In this paper I individuate and analyse a new type of epistemic injustice that can arise in education and depends on the so-called ‘backtracking fallacy’ in student assessment, which occurs when a teacher confuses (or does not distinguish between) the logical dimension of a framework of disciplinary concepts and its psychological dimension. I will also touch upon a different type of social injustice that might transpire in education. I suggest that familiarity with Paul Hirst's view of liberal education, (...) which presupposes a neat distinction between a public framework of knowledge and the psychological process of gradually learning it, can contribute to prevent or reduce both forms of injustice. (shrink)

This volume collects four published articles by the late Tamara Horowitz and two unpublished papers on decision theory: "Making Rational Decisions When Preferences Cycle" and the monograph-length "The Backtracking Fallacy." An introduction is provided by editor Joseph Camp. Horowitz preferred to recognize the diversity of rationality, both practical and theoretical rationality. She resisted the temptation to accept simple theories of rationality that are quick to characterize ordinary reasoning as fallacious. This broadly humanist approach to philosophy is exemplified by (...) the articles in this collection. As just one example, in "The Backtracking Fallacy," she argues that there are policies for decision-making a person may adopt if the person prefers to do so, but need not adopt. A person who employs such a policy no longer can regard standard expected utility theory as exceptionless, thereby sacrificing theoretical simplicity. But it is a mistake, Horowitz argues, to preserve theoretical simplicity by falsifying the decision making methods real people really use. (shrink)

This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we understand critical thinking. It (...) defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. The book draws from a conception of human reasoning and rationality that focuses on belief revision and is interwoven with a Bildung approach to teaching and learning: it emphasises the relevance of knowledge and experience in making inferences. The book is an enhanced, English version of the Italian monograph Epistemologia dell’Educazione: Pensiero Critico, Etica ed Epistemic Injustice. (shrink)

Contro una visione prettamente strumentale della razionalità, una tesi di questo libro è che il pensiero critico non può consistere solo di abilità di pensiero deduttivo o inferenziale, ma è più in generale espressione di abilità epistemiche e competenze etiche inerenti al processo della conoscenza intesa come questione complessa, poiché relativa alla formazione della persona che conosce e agisce nel mondo secondo determinati fini, valori, credenze. Una valutazione delle competenze che non tenga conto di questa differenza genera forme di ingiustizia (...) epistemica. La proposta di questo lavoro –– alla luce di alcune riflessioni su varie tendenze dell’epistemologia contemporanea –– è pertanto che il pensiero critico nasce essenzialmente da un processo di trasmissione dell’eredità culturale e va di pari passo con una didattica guidata. Il linguaggio rappresenta un bagaglio storico, olistico e sociale della tradizione delle ragioni e delle forme di vita che costituiscono le norme o il mezzo in base ai quali gli educatori mediano la loro interpretazione di colui che apprende e lo ammettono all’interno dello spazio delle ragioni. Il passaggio è così da una concezione improntata alla formazione di abilità volte alla ricerca di una verità oggettiva, all’idea che l’approccio critico, pur senza negare una verità oggettiva, e senza ricadere in una soluzione relativista, presuppone piuttosto un punto di vista prospettico sulla realtà. (shrink)

I discuss three observations about backtracking counterfactuals not predicted by existing theories, and then motivate a theory of counterfactuals that does predict them. On my theory, counterfactuals quantify over a suitably restricted set of historical possibilities from some contextually relevant past time. I motivate each feature of the theory relevant to predicting our three observations about backtracking counterfactuals. The paper concludes with replies to three potential objections.

Causal models show promise as a foundation for the semantics of counterfactual sentences. However, current approaches face limitations compared to the alternative similarity theory: they only apply to a limited subset of counterfactuals and the connection to counterfactual logic is not straightforward. This article addresses these difficulties using exogenous interventions, where causal interventions change the values of exogenous variables rather than structural equations. This model accommodates judgments about backtracking counterfactuals, extends to logically complex counterfactuals, and validates familiar principles of (...) counterfactual logic. This combines the interventionist intuitions of the causal approach with the logical advantages of the similarity approach. (shrink)

