Arguments & Arguers

Teaching Philosophy 18 (2):125-138 (1995)
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The author assesses three major problems in critical reasoning methods as taught in introductory logic courses. First, the author critiques the use of fallacies as a mode of analysis. Second, the author objects to the negative outlook expressed in the name “critical reasoning.” Lastly, the author scrutinizes the critical reasoning method's lack of focus on the people that are arguing or their relevance to the arguments under examination. The author suggests that critical reasoning should focus more on the process of argumentation rather than treating the argument presented as an artifact since the argumentative process takes place between people who are in disagreement. Critical reasoning should not be replaced but expanded and modified to a new method which embraces arguers and not just their arguments.



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Michael A. Gilbert
York University

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