inference", that "begging the ques­ direct opposition of virtues so that, tion" is distinct from all three, and that for every kind of virtue there should "inconsistent premises", "false pre­ be just one kind of vice? And in so far mise", "incomplete information" I and as there are two overall virtues in "begging the question" form a natural dialectic, one of Invention and one of constellation of premisory fallacies, dis­ Judgment, so there ought to be two tinct from the fallacy of many questions overall vices, one opposed and hostile and from the fallacies of invalid in­ to true Invention, the other to correct Judgment; .... [4] ference. Appended is a bibliography of recent and contemporary writings Now! let us review sOme important on the topic of fallacies. and interesting classifications of fal­ lacies-those of Aristotle, Richard Whately, John Stuart Mill, H.W.B. Schools of thought Joseph, W. Ward Fearnside, Howard Kahane, and Ronald Munson-and There flourish several schools of then see what the tendencies are. thought about the classification of falla­ cies. Let us review their main tenets. It is well known that Augustus De Aristotle Morgan claimed: "There is no such thing as a classification of the ways in Probably the best known classifica­ which men may arrive at an error: it tion is Aristotle's. His On Sophistical is much to be doubted whether there Refutations begins: 58 Michael F. Schmidt Let us now discuss sophistic refuta­ Moreover, in his Rhetoric Aristotle tions, i.e. what appear to be refutations lists some spurious "lines of argu­ but are really fallacies instead .... ment"; there are nine in all; lithe That some reasonings are genuine, first. .. arises from the particular words while others seem to be so but are not, employed"[9]; this first spurious line is evident. This happens with argu­ ments as also elsewhere, through a of argument has two varieties: (a) certain likeness between the genuine "when, without having gone through and the sham.[5] any reasoning process, we make a final statement as if it were the conclusion According to Aristotle, sometimes of such a process"[10]; and, (b) when reasoning and refutation fail because we use "similar words for different arguments depend upon language: things"[11] (probably a reference to a It is impossible in a discussion to bring number of sorts of ambiguity). Note in the actual things discussed: we use that the former variety is not among their names as symbols instead of them; the fallacies enumerated in On Sophis­ and therefore we suppose that what tical Refutations. follows in the names, follows in the The remaining eight spurious "lines things as well, ... {6] of argument" are presumably inde­ Fallacies due to language include: pendent of language; they include some that are enumerated in On Sophistical word ambiguity f grammatical ambi­ guity (i .e., amphiboly), accent, and Refutations, including the special case three others. of "false cause" now known as "post At other times reasoning and refuta­ hoc, ergo propter hoc"; and, they also tion fail because of factors that are include some that are not enumerated "independent of language" .[7] Fal­ in On Sophistical Refutations, including lacies of this sort include: ignoratio "the use of indignant language, elenchi, begging the question, false whether to support your own case or to cause, many questions, and three overthrow your opponent's" .[12] others. Notice that Aristotle discusses Whately these two sorts of fallacies in connec­ tion with what he calls "contentious arguments" as opposed to "demon­ In Richard Whately'S Elements of strative arguments" and II dialectical Logic we find a somewhat different arguments"; that is, in On Sophistical classification: Fallacies are of two main Refutations he focuses more on ques­ sorts: logical and material. First, logical tions about refuting an opponent than fallacies occur "when the fault is on questions about proposing a scienti­ strictly, in the very process of Rea~ fic explanation or a solution to a prob­ soning"[13], i.e., I/[w]here the Conclu­ lem; and, consequently, he focuses sion does not follow from the Pre­ more on sham refutations than on sham mises."[14] Second, in the case of ma­ explanations or sham solutions to prob­ terial fallacies, although the conclusion lems. does follow from the premises, some­ Notice too that Aristotle acknow­ thing else goes wrong. In particular, ledges the possibility of classifying fal­ there are those material fallacies that lacies differently; for example. are due to an "unduly assumed" pre­ mise and those due to ignoratio elen­ The right way, then, is either to divide chi .