When communicating scientific information, experts often face difficult choices about how to promote public understanding while also maintaining an appropriate level of objectivity. We argue that one way for scientists and others involved in communicating scientific information to alleviate these tensions is to pay closer attention to the major frames employed in the contexts in which they work. By doing so, they can ideally employ useful frames while also enabling the recipients of information to “backtrack” to relatively uncontroversial facts and (...) recognize how these frames relate to their own values and perspectives. Important strategies for promoting this sort of backtracking include identifying the weaknesses of particular frames, preventing misunderstanding of them, differentiating well-supported findings from more speculative claims, and acknowledging major alternative frames. (shrink)

Counterfactual reasoning -- envisioning hypothetical scenarios, or possible worlds, where some circumstances are different from what (f)actually occurred (counter-to-fact) -- is ubiquitous in human cognition. Conventionally, counterfactually-altered circumstances have been treated as "small miracles" that locally violate the laws of nature while sharing the same initial conditions. In Pearl's structural causal model (SCM) framework this is made mathematically rigorous via interventions that modify the causal laws while the values of exogenous variables are shared. In recent years, however, this purely interventionist (...) account of counterfactuals has increasingly come under scrutiny from both philosophers and psychologists. Instead, they suggest a backtracking account of counterfactuals, according to which the causal laws remain unchanged in the counterfactual world; differences to the factual world are instead "backtracked" to altered initial conditions (exogenous variables). In the present work, we explore and formalise this alternative mode of counterfactual reasoning within the SCM framework. Despite ample evidence that humans backtrack, the present work constitutes, to the best of our knowledge, the first general account and algorithmisation of backtracking counterfactuals. We discuss our backtracking semantics in the context of related literature and draw connections to recent developments in explainable artificial intelligence (XAI). (shrink)

John Martin Fischer argues that a version of the Consequence Argument that invokes a principle he calls the ‘Principle of the Fixity of the Past and Laws’ is immune to the broadly Lewisian response that the compatibilist can make to the ‘conditional’ version of the argument. In his contribution to this volume, he argues—in part by appealing to backtracking counterfactuals—that denying PFPL leads to trouble, specifically, for the fixed-laws compatibilist. I argue on behalf of the fixed-laws compatibilist that his (...) argument fails: true backtrackers of the kind Fischer’s argument needs are harder to come by than Fischer supposes, and in any case their truth is not something that can be known, prior to decision, by the deliberating agent. (shrink)

Backtracking influence is influence that zigzags in time. For example, backtracking influence exists when an event E_1 makes an event E_2 more likely by way of a nomic connection that goes from E_1 back in time to an event C and then forward in time to E_2. I contend that in our local region of spacetime, at least, backtracking influence is redundant in the sense that any existing backtracking influence exerted by E_1 on E_2 is equivalent (...) to E_1's temporally direct influence on E_2. I prove the redundancy of backtracking influence using several plausible physical principles without assuming any fundamental temporal or causal asymmetry. This explanation can play a prominent role in an account of why causation appears to be objectively asymmetric regardless of whether the fundamental laws are symmetric. (shrink)

Fallacies and Argument Appraisal presents an introduction to the nature, identification, and causes of fallacious reasoning, along with key questions for evaluation. Drawing from the latest work on fallacies as well as some of the standard ideas that have remained relevant since Aristotle, Christopher Tindale investigates central cases of major fallacies in order to understand what has gone wrong and how this has occurred. Dispensing with the approach that simply assigns labels and brief descriptions of fallacies, Tindale provides fuller treatments (...) that recognize the dialectical and rhetorical contexts in which fallacies arise. This volume analyzes major fallacies through accessible, everyday examples. Critical questions are developed for each fallacy to help the student identify them and provide considered evaluations. (shrink)

We discuss the role of short-term auditory verbal storage within a working memory system. Data from single case studies of patients with left parietal lesions and selective impairment of memory span are discussed in order to address the question of the functions of short-term memory in language processing. The backup resource of auditory verbal short-term memory is required for those tasks that necessitate backtracking in order to integrate a verbal message within a developing central cognitive representation.

