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)

Develops a logical analysis of dialogue in which two or more parties attempt to advance their own interests. It includes a classification of the major types of dialogues and a discussion of several important informal fallacies.

Tens of thousands of students have learned to be more discerning at constructing and evaluating arguments with the help of Patrick J. Hurley. Hurley’s lucid, friendly, yet thorough presentation has made A CONCISE INTRODUCTION TO LOGIC the most widely used logic text in North America. In addition, the book’s accompanying technological resources, such as CengageNOW and Learning Logic, include interactive exercises as well as video and audio clips to reinforce what you read in the book and hear in class. In (...) short, you’ll have all the assistance you need to become a more logical thinker and communicator. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. (shrink)

The book also comes with an exhaustive array of study aids that enable the reader to monitor and enhance the learning process.

In lieu of an abstract, here is a brief excerpt of the content:Room for Maneuver When Raising Critical DoubtJan Albert Van Laar1When interlocutors start talking at cross-purposes it becomes less likely that they will be able to resolve their initial difference of opinion (Van Eemeren and Grootendorst 1992, 125). How much room should we give a party for rephrasing or revising her adversary’s standpoint in a manner that suits her individual purposes in the dialogue? Certainly, as textbooks in argumentation and (...) critical thinking make clear, we should steer clear of erecting and attacking straw men (Ennis 1996, 172; Govier 1985, 109–12; Groarke, Tindale, and Fisher 1997, 123). Still, a critic in a discussion or debate should be given some room to maneuver in order to rephrase the arguer’s position in her own words or to get at the underlying position of the arguer. In this article, I will be dealing with this issue from the pragma-dialectical perspective of strategic maneuvering between the shared dialectical objective of resolving a difference of opinion and the individual rhetorical objective of persuading the other side. According to existing accounts of the straw man fallacy (Talisse and Aikin 2006; Van Eemeren and Grootendorst 1992; Walton 1996), the criterion for fallaciousness resides in whether or not the critic misrepresents or distorts the arguer’s actual position. In this article I intend to provide more detailed guidelines for critics: a critic distorts or [End Page 195] misrepresents a position when she changes the formulation or nature of the arguer’s standpoint, even though this contribution by her cannot be reconstructed as containing a proposal for a change that might be acceptable to the arguer.In section 2 I will elaborate on the notion of confrontational maneuvering, that is, of strategic maneuvering between the dialectical and rhetorical goals that arise from the confrontation stage of a critical discussion. In section 3 I will characterize the form of maneuvering where an antagonist reformulates or modifies the protagonist’s standpoint in an opportune way. In section 4 I will examine the conditions under which applications of maneuvering of this kind can be sound and legitimate from a dialectical perspective and relate these conditions to the straw man fallacy. In section 5 the results of the preceding sections will be applied to a case.2. Confrontational ManeuveringIn argumentative discourse, participants typically try to achieve two kinds of objectives. First, they try to be dialectically reasonable, and second, they are out for some kind of personal triumph. The act, by the critic, of reformulating or revising the arguer’s standpoint will be dealt with from this dual perspective of strategic maneuvering (Van Eemeren and Houtlosser 2000, 2003). In order to analyze and evaluate the maneuver under discussion, I will elaborate in this section, first, on the notion of critical discussion in order to clarify the meaning of dialectical reasonableness and fallaciousness; second, on the importance of reconstruction for understanding argumentative discourse; third, on the notion of a confrontation stage; and fourth, on the distinction between direct and indirect maneuvering. These notions will be applied as follows: critics have some room for maneuvering when raising critical doubt, even when they change the arguer’s position or formulation, because there are contexts of utterance within confrontations where such a contribution does allow for a reconstruction in such a way that the result is not a direct and fallacious confrontational maneuver but, rather, an indirect and dialectically reasonable one.According to the pragma-dialectical methodology developed by Van Eemeren and Grootendorst (1984, 1992, 2004), an argumentative discourse must be reconstructed and evaluated from the perspective of a critical discussion. A critical discussion is a normative procedure that starts from a difference of opinion and that is solely aimed at resolving this dispute on the merits of the case (as perceived by the participants). When following [End Page 196] this procedure, discussants start by putting their difference of opinion into words in the confrontation stage; they proceed by deciding on the procedural and material starting points in the opening stage and by exchanging arguments and criticisms in the argumentation stage; and then they bring their discussion to a close by deciding in the concluding stage on whether the initial... (shrink)