[15] apparent proofs and refutations as above, or else to refer them all to ig­ Under the heading of "premise un­ norance of what 'refutation' is [ignora­ duly assumed", Whately includes tio elenchi], and make that our starting­ petitio principii (i.e., begging the ques­ point: for it is possible to analyse all tion) and "false or unsupported pre­ the aforesaid modes of fallacy into mise"; and, under the heading of breaches of the definition of a refuta­ ignoratio elenchi I he includes ad homi­ tion·IS] nem, ad verecundiam, etc., "shifting Classifications of Fallacies 59 ground", and two others,[16] As it is foreign to the purpose of the Notice that Whately acknowledges present treatise to decide between these that the classification of fallacies is, to confl icting [methaphysical] theories, we are precluded from inquiring into a degree, arbitrary and uncertain :[17] the existence, or defining the extent .. " from the elliptical form in which and limits, of knowledge a priori, all reasoning is usually expressed, and and from characterising the kind of the peculiarly involved and oblique form correct assumption which the fallacy in which Fallacy is for the most part of incorrect assumption, now under conveyed, it must of course be often a consideration, simulates.[23] matter of doubt, or rather, of arbitrary Fallacies of Inference comprise (1) choice, not only to which genus each the Inductive Fallacies of Observation, kind of fallacy should be referred, but even to which kind to refer anyone (2) the Inductive Fallacies of Generali­ individual Fallacy.[18] sation, (3) the Deductive Fallacies of Ratiocination, and (4) Fallacies of Con­ He does not explain why it is indeter­ fusion.[24] Fallacies of Confusion are minate "to which genus each kind of "fallacies in which the source of error fallacy should be referred", but does is not so much a false estimate of the explain why it is indeterminate[19] probative force of known evidence, as lito which kind to refer anyone indivi­ an indistinct, indefinite, and fluctua­ dual fallacy", He says: ting conception of what the evidence is, "[25] For, Since. in any Argument, one Under the heading of Inductive Fal­ Premiss is usually suppressed, it fre­ lacies of Observation, Mill includes quently happens, in the case of a Falla­ "non-observation" and "mal-observa­ cy, that the hearers are left to the alter­ native of supplying either a Premiss tion".(26] Under the heading of Induc­ which is nol true, or else, one which tive Fallacies of Generalization, one does not prove the Conclusion.[20] might include the two forms of the Fal­ lacy of Hasty Generalization: (a) He gives the following example: if a generalization from an overly small person argues from the premise that sample and (b) generalization from an 'the country is distressed' to the con­ unrepresentative sample. Under the clusion that 'the government is tyran­ heading of Deductive Fallacies of Ratio­ / nical , "we must suppose him to cination, one might include the Fallacy assume either that 'every distressed of Affirming the Consequent, the Fal­ country is under a tyranny,' which is lacy of Denying the Antecendent, etc. 'a manifest falsehood, or, merely that And, under the heading of Fallacies 'every country under a tyranny is dis­ of Confusion, one might include equivo­ tressed,' which, however true, proves cation, the "black or white" fallacy, nothing".[21] the argument from the heap, and the slippery slope fallacy. Additionally, Mill quotes Whately Mill with approval-concerning the reason why it is determinate to which class of In John Stuart Mill's A System of fallacies to refer any actual error.
Recommended publications
  • Informal Logic 25 Years Later the First International Symposium On
    Informal logic 25 years later The First International Symposium on Informal Logic, held on this campus on June 26 to 28, 1978, was a rise to self-consciousness of a newly distinguished sub-field of philosophy. This sub-field differentiated itself through the belief of some philosophy instructors in North American colleges and universities that the traditional introductory logic course was not much good at helping to improve students’ abilities to deal with the arguments they encountered in everyday life and in academic contexts. Courses centred on formal systems–whether the systems of categorical syllogistic and propositional logic done by truth tables or the more comprehensive and up-to-date system of first-order logic–had no relevance to the highly charged debates of the late 1960s and early 1970s about such issues as American military action in Vietnam and the position of women in society. In response, a new kind of textbook began to emerge, often focussed on the informal fallacies, which had been a neglected backwater of the traditional introductory logic course. A pioneer among these textbooks was Howard Kahane’s Logic and Contemporary Rhetoric, subtitled “The Use of Reason in Everyday Life”, the first edition of which was published in 1971 (Kahane 1971); it is now in its ninth edition. Kahane, who gave a paper at the First International Symposium on Informal Logic entitled “The Nature and Classification of Fallacies” (Kahane 1980), died two years ago, on May 2, 2001. The notice of his death in the Proceedings And Addresses of the American Philosophical Association (Hausman et al.