I argue that one central aspect of the epistemology of causation, the use of causes as evidence for their effects, is largely independent of the metaphysics of causation. In particular, I use the formalism of Bayesian causal graphs to factor the incremental evidential impact of a cause for its effect into a direct cause-to-effect component and a backtracking component. While the “backtracking” evidence that causes provide about earlier events often obscures things, once we our restrict attention to the (...) cause-to-effect component it is true to say promoting (inhibiting) causes raise (lower) the probabilities of their effects. This factoring assumes the same form whether causation is given an interventionist, counterfactual or probabilistic interpretation. Whether we think about causation in terms of interventions and causal graphs, counterfactuals and imaging functions, or probability raising against the background of causally homogenous partitions, if we describe the essential features of a situation correctly then the incremental evidence that a cause provides for its effect in virtue of being its cause will be the same. (shrink)

The fallacy fallacy is either the misdiagnosis of fallacy or the supposition that the conclusion of a fallacy must be a falsehood. This paper explores the relevance of these and related errors of reasoning for the appraisal of arguments, especially within virtue theories of argumentation. In particular, the fallacy fallacy exemplifies the Owl of Minerva problem, whereby tools devised to understand a norm make possible new ways of violating the norm. Fallacies are such tools (...) and so are vices. Hence a similar problem arises with argumentative vices. Fortunately, both instances of the problem have a common remedy. (shrink)

Fallacies A fallacy is a kind of error in reasoning. The list of fallacies below contains 230 names of the most common fallacies, and it provides brief explanations and examples of each of them. Fallacious arguments should not be persuasive, but they too often are. Fallacies may be created unintentionally, or they may be created … Continue reading fallacies →.

One task of historians is to construct causal ascription of singular historicals between eminent historical events. For instance, the controversy resulting from the confusing butterfly ballot of Florida’s year 2000 presidential election cost Gore his presidency. However, to research into these matters is inevitably to appeal to counterfactual deliberation in an epistemic fashion because the past is fixed. One standard idea is Max Weber’s, Weber causation: “f was a cause of φ” is assertable iff “¬f □→ ¬φ” is assertable. Reiss (...) gives an exceptionally good analysis of this topic and outlines historians’ reasoning, claiming that backtracking analyses of counterfactual conditionals employed in historical thought experiments is the signature of historical study of causal ascription of singular historicals. Nevertheless, he concludes that it is very difficult to reach an uncontroversial ascription for this sort in most cases. For this reason, he proposes to find difference-making relations that will suffice. The objective of this paper is to provide a more fine-grained, intervention-based, backtracking analysis of counterfactual conditionals upon which a more satisfactory account of causal ascription of singular historicals can be given. Reiss’ account of difference-making relation will be shown to be unsatisfactory. Moreover, a formal ground of the epistemology of historical thought experiments can be given, along with the constraints of this account resultant from the semantic features of non-transitivity and strong centering of counterfactual conditionals. Finally, some epistemological points of causal ascription of singular historicals and historical thought experiments will be given. (shrink)

The claim that we have a moral obligation, where a choice can be made, to bring to birth the 'best' child possible, has been highly controversial for a number of decades. More recently Savulescu has labelled this claim the Principle of Procreative Beneficence. It has been argued that this Principle is problematic in both its reasoning and its implications, most notably in that it places lower moral value on the disabled. Relentless criticism of this proposed moral obligation, however, has been (...) unable, thus far, to discredit this Principle convincingly and as a result its influence shows no sign of abating. I will argue that while criticisms of the implications and detail of the reasoning behind it are well founded, they are unlikely to produce an argument that will ultimately discredit the obligation that the Principle of Procreative Beneficence represents. I believe that what is needed finally and convincingly to reveal the fallacy of this Principle is a critique of its ultimate theoretical foundation, the notion of impersonal harm. In this paper I argue that while the notion of impersonal harm is intuitively very appealing, its plausibility is based entirely on this intuitive appeal and not on sound moral reasoning. I show that there is another plausible explanation for our intuitive response and I believe that this, in conjunction with the other theoretical criticisms that I and others have levelled at this Principle, shows that the Principle of Procreative Beneficence should be rejected. (shrink)

A major purpose of this book is to make the post-Hamblin work on fallacies available to a wider audience in a single, convenient volume.