Featuring an exceptionally clear writing style and a wealth of real-world examples and exercises, Logic, Second Edition, shows how logic relates to everyday life, demonstrating its applications in such areas as the workplace, media and entertainment, politics, science and technology, student life, and elsewhere.Thoroughly revised and expanded in this second edition, the text now features 2600 exercises, more than 1000 of them new; three new chapters on legal arguments, moral arguments, and analyzing a long essay; enhanced pedagogy; and much more.FEATURES* (...) 2600 exercises--more than 1000 of them new--breathe new life into logic* Real-world examples help bring logic down to earth for students* A unique, extended explanation or model of the answer to the first question of each "Check Your Understanding" section shows students what is expected of their answers* An additional 25% of the exercises are answered at the back of the book* "Profiles in Logic" provide short sketches of logicians, philosophers, mathematicians, and others associated with logic* "Logic Challenge" problems present puzzles and paradoxes that end each chapter on a fun note* Additional pedagogical elements--marginal definitions, key terms, a glossary, reference boxes, and bulleted chapter summaries--make the material even more accessible* Detailed guides help students learn to create "truth tables" and Venn diagramsSUPPORT PACKAGEAn Instructor's Manual with Computerized Test Bank on CD includes: Solutions to all exercises in the book, enhanced by explanations and answers that elucidate the details of the correct answersKey Terms and a summary for each chapterA customizable Computerized Test Bank--with multiple-choice, true/false, and fill-in-the-blank questions--that allows instructors to give exams or homework problems that can be auto-gradedA traditional "pencil-and-paper" Test Bank and answer key containing the same questions as the Computerized Test BankPowerPoint-based lecture outlinesThe Instructor's Manual with Computerized Test Bank and the traditional Test Bank are also available in printed format.A Companion Website offers:Instructor Resources :A downloadable version of the Instructor's Manual PowerPoint-based lecture outlinesStudent Resources:Brief chapter summariesInteractive Flash Cards with key terms and definitionsWeb links and other media resourcesPractice quizzes with answers and explanations The Learning Management System Cartridges include, in a fully downloadable format:Instructor's Manual and Computerized Test Bank Student material from the companion websiteThe Perfect Text for Your Course... No Matter How You Teach ItYour course is unique; you have your own teaching philosophy and style. Whether you teach traditional Introduction to Logic, Critical Thinking/Informal Logic, or Formal Logic, Baronett: Logic, Second Edition, can be tailored to fulfill your course needs.We'll make it easy for you; choose one of our Alternate Editions or build the book you want, chapter by chapter.Option 1. Author Stan Baronett has suggested four Alternate Editions that may work for you. Each Alternate Edition comes in full color, with answers to problems, a full glossary, and an index. The books are in stock and available for ordering. Please see the ISBN information below.Logic: Concise EditionChapters 1, 3, 4, 5, 6, 7, 8Order using ISBN: 978-0-19-994129-2Logic: An Emphasis on Critical Thinking and Informal LogicChapters 1, 2, 3, 4, 10, 11, 12, 13 A-E, 14, 15Order using ISBN: 978-0-19-994128-5Logic: An Emphasis on Formal LogicChapters 1, 5, 6, 7, 8, 9Order using ISBN: 978-0-19-994126-1Logic: With Diagramming used in Chapter 4. Informal FallaciesFull textOrder using ISBN: 978-0-19-997081-0Option 2. Create your own customized textbook by choosing the specific chapters that you need for your course. Please contact your Oxford University Press Sales Representative or call 800.280.0280 for details. (shrink)

In this paper, an analysis is given of the straw man fallacy as a misrepresentation of someone's commitments in order to refute that person's argument. With this analysis a distinction can be made between straw man and other closely related fallacies such as ad hominem, secundum quid and ad verecundiam. When alleged cases of the straw man fallacy are evaluated, the speaker's commitment should be conceived normatively in relation to the type of conversation the speaker was supposed to be engaged (...) in. (shrink)

