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Full-Text Articles in Education
Developing Critical Thinking With Rhetorical Pedagogy, Elizabeth Ismail
Developing Critical Thinking With Rhetorical Pedagogy, Elizabeth Ismail
OSSA Conference Archive
The development of critical thinking skills is emphasized as a fundamental attribute of successful graduates (Ritchhart & Perkins, 2005; Willingham, 2008). Some critical thinking textbooks inform students to “see beyond the rhetoric to the core idea being stated” (Moore and Parker, 2009, p. 21); however, other scholars have begun to suggest that rhetoric is intrinsically interrelated to critical thinking and plays a pivotal role in everyday interactions (Saki, 2016). This paper explores the later.
Don’T Worry, Be Gappy! On The Unproblematic Gappiness Of Alleged Fallacies, Fabio Paglieri
Don’T Worry, Be Gappy! On The Unproblematic Gappiness Of Alleged Fallacies, Fabio Paglieri
OSSA Conference Archive
The history of fallacy theory is long, distinguished and, admittedly, checkered. I offer a bird eye view on it, with the aim of contrasting the standard conception of fallacies as attractive and universal errors that are hard to eradicate (section 1) with the contemporary preoccupation with “non-fallacious fallacies”, that is, arguments that fit the bill of one of the traditional fallacies but are actually respectable enough to be used in appropriate contexts (section 2). Godden and Zenker have recently argued that reinterpreting alleged fallacies as non-fallacious arguments requires supplementing the textual material with something else, e.g. probability distributions, pragmatic considerations, …