Several of the so-called “fallacies” in Aristotle are not in fact mistaken inference-types, but mistakes or breaches of rules in the questioning games which were practiced in the Academy and in the Lyceum. Hence the entire Aristotelian theory of “fallacies” ought to be studied by reference to the author's interrogative model of inquiry, based on his theory of questions and answers, rather than as a part of the theory of inference. Most of the “fallacies” mentioned by Aristotle can in fact (...) be diagnosed by means of the interrogative model, including petitio principii, multiple questions, “babbling’, etc., and so can Aristotle's alleged anticipation of the fallacy of argumentum ad hominem. The entire Aristotelian conception of inquiry is an interrogative one. Deductive conclusions caught Aristotle's attention in the form of answers that every rational interlocutor must give, assuming only his own earlier answers. Several features of Aristotle's methodology can be understood by means of the interrogative model, including the role of endoxa in it. Theoretically, there is also considerable leeway as to whether “fallacies” are conceived of as mistakes in questioning or as breaches of the rules that govern questioning games. (shrink)

Why are some arguments fallacious? Since argumentation is an intellectual activity that can be performed better or worse, do we evaluate arguments simply in terms of their content, or does it also make sense to evaluate the arguer in light of the content put forward? From a ‘virtue’ approach, I propose understanding fallacies as having some link with intellectual vice. Drawing from recent work by Paul Grice, Linda Zagzebski, Andrew Aberdein, and Douglas Walton, this essay argues that if there is (...) some sense of argumentation where an argument is truth-propagating and not put forward in order to ‘win’, fallacies may be the vicious element in arguments that undermines, most often because the arguer’s goal is only. From this perspective, fallacies may not only be improper ‘moves’ in an argument, but may also reveal something lacking in the arguer’s intellectual character. (shrink)

The public must make assessments of a range of health-related issues. However, these assessments require scientific know-ledge which is often lacking or ineffectively utilized by the public. Lay people must use whatever cognitive resources are at their disposal to come to judgement on these issues. It will be contended that a group of arguments—so-called informal fallacies—are a valuable cognitive resource in this regard. These arguments serve as cognitive heuristics which facilitate reasoning when knowledge is limited or beyond the grasp of (...) reasoners. The results of an investigation into the use of these arguments by the public are reported. (shrink)

In the pragma-dialectical approach, fallacies are considered incorrect moves in a discussion for which the goal is successful resolution of a dispute. Ten rules are given for effective conduct at the various stages of such a critical discussion (confrontation, opening, argumentation, concluding). Fallacies are discussed as violations of these rules, taking into account all speech acts which are traditionally recognized as fallacies. Special attention is paid to the role played by implicitness in fallacies in everyday language use. It is stressed (...) that identifying and acknowledging fallacies in ordinary discussions always has a conditional character. Differences between the pragma-dialectical perspective, the Standard Treatment, and the formal logic approach to fallacy analysis are discussed. (shrink)

Fallacies are things people commit, and when they commit them they do something wrong. What kind of activities are people engaged in when they commit fallacies, and in what way are they doing something wrong? Many different things are called fallacies. The diversity of the use of the concept of a fallacy suggests that we are dealing with a family of cases not related by a common essence. However, we suggest a simple account of the nature of fallacies which (...) encompasses them all, viz., the term “fallacy” is our most general term for criticizing any general procedure used for the fixation of beliefs that has an unacceptably high tendency to generate false or unfounded beliefs, relative to that method of fixing beliefs. Very different sorts of things called fallacies are examined in the light of this account, e.g., denying the antecedent, circular arguments, so-called informal fallacies, and propositions said to be fallacies. We do not provide a theory of fallacies. Still, on our account pretty much all of those things that have been called fallacies are fallacies, and they have been called fallacies for pretty much the same reasons. (shrink)

Fallacies are the ‘ideal types of improper inference’, named only because they represent a common or seductive error. Naming them facilitates identification (reducing ‘false negatives’ in argument evaluation), but increases the risk of false positives; it is essentially a cost-effectiveness issue whether to introduce a new name. Statistical fallacies include errors of elementary experimental design, but also conceptual confusions, e.g. of cause with correlation, of association with guilt, where an illicit substitution is made. The focus here is on recent nationwide (...) efforts to replace criteria of merit with correlates of success, in the evaluation of teaching. This involves a number of mistakes, including ‘precipitate decision’, confusing the normative with the descriptive, and using minimax when optimizing or maximin is appropriate, as well as various legal and ethical blunders. (shrink)