Enhanced by many innovative exercises, examples, and pedagogical features, The Power of Critical Thinking: Effective Reasoning About Ordinary and Extraordinary Claims, Second Edition, explores the essentials of critical reasoning, argumentation, logic, and argumentative essay writing while also incorporating material on important topics that most other texts leave out. Author Lewis Vaughn offers comprehensive treatments of core topics, including an introduction to claims and arguments, discussions of propositional and categorical logic, and full coverage of the basics of inductive reasoning. Building on (...) this solid foundation, he also delves into areas neglected by other texts, adding extensive material on "inference to the best explanation" and on scientific reasoning; a thorough look at the evaluation of evidence and credibility; and a chapter on the psychological and social factors that can impede critical thinking. Additional notable elements are a chapter on moral reasoning, advice on how to evaluate Internet sources, and guidelines for evaluating occult, paranormal, or supernatural claims. The Power of Critical Thinking, Second Edition, integrates many pedagogical features including hundreds of diverse exercises, examples, and illustrations; progressive, stand-alone writing modules; numerous text boxes; step-by-step guidelines for evaluating claims, arguments, and explanations; a glossary of important terms; and many reminders, summaries, and review notes throughout. The text is supplemented by a companion website at www.oup.com/us/criticalthinking (offering a student study guide and more), and an Instructor's Manual with Test Questions (available both in print and on a CD). This unique text features a modular structure that allows instructors to teach the chapters in almost any order. Written in a student-friendly style and enhanced by humor where appropriate, it is ideal for courses in critical thinking, introduction to logic, informal logic, argumentative writing, and introduction to argumentation. New to the Second Edition * Full-color throughout and an expanded art program (37 more photos and illustrations) * A new writing module--an annotated sample student paper--and five additional essays for analysis * A new section on evaluating news reports and advertising * Timely discussions of intelligent design and population (nonintervention) studies * Expanded coverage of experts and authors and reasons to doubt their reliability * More "Field Problems" and exercise questions * Chapter objectives and key terms with definitions for each chapter. (shrink)

Logic and truth -- Inferences : assessment, recognition, and reconstruction -- Categorical statements and inferences -- Truth-functional statements -- Truth tables and proofs -- Natural deduction -- The logic of quantifiers -- Logic and language -- Applied inductive analysis.

In a recent paper (in Argumentation, 2006) Robert Talisse and Scott Aikin suggest that we ought to recognize two distinct forms of the straw man fallacy. In addition to misrepresenting the strength of an opponent’s specific argument (= the representation form), one can also misrepresent the strength of one’s opposition in general, or the overall state of a debate, by selecting a (relatively) weak opponent for critical consideration (= the selection form). Here I consider whether we as philosophy professors could (...) be seen as sometimes committing the selection form of the straw man through the performance of our regular teaching duties. (shrink)

In a recent paper (in Argumentation, 2006) Robert Talisse and Scott Aikin suggest that we ought to recognize two distinct forms of the straw man fallacy. In addition to misrepresenting the strength of an opponent’s specific argument (= the representation form), one can also misrepresent the strength of one’s opposition in general, or the overall state of a debate, by selecting a (relatively) weak opponent for critical consideration (= the selection form). Here I consider whether we as philosophy professors could (...) be seen as sometimes committing the selection form of the straw man through the performance of our regular teaching duties. (shrink)

The authors identify and offer an analysis of a new form of the Straw Man fallacy, and then explore the implications of the prevalence of this fallacy for contemporary political discourse.

Van Eemeren and Houtlosser observe that Walton’s (and Walton and Krabbe’s) notion of ‘dialogue type’ involves a mixture of an empirical notion on a par with a speech event or activity type and a normative notion such as the model of a critical discussion. Then they discuss Walton’s contextual analysis of fallacies as illegitimate dialectical shifts of dialogue types and offer an alternative in which both the empirical and the normative dimension are given their due.

Mr. Rush Limbaugh may be our most influential media personality, but he is not the most clear-thinking. Logic and Mr. Limbaugh not only exposes the fallacies in Mr. Limbaugh's persuasive arguments - it also gives a hilarious introduction to Logic, the science of correct reasoning.