    [Show full text]
  • Download Download
    CHAPTER 2. PIONEERING INFORMAL LOGIC AND ARGUMENTATION STUDIES ANTHONY J. BLAIR Abstract: This paper traces, in a first-person account, my journey from an assistant professor teaching ethics and political philosophy, through (together with Ralph Johnson) teaching “applied logic”, authoring Logical Self-Defense, organizing the first-ever symposium on informal logic, editing the proceedings, publishing and editing the Informal Logic Newsletter and later the journal Informal Logic, organizing later Windsor conferences, revising Logical Self-Defense; then meeting van Eemeren and Grootendorst, serving on the board of ISSA, and more – during the emergence of informal logic and argumentation theory as scholarly fields. PREFACE The following is an account of my participation in some of the signal developments in the infrastructure supporting the emer- gence of informal logic and argumentation theory in the last quarter of the 20th century. PIONEERING INFORMAL LOGIC AND ARGUMENTATION STUDIES 35 1. BEGINNINGS On September 1st 1967, two months after Canada’s centennial celebrations, I began a 39-year appointment in the University of Windsor philosophy department in Windsor, Ontario, Canada. I was hired out of a doctoral program at the nearby University of Michigan, to teach principally philosophical ethics and political theory (which I did teach, among several other things, through- out). Shortly before the start of the 1972-73 academic year, I was asked to help out with a new course, which my colleague Ralph Johnson had created the previous year that had proven so pop- ular the enrolment had doubled—from 20 to 40, as I recol- lect—causing the opening of a second section (those were the days!).
    [Show full text]
  • Part/Whole Fallacies
    11 If a person dislikes someone else it's ciousness that may be involved in such argu­ lLkely that he will want to have nothing to ments is to be found in the fact that people do. not only with him, but also with the sorts are inclined to consider thoughts and ideas as of things that the other person likes. For being like personal possessions. And since example if Jones dislikes Smith and Smith many people want to distance themselves from sports a moustache and likes to wear tweed the personal posseSSions of those they dislike 'ackets, chances are that Jones will avoid and surround themselves with possessions simi­ ~weed jackets and moustaches. Not only will lar to the possessions of those that they people distance themselves from the sorts of admire, they also want to distance themselves th~ngs their enemies like they will also dis­ from the beliefs (any belief) of those they tance themselves from their thoughts and ideas. dislike and accept the beliefs of those they If 3mith is in favour of capital punishment admire. And of course if anyone were to ig­ for murder and a champion of free enterprise, nore or accept a belief for this sort of rea­ chances are that Jones will be opposed to son he would be reasoning (to the extent that cap~tal punishment and to free enterprise. he could be said to be reasoning) fallaciously . ...'Co FOOTNOTE ~" The same is also true of groups. Fascists were inclined to wear black shirts and cut II.M. Copi, Introduction to Logic (5th their hair short while Communists were in­ ed.), f.1acmillan, p.
    [Show full text]
  • Problems in Argument Analysis and Evaluation
    PROBLEMS IN ARGUMENT ANALYSIS AND EVALUATION Windsor Studies in Argumentation Volume 6 TRUDY GOVIER Windsor Studies in Argumentation Windsor Ontario Canada Problems in Argument Analysis and Evaluation by Trudy Govier & Windsor Studies in Argumentation is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted. Copyright Trudy Govier and Windsor Studies in Argumentation ISBN 978-0-920233-83-2 CONTENTS WSIA Editors v WSIA Editors' Introduction vii Preface viii 1. Rigor and Reality 1 2. Is a Theory of Argument Possible 20 3. The Great Divide 56 4. Two Unreceived Views about Reasoning and 84 Argument 5. The Problem of Missing Premises 123 6. A Dialogic Exercise 161 7. A New Approach to Charity 203 8. Reasons Why Arguments and Explanations are 242 Different 9. Four Reasons There are No Fallacies? 271 10. Formalism and Informalism in Theories of 311 Reasoning and Argument 11. Critical Thinking in the Armchair, the Classroom, 349 and the Lab 12. Critical Thinking about Critical Thinking Tests 377 13. The Social Epistemology of Argument 413 WSIA EDITORS Editors in Chief Leo Groarke (Trent University) Christopher Tindale (University of Windsor) Board of Editors Mark Battersby (Capilano University) Camille Cameron (Dalhousie University) Emmanuelle Danblon (Université libre de Bruxelles) Ian Dove (University of Nevada Las Vegas) Bart Garssen (University of Amsterdam) Michael Gilbert (York University) David Godden (Michigan State University) Jean Goodwin (North Carolina State University) Hans V. Hansen (University of Windsor) Gabrijela Kišiček (University of Zagreb) Marcin Koszowy (University of Białystok) Marcin Lewiński (New University of Lisbon) Catherine H. Palczewski (University of Northern Iowa) Chris Reed (University of Dundee) Andrea Rocci (University of Lugano) Paul van den Hoven (Tilburg University) Cristián Santibáñez Yáñez (Diego Portales University) Igor Ž.
    [Show full text]
  • LIBROS SOBRE ASPECTOS MÉDICOS Y MATEMÁTICOS DEL HOMO SAPIENS- AUTORES PROF
    LIBROS SOBRE ASPECTOS MÉDICOS y MATEMÁTICOS DEL HOMO SAPIENS- AUTORES PROF. DR. ENRIQUE BARMAIMON Y PROF. JAVIER FERNÁNDEZ R.- 3 TOMOS - AÑO 2019.8- -TOMO I- - LIBROS SOBRE ASPECTOS MÉDICOS Y MATEMÁTICOS DEL HOMO SAPIENS- -AUTORES: PROF. DR. ENRIQUE BARMAIMON Y PROF. MATEMÁTICAS JAVIER FERNANDEZ R. - 3 TOMOS - AÑO 2019.8 - - TOMO I - -AÑO 2019- 1ª Edición Virtual: ( AÑO 2019. 7)- - MONTEVIDEO, URUGUAY.- 1 LIBROS SOBRE ASPECTOS MÉDICOS y MATEMÁTICOS DEL HOMO SAPIENS- AUTORES PROF. DR. ENRIQUE BARMAIMON Y PROF. JAVIER FERNÁNDEZ R.- 3 TOMOS - AÑO 2019.8- -TOMO I- - Queda terminantemente prohibido reproducir este libro en forma escrita y virtual, total o parcialmente, por cualquier medio, sin la autorización previa del autor. - Derechos reservados. 1ª Edición. Año 2019. Impresión [email protected]. - email: [email protected].; [email protected]. -Montevideo, 15 de agosto de 2019. - Biblioteca Virtual de Salud del S. M.U. 2 LIBROS SOBRE ASPECTOS MÉDICOS y MATEMÁTICOS DEL HOMO SAPIENS- AUTORES PROF. DR. ENRIQUE BARMAIMON Y PROF. JAVIER FERNÁNDEZ R.- 3 TOMOS - AÑO 2019.8- -TOMO I- - TOMO I - 3 LIBROS SOBRE ASPECTOS MÉDICOS y MATEMÁTICOS DEL HOMO SAPIENS- AUTORES PROF. DR. ENRIQUE BARMAIMON Y PROF. JAVIER FERNÁNDEZ R.- 3 TOMOS - AÑO 2019.8- -TOMO I- - ÍNDICE. - TOMO I - - PROLOGO - INTRODUCCIÓN. - TOMO III - -- CAPÍTULO I: -1)- ANTROPOLOGÍA. -1.1)- Generalidades . -1.2)- Antecedentes -1.3)- Historia. -1.4)- El Objeto de Estudio Antropológico. -1.5)- Campos de Acción de la Antropología . -1.6)- Ramas y Subramas. -1.7)- El Origen de la Pregunta Antropológica. -1-7.1)- Antropología Moderna -1.8)- Historia de la Antropología -1.8.1)- Nacimiento Institucional de la Antropología.