The basic question of this monograph is: how should we go about judging arguments to be reasonable or unreasonable? Our concern will be with argument in a broad sense, with realistic arguments in natural language. The basic object will be to engage in a normative study of determining what factors, standards, or procedures should be adopted or appealed to in evaluating an argument as "good," "not-so-good," "open to criticism," "fallacious," and so forth. Hence our primary concern will be with the (...) problems of how to criticize an argument, and when a criticism is reasonably justified. (shrink)

We are happy to present to the reader the first book of our Applied Logic Series. Walton's book on the fallacies of ambiguity is firmly at the heart of practical reasoning, an important part of applied logic. There is an increasing interest in artifIcial intelligence, philosophy, psychol ogy, software engineering and linguistics, in the analysis and possible mechanisation of human practical reasoning. Continuing the ancient quest that began with Aristotle, computer scientists, logicians, philosophers and linguists are vigorously seeking to deepen (...) our understanding of human reasoning and argumentation. Significant communities of researchers are actively engaged in developing new approaches to logic and argumentation, which are better suited to the urgent needs of today's applications. The author of this book has, over many years, made significant contributions to the detailed analysis of practical reasoning case studies, thus providing solid foundations for new and more applicable formal logical systems. We welcome Doug Walton's new book to our series. (shrink)

This paper offers a solution to the problem of understanding how a fallacious argument can be deceptive by “seeming to be valid”, or (better) appearing to be a better argument of its kind than it really is. The explanation of how fallacies are deceptive is based on heuristics and paraschemes. Heuristics are fast and frugal shortcuts to a solution to a problem that sometimes jump to a conclusion that is not justified. In fallacious instances, according to the theory proposed, this (...) jump overlooks prerequisites of the defeasible argumentation scheme for the type of argument in question. Three informal fallacies, argumentum ad verecundiam , argumentum ad ignorantiam and fear appeal argument, are used to illustrate and explain the theory. (shrink)

The conditional analysis of ability statements has many versions. In this paper I will deal with the version which claims that ‘x can do y’ is equivalent to ‘if x were to choose to do y, then x would do y.’ However, my comments should be equally applicable to any analysis of ability statements that can properly be called a version of the conditional analysis. The intuition behind the conditional analysis is that what it is for one to be able (...) to do something is for one's choice to be effective. To have an ability to do y is for it to be true that one's choosing to do y would be effective - one's choosing to do y would result in one's doing y. But this intuition is not captured by the conditional analysis in its standard form, and a restriction is needed to mend this defect. This restriction is based on a distinction among counterfactual conditionals. (shrink)

This chapter contains sections titled: The False Cause Fallacy Hasty Generalizations Failure to Take Context into Account Suppressing Relevant Evidence The Gambler's Fallacy Affirming the Consequent/Denying the Antecedent The Fallacies of Composition and Division Missing the Forest for the Trees.

This chapter focuses on one of the common fallacies in Western philosophy: definist fallacy. The definist fallacy consists of (1) defining one concept in terms of another concept with which it is not clearly synonymous, (2) as the persuasive definition fallacy, defining a concept in terms of another concept in an infelicitous way that is favorable to one's position, or (3) the insistence that a term be defined before it can be used in discussion. The simplest way (...) to not commit any version of this fallacy is to define one's terms credibly! He/she needs to avoid using definitions that are laden with emotion or those that are idiosyncratic. That is, he/she may use more neutral and accepted definitions. If those definitions seem inadequate for his/her purposes, then he/she may argue for his/her definition. (shrink)

