The Authority of the Fallacies  Approach to Argument Evaluation

Hundleby, Catherine

doi:10.22329/il.v30i3.3035

Cited by 23 publications

(24 citation statements)

References 23 publications

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“…242). Perhaps most radically transgressive, then, are fallacy labels because wielding them provides an authority to say "no" and to silence that women and others who are socially marginalized rarely receive (Hundleby 2010). However, transgressing gender norms is tough going, and women arguers regularly do not gain the same uptake as men when they adopt behaviour associated with masculinity.…”

Section: Aggression Politeness and Gendermentioning

confidence: 99%

Aggression, Politeness, and Abstract Adversaries

Hundleby

2013

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Trudy Govier argues inThe Philosophy of Argument that adversariality in argumentation can be kept to a necessary minimum. On her account, politeness can limit the ancillary adversariality of hostile culture but a degree of logical opposition will remain part of argumentation, and perhaps all reasoning. Argumentation cannot be purified by politeness in the way she hopes, nor does reasoning even in the discursive context of argumentation demand opposition. Such hopes assume an idealized politeness free from gender, and reasoners with inhuman or at least highly privileged capabilities and no need to learn from others or share understanding. Abstract: Trudy Govier défend dansThe Philosophy of Argument que l'esprit d'opposition dans l'argumentation peut se maintenir à un minimum nécessaire. Selon son compte rendu, la politesse peut limiter l'esprit d'opposition auxiliaire d'une culture hostile, mais un certain degré d'opposition logique reste un aspect de l'argumentation, et peut-être de tout raisonnement. La politesse ne peut pas purifier l'argumentation de la façon qu'elle espère et le raisonnement dans le contexte discursif de l'argumentation n'exige pas une opposition. Ses espoirs supposent une politesse idéalisée détachée des sexes, et des raisonneurs doués de capacités inhumaines ou au moins très privilégiées et sans aucun besoin d'apprendre des autres ou de partager leur compréhension.

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Section: Aggression Politeness and Gendermentioning

confidence: 99%

Aggression, Politeness, and Abstract Adversaries

Hundleby

2013

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“…In spite of the practical benefit of the taxonomy, it is also important to point out that the fallacy approach itself has been under strong criticism for its failure to evaluate an argument based on a more comprehensive context. Hundleby (2010), for example, argues that fallacy approach relies too much on the fallacies taxonomy to judge an argument. Such taxonomic technique, according to her, begins with the assumed fallaciousness and aims at rationalizing the argument's defeat simply by identifying it according to the fallacies taxonomy.…”

Section: E Discussionmentioning

confidence: 99%

“…Despite the weaknesses of fallacy approach mentioned by Hundleby (2010), the fact that the presence of fallacy is often associated with low critical thinking has also raise a concern, especially in the context of EFL. In the proposed model for assessment of written text in terms of critical thinking element, Stapleton (2001), for example, include logical fallacy as one of the elements that needs to be taken into account when assessing students' work.…”

Section: E Discussionmentioning

confidence: 99%

Logical Fallacies in EFL Learners' Argumentative Writings

Khoiri

Widiati

2017

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In argumentative writing, the presence of logical fallacy, which can be simply defined as error in reasoning, shows either illegitimate arguments or irrelevant points that will undermine the strength of a claim. Despite its significant role in determining the quality of an argument, the topic of logical fallacy has not been widely explored in the context of EFL, the possible reason being the fact that there are other aspects that need more immediate intervention, such as grammar, organization, or mechanics. The objective of the current study is to identify and discuss logical fallacies in the argumentative writing of Indonesian EFL learners. For this purpose, 40 argumentative essays written by the students of the English Department of State University of Malang were analyzed. An FGD discussion involving students who participated in the essay writing process was organized following the identification of logical fallacies in their writing. The results of the study showed that students still produced a number of logical fallacies in their work, some of which were very basic they can actually be avoided through simple, explicit instruction.

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“…According to philosopher Catherine E. Hundleby's analysis of critical thinking textbooks, the adversary method dominates most critical thinking textbooks (C. Hundleby, 2010). Reporting on this research, Linker explains that this approach undermines critical thinking: "Because we view those with whom we argue as opponents and not collaborators, we are not positioned to hear their claims with any openness or willingness that would enable us to see how their conclusions are related to our own" (Linker, 2014, 87).…”

Section: Accepted Manuscriptmentioning

confidence: 99%

What Intellectual Empathy Can Offer Information Literacy Education

Baer¹

2019

Informed Societies

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This is a preprint of a chapter accepted for publication by Facet Publishing. This extract has been taken from the author's original manuscript and has not been edited. The definitive version of this piece may be found in Informed Societies -Why information literacy matters for citizenship, participation and democracy, edited by Stéphane Goldstein, Facet, London, ISBN 978-1-78330-391-5, which can be purchased from http://www.facetpublishing.co.uk/title.php?id=304226#.XfDthej7SUk . The author agrees not to update the preprint or replace it with the published version of the chapter. Our titles have wide appeal across the UK and internationally and we are keen to see our authors content translated into foreign languages and welcome requests from publishers. World rights for translation are available for many of our titles. To date our books have been translated into over 25 languagesThis chapter explores the roles that affect, social identity and beliefs play in how people engage with information about politically-and emotionally-charged issues and the implications for information literacy education, particularly in politically polarised times. Considering research from cognitive psychology and education, I also suggest ways to move beyond traditional approaches to information literacy that tend to focus on logic and "objectivity" while neglecting the significance of personal beliefs and social identity to information behaviors. I give particular focus to philosopher Maureen Linker's concept of "intellectual empathy" -"the cognitiveaffective elements of thinking about identity and social difference" (Linker, 2014, 12). Intellectual empathy, I argue, is crucial for the kind of critically reflective information literacy that is especially needed in order to foster democratic dialogue and civic engagement in an increasingly diverse and global world.

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The Authority of the Fallacies Approach to Argument Evaluation

Abstract: Popular textbook treat-

Cited by 23 publications

References 23 publications

Aggression, Politeness, and Abstract Adversaries

Aggression, Politeness, and Abstract Adversaries

Logical Fallacies in EFL Learners' Argumentative Writings

What Intellectual Empathy Can Offer Information Literacy Education

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