    [Show full text]
  • The Fallacy of Composition and Meta-Argumentation" (2013)
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholarship at UWindsor University of Windsor Scholarship at UWindsor OSSA Conference Archive OSSA 10 May 22nd, 9:00 AM - May 25th, 5:00 PM The fallacy of composition and meta- argumentation Maurice A. Finocchiaro University of Nevada, Las Vegas, Department of Philosophy Follow this and additional works at: http://scholar.uwindsor.ca/ossaarchive Part of the Philosophy Commons Finocchiaro, Maurice A., "The fallacy of composition and meta-argumentation" (2013). OSSA Conference Archive. 48. http://scholar.uwindsor.ca/ossaarchive/OSSA10/papersandcommentaries/48 This Paper is brought to you for free and open access by the Faculty of Arts, Humanities and Social Sciences at Scholarship at UWindsor. It has been accepted for inclusion in OSSA Conference Archive by an authorized conference organizer of Scholarship at UWindsor. For more information, please contact [email protected]. The fallacy of composition and meta-argumentation MAURICE A. FINOCCHIARO Department of Philosophy University of Nevada, Las Vegas Las Vegas, NV 89154-5028 USA [email protected] ABSTRACT: Although the fallacy of composition is little studied and trivially illustrated, some view it as ubiquitous and paramount. Furthermore, although definitions regard the concept as unproblematic, it contains three distinct elements, often confused. And although some scholars apparently claim that fallacies are figments of a critic’s imagination, they are really proposing to study fallacies in the context of meta-argumentation. Guided by these ideas, I discuss the important historical example of Michels’s iron law of oligarchy. KEYWORDS: democracy, economic fallacies, fallacy of composition, logical theory, meta- argumentation, oligarchy, parts vs.
    [Show full text]
  • DISSOCIATION in REASONING and ARGUMENTATION by Takuzo
    CORE Metadata, citation and similar papers at core.ac.uk Provided by D-Scholarship@Pitt DISSOCIATION IN REASONING AND ARGUMENTATION by Takuzo Konishi BA in Literature, Waseda University, 1994 Master of Arts in Communication, Wayne State University, 1999 Master of Arts in Philosophy, University of Windsor, 2000 Submitted to the Graduate Faculty of the Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Communication University of Pittsburgh 2014 UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Takuzo Konishi It was defended on February 20, 2014 and approved by John Lyne, Professor, Department of Communication E. Johanna Hartelius, Assistant Professor, Department of Communication Nicholas Rescher, Professor, Department of Philosophy Merrilee H. Salmon, Emeritus Professor, Department of Philosophy Dissertation Advisor: Gordon R. Mitchell, Associate Professor, Department of Communication ii Copyright © by Takuzo Konishi 2014 iii DISSOCIATION IN REASONING AND ARGUMENTATION Takuzo Konishi, PhD University of Pittsburgh, 2014 This dissertation inquires into the nature of dissociation – a maneuver through which a single entity is subdivided and arranged according to a hierarchy – as proposed by Chaim Perelman and Lucie Olbrechts-Tyteca. Drawing on their New Rhetoric Project, Perelman’s regressive philosophy, and research on argumentation schemes, I develop ways of conceptualizing, analyzing, and appraising dissociation as it is utilized in reasoning and argument in natural language. I first examine Chaim Perelman’s regressive philosophy to better situate argumentation in relation to demonstration, then delineate the Project’s framework of argumentation as constituted by a speaker, an audience, and an argumentative discourse.
    [Show full text]
  • Logic and Contemporary Rhetoric the Use of Reason in Everyday Life 12Th Edition Pdf
    FREE LOGIC AND CONTEMPORARY RHETORIC THE USE OF REASON IN EVERYDAY LIFE 12TH EDITION PDF Nancy M Cavender | 9781133942283 | | | | | Logic and Contemporary Rhetoric: The Use of Reason in Everyday Life by Nancy M. Cavender Goodreads helps you keep track of books you want to read. Want to Read saving…. Want to Read Currently Reading Read. Other editions. Enlarge cover. Error rating book. Refresh and try again. Open Preview See a Problem? Details if other :. Thanks for telling us about the problem. Return to Book Page. Cavender. Howard Kahane. This classic text has introduced tens of thousands of students to sound reasoning using a wealth of current, relevant, and stimulating examples all put together and explained in a witty and invigorating writing style. Logic and Contemporary Rhetoric The Use of Reason in Everyday Life 12th edition text not only brings the concepts to life for students but also puts critical-thinking skills into a context that students will retain and use throughout their lives. Get A Copy. Paperbackpages. Published January 1st by Cengage Learning first published February 9th More Details Other Editions 4. Friend Reviews. To see what your friends thought of this book, please sign up. To ask other readers questions about Logic and Contemporary Rhetoricplease sign up. Be the first to ask a question about Logic and Contemporary Rhetoric. Lists with This Book. This book is not yet featured on Listopia. Community Reviews. Showing Average rating 3. Rating details. All Languages. More filters. Sort order. April Pastis rated
    [Show full text]
  • A Narrative Account of Argumentation Khamaiel Al
    A NARRATIVE ACCOUNT OF ARGUMENTATION KHAMAIEL AL TAMIMI A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN PHILOSOPHY YORK UNIVERSITY TORONTO, ONTARIO DECEMBER 2017 © Khamaiel Al Tamimi, 2017 ABSTRACT In this dissertation I attempt to accomplish three goals. The first goal is to develop a narrative account of argumentation. I show that storytelling serves as a legitimate mode of argumentation. Further, I develop an account of narrative argument based on generalized features of narrative and a conception of argument that is rhetorical and in line with Charles Willard’s notion of argument as an interaction (1989). I identify features of narrative argument that enable narrative to function as an argument and thus to provide reasons for a claim in the context of disagreement. As a result, I synthesize literatures on narrative and argumentation to provide a definition of narrative argument. The second goal of the dissertation is to argue for maintaining the narrative as a process without reconstructing the narrative into the dominant model of argument, the Critical-Logical Model. In this part of the dissertation, I further elaborate on the definition of narrative argument and argue that narrative argument must be understood as a process, and not as a product of argument. While the product view focuses on the form and structure of an argument as being linear, explicit, and containing premises and a conclusion, and thus treats arguments as things, the process view focuses on the whole act of arguing, thus highlighting the importance of the context of argumentation and the people involved.
    [Show full text]
  • Informal Logic: a 'Canadian' Approach to Argument
    Informal Logic: A 'Canadian' Approach to Argument INFORMAL LOGIC: A 'CANADIAN' APPROACH TO ARGUMENT FEDERIC O PUPPO Windsor Studies in Argumentation Windsor, ON Editorial and formatting assistance provided by Tamilyn Mulvaney. Cover Image “School of Fish” by Thomas Quine was generously made available under a Creative Commons Attribution license (https://commons.wikimedia.org/ wiki/File:School_of_fish_(29627924482).jpg) Permission to reproduce previously published works has been obtained from the rights holder(s). Please refer to the Acknowledgements section of each chapter for more details. Copyright (2019) Windsor Studies in Argumentation & the original authors, unless otherwise noted. Windsor Studies In Argumentation Centre for Research in Reasoning, Argumentation and Rhetoric University of Windsor 401 Sunset Avenue, Windsor, Ontario, Canada Digital Edition of this book are available under a Creative Commons Attribution Non-Commercial 4.0 License. ISBN: 978-0-920233-91-7 CONTENTS 1. Introduction 1 Federico Puppo 2. Pioneering Informal Logic and Argumentation 35 Studies Anthony J. Blair 3. Formal Models 61 John Woods 4. The Problem of Missing Premisses 104 David Hitchcock 5. Are There Methods of Informal Logic? 130 Hans V. Hansen 6. Duets, Cartoons, and Tragedies: Struggles with 153 the Fallacy of Composition Trudy Govier 7. The Dialectical Tier Revisited 176 Ralph H. Johnson 8. How the Context of Dialogue of an Argument 196 Influences its Evaluation Douglas Walton 9. Inquiry: A Dialectical Approach to Teaching Criti- 234 cal Thinking Sharon Bailin and Mark Battersby 10. Argumentation and the Force of Reasons 251 Robert C. Pinto 11. Aggression, Politeness, and Abstract Adversaries 287 Catherine Hundleby 12. MULTI-MODAL 2010: Multi-Modal Argumenta- 313 tion 20 Years Later Michael A.
    [Show full text]
  • Why Formal Logic Is Essential for Critical Thinking}
    Why Formal Logic is Essential for Critical Thinking} DONALD HATCHER Baker University Abstract: After critiquing the arguments Resume: Je critique les arguments against using formal logic to teach critical avances contre I'usage de la logique thinking, this paper argues that for theoreti­ formelle dans la formation de la pensee cal, practical, and empirical reasons, instruc­ critique. Ensuite j'avance des raisons tion in the fundamentals of formal logic is theoriques, pratiques et empiriques pour essential for critical thinking, and so should montrer que I' enseignement des rudiments be included in every class that purports to de la logique formelle est essen tiel a une teach critical thinking. telle formation, et que ceux-ci devraient donc s'enseigner dans tous les cours censes de former la pensee critique. Keywords: critical thinking, formal logic, informal logic, composition, critical writing, critical thinking assessment, critical thinking pedagogy 1. Introduction In a time when the nature and value of rationality have come into question, when minds, both young and old, appear to be ruled more by the forces of media manipulation or political rhetoric than by rational reflection, and when, according to a survey by the National Science Foundation, more Americans believe in as­ trology than in evolution, the critical thinking movement appeared to be the long­ awaited voice of sanity crying in a wilderness of irrationality. The very idea that large numbers of educators from across the disciplines were unabashedly claim­ ing that students
    [Show full text]
  • Channels of Propaganda. INSTITUTION ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN
    DOCUMENT RESUME ED 372 461 CS 508 673 AUTHOR Sproule, J. Michael TITLE Channels of Propaganda. INSTITUTION ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO ISBN-0-927516-61-6 PUB DATE 94 CONTRACT RR93002011 NOTE 391p.; Published with EDINFO Press. AVAILABLE FROM ERIC/EDINFO Press, Indiana University, P.O. Box 5953, Bloomington, IN 47407 (paperback: ISBN-0-927516-61-6; $24.95; clothbound: ISBN-0-927516-34-9, $39.95; 10% shipping/handling; Indiana residents add 5% state sales tax). shipping/handling; Indiana residents add 57. states sales tax). PUB TYPE Information Analyses ERIC Clearinghouse Products (071) Viewpoints (Opinion/Position Papers, Essays, etc.) (120) -- Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Business; Democratic Values; Elementary Secondary Education; Federal Government; Higher Education; Information Sources; *Mass Media Role; *Mass Media Use; *Persuasive Discourse; Political Attitudes; *Political Issues; *Propaganda; Public Opinion; Public Relations; Religious Factors IDENTIFIERS Educational Issues; Media Government Relationship; Propaganda Analysis; Public Interest; Researcher Role; Rhetorical Strategies; Special Interest Groups ABSTRACT Defining propaganda as "efforts by special interests to win over the public covertly by infiltrating messages into various channels of public expression ordinarily viewed as politically neutral," this book argues that propaganda has become pervasive in American Life. Pcinting out that the 1990s society is inundated with propaganda from numerous sources (including government, business, researchers, religious groups, the news media, educators, and the entertainment industry) the book exposes these channels of propaganda and the cumulative effect they have on public opinion and the functioning of American democracy.
    [Show full text]