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Category Archives: Critical Thinking

Bigger Herrings to Fry and Meta-Fallacy Smackdowns

01 Tuesday Oct 2013

Posted by Marnina Norys in Critical Thinking, Education, Uncategorized

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So who do you have to talk to around here to get a new kind of fallacy passed? I’s like to propose a particular variety of fallacy that is somewhere between a red herring (an irrelevant distraction) and tu quoque (appeal to hypocrisy). What I have in mind here is when one person seeks to critique or trivialize a proposal by pointing to broader, more serious issues the solution fails to address. This is especially problematic when the person making a particular proposal has little means to undertake or address the larger issue, or when addressing the smaller problem in no way interferes with others who might take action to solve the larger problem.

This is fallacious because it distracts from the merits of a particular proposal or course of action, for instance by skirting the question as to whether the proposal actually stands to effect the desired changes. Another way in which the fallacy is in the red herring family is that merely pointing out another bigger problem is not enough to show that what is being addressed by a proposal is not itself a worthwhile problem to tackle. Showing that a problem is, in fact, trivial, ought to be accomplished on independent grounds. For instance, by providing reasons to believe that the problem has no serious consequences or by showing that it is not particularly widespread. Stating that there are other bigger problems in the world, is not by itself sufficient for demonstrating that issues being addressed by one’s opponent are necessarily trivial.

These look like arguments, they smell like arguments, but they’re not. They also have the mark of tu quoque since this form of argumentation seems to carry an implicit accusation of hypocrisy against a person because they’ve selected a smaller problem to tackle despite the existence of others. That is, there is an underlying sense that someone should practice what they preach by addressing “real” issues rather than those upon which they have chosen to focus.

Here’s one example:

In some countries people abort female fetuses, practice female circumcision and refuse to educate young women, and she wants to start a program to improve Canadian high school girls’ self esteem? Ridiculous!

OR

Councillor Morgan is organizing a group of fellow council members to pick up litter in the park outside City Hall. Unbelievable! The Don Valley river is filthy and Lake Ontario is overflowing with garbage, and he thinks cleaning up a park is worthwhile? Give me a break.

What the hell, while I’m at it, I’d also like to propose the:

Meta-Fallacy Smackdown

The MFS occurs when one aims to shut down an argument by stating, but not demonstrating, that one’s opponent has committed a logical fallacy. This is similar to poisoning the well if it is intended to make one’s opponent feel stupid and therefore submit. In the wild, this fallacy is most often observed among first-year critical thinking students during pub nights.

Gallery

Odyssey-lite: Odysseus1105a and Penelope1105a troll for Internet dates.

04 Friday May 2012

Posted by Marnina Norys in Critical Thinking, Education, Teaching

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The Odyssey

This gallery contains 1 photo.

Thanks to my students, Odysseus, Telemakhos and Penelope from the Odyssey now have dating profiles up on OkCupid. It’s not …

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Jerry Springer hosts Hippolytus: some pedagogical reflections

14 Saturday Apr 2012

Posted by Marnina Norys in Critical Thinking, Education, Ethics, Philosophy, Teaching

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Greek Tragedy, Hippolytus, Jerry Springer, Marnina Norys

There are certain parallels between Jerry Springer and Greek tragedy.

Unless my students have laughed out loud at least once, I typically consider my tutorials an abject failure. It’s not that I’m the funny guy or anything, rather, I try to induce laughter by design. That is, I usually try to devise something that is interactive while also encouraging students to take small social risks. Such risks, combined with an attendant air of giddiness and excitement, is such that students eventually make each other laugh. One of my favorites for creating this type of mood is my newly minted Jerry Springer activity, and, believe it or not, it’s got some demonstrated pedagogical value to it as well. Janice Rehner’s “Practical Strategies for Critical Thinking” inspired this activity which takes around 1.5 hours from set-up to finish. I use it to encourage students to look at a complex issue from various points of view and thereby enriching their perspective. Most recently I applied it to Euripides’ play Hippolytus, but, with enough imagination, it can be adapted for use with most moral issues.

In the play Hippolytus Aphrodite instigates a complicated plot to punish the young virginal man who gives the play its name. The goddess of love is miffed because Hippolytus not only fails to give her her due, but actively shuns her in favour of that uptight virgin-loving tomboy Artemis. A large number of characters play a role in the tragedy that unfolds, and all will have various degrees of culpability for the eventual death of Hippolytus and his stepmother Phaedra. (spoiler alert!). Aphrodite made the poor woman fall in love with her unresponsive stepson, such that Phaedra kills herself to avoid shaming her family.

Anyway, you get the picture, it’s a complicated plot but with just enough characters to make oh say, 5 or 6 groups, while assigning one character to each group. The first thing I do when I get to class however, is play a clip from Springer to confuse the students and set the mood. I love confusing my students for short periods as I believe that confusion is an essential state for learning, plus it’s just fun to watch the expressions on their faces.

After assigning a character to each group I explain that we’ll be recreating the Jerry Springer Show using the cast of Hippolytus. “Really get into character!” I tell them, “be Aphrodite!” Each character will go onto the show, pick out the character/s they blame most for what happened, and give these wrong-doers the ‘what-for.’ In other words students work together to draft up statements that they read when they confront the character/s they blame the most. What becomes evident through the course of the show, is that the nature of the tragedy will differ from each character’s perspective. For instance, Phaedra and her loving nurse are going to be much more upset about what happens to Phaedra and won’t be apt to care all that much that Hippolytus comes to such a violent end. Moreover, different characters will each have their own unique set of bones to pick with other characters.

After each character makes his or her statement groups reconvene and work to come up with responses to the allegations made against them. By now students will have warmed up to the activity and we start to see them acting the part a bit more and here is where you start to laughter breaking out. I don’t actually make them get up and act things out or anything (but, I wouldn’t stop them if they chose to do so!).

As I noted earlier, this activity has demonstrated pedagogical value. The reason I chose Hippolytus for this was that students had to write a paper answering the question “who is to blame for the tragedy in Hippolytus.” The trick to this paper is not only to identifying the main culprit/s, but also adequately describing the nature of the tragedy (a lot of students seem to forget that Phaedra dies in this story). According to one TA, typically in the past he ends up getting a pile of generic papers blaming the most obvious candidate: Aphrodite. Interestingly, when I got my students’ papers, only a couple picked out Aphrodite as the prime suspect. Admittedly, it became a problem because there were some who failed to even mention her role. But at least they were encouraged to examine the issue from different angles which I would say is a great start on the road to critical thinking.

The writer

Marnina Norys

Has a PhD in Social and Political Thought at York University. Her dissertation is about the impact of technological rationality on professional caregiving, with an eye to psychiatric care specifically. The content here is varied, ranging from philosophy to pedagogical strategies, with entries on relationships and relatedness along the way.

Above the title you will find links to Norys’ public talks and below are links to download some of her papers and a sample course outline.

1. PhD Thesis "Mere Sources of Error": Workers, Patients and the Reductive Logic of Rationalized Healthcare

  • 1. Abstract
  • 2. Introduction
  • 3. Complete thesis

Blogroll

  • Complete Dissertation
  • Introduction

Book reviews

  • A Hole in the Head
  • Happy Pills in America From Miltown to Prozac
  • Open Love, Sex and Life in an Open Marriage
  • Relative Stranger Piecing Together a Life Plagued by Madness

Course Outline

  • