Teaching Philosophy 24 (4):371-377 (2001)

Robert Fudge
Weber State University
In critical thinking courses, informal fallacies are often best taught through using myriad examples that illustrate the subtle differences between the different fallacies. However, since a heavy reliance can become tedious for students and instructors, one challenge that teaching a critical thinking course involves is striking an appropriate balance between presenting too many and too few examples. This paper presents a way to introduce informal fallacies through an acted-out dialogue, while reserving more traditional examples for homework or in-class discussion
Keywords Teaching Philosophy
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ISBN(s) 0145-5788
DOI 10.5840/teachphil200124452
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