Begging the question — roughly, positing in the premises what is to be proved in the conclusion — is a perplexing fallacy.1 Are not question-begging arguments valid? Yes, we may find ourselves saying, but they are fallacious despite their validity, owing to their inability to establish the truth of a conclusion which is not already known. But are not question-begging arguments sometimes effective in bringing an audience to an awareness of the truth of the conclusion? How can a dialectical (...) maneuver which is capable of effecting epistemic progress be a fallacy, an illegitimate maneuver? In such cases of success, we can reply, the audience was simply in need of some logical coaching — a question-begging argument is of its very nature ill-suited for producing new knowledge in someone who is being fully rational. But then are not all valid arguments question-begging, since the conclusions are at least implicitly contained in the premises in such a way that a fully rational individual can never augment his knowledge through such arguments? No, we may answer, only those valid arguments in which the proposition constituting the conclusion appears, whether distinguised or not, as a distinct premise are question-begging; if several premises go together to imply a conclusion, the argument does not beg the question, But why is it legitimate to posit premises which more-or-less implicitly contain the conclusion, while it is illegitimate to posit premises which more-or-less explicitly contain the conclusion? Because, we are tempted to say, a question-begging argument is one in which what is to be proved in the conclusion is posited in the premises, and this positing must be more-or-less explicit in order for a fallacy to be committed! (shrink)

Philosophers often call emotions appropriate or inappropriate. What is meant by such talk? In one sense, explicated in this paper, to call an emotion appropriate is to say that the emotion is fitting: it accurately presents its object as having certain evaluative features. For instance, envy might be thought appropriate when one's rival has something good which one lacks. But someone might grant that a circumstance has these features, yet deny that envy is appropriate, on the grounds that it is (...) wrong to be envious. These two senses of `appropriate' have much less in common than philosophers have supposed. Indeed, the distinction between propriety and correctness is crucial to understanding the distinctive role of the emotions in ethics. We argue here that an emotion can be fitting despite being wrong to feel, and that various philosophical arguments are guilty of a systematic error which we term the moralistic fallacy. (shrink)

I will situate the fallacies approach to reasoning with the aim of making it more relevant to contemporary life and thus intellectually significant and valuable as a method for teaching reasoning. This entails a revision that will relegate some of the traditional fallacies to the realm of history and introduce more recently recognized problems in reasoning. Some newly recognized problems that demand attention are revealed by contemporary science studies, which reveal at least two tenacious problems in reasoning that I will (...) explore in this paper. One of these problems is androcentrism, a ubiquitous problem with reasoning that feminists exposed in the twentieth century but that continues to pervade people’s reasoning. The other is biological reductionism in at least two specific forms: genetic determinism and adaptationism. (shrink)

Robert Kimball, in “What’s Wrong with Argumentum Ad Baculum?” (Argumentation, 2006) argues that dialogue-based models of rational argumentation do not satisfactorily account for what is objectionable about more malicious uses of threats encountered in some ad baculum arguments. We review the dialogue-based approach to argumentum ad baculum, and show how it can offer more than Kimball thinks for analyzing such threat arguments and ad baculum fallacies.

This chapter focuses on one of the common fallacies in Western philosophy called 'sorites fallacy (SF)'. One commits the SF when claiming that because a continuum exists between two distinct categories or states of affairs, then those categories cannot truly be asserted as distinct. In addition, the SF helps us to distinguish between vagueness and relativity. Recognizing the SF is helpful in highlighting the vagueness of linguistic constructs and categorical thinking. But it serves to remind that simply because of (...) the vagueness of categories, we shouldn't render these categories as non‐existent or vacuous. While it can apply to more real‐ world issues than heaps of sand, the fallacy is best understood in its original conception. Imagine seeing a collection of sand grains upon which we claim it to not constitute a heap of sand. (shrink)

The paper argues that the two best known formal logical fallacies, namely denying the antecedent (DA) and affirming the consequent (AC) are not just basic and simple errors, which prove human irrationality, but rather informational shortcuts, which may provide a quick and dirty way of extracting useful information from the environment. DA and AC are shown to be degraded versions of Bayes’ theorem, once this is stripped of some of its probabilities. The less the probabilities count, the closer these fallacies (...) become to a reasoning that is not only informationally useful but also logically valid. (shrink)

If good argument is virtuous, then fallacies are vicious. Yet fallacies cannot just be identified with vices, since vices are dispositional properties of agents whereas fallacies are types of argument. Rather, if the normativity of good argumentation is explicable in terms of virtues, we should expect the wrongness of fallacies to be explicable in terms of vices. This approach is defended through case studies of several fallacies, with particular emphasis on the ad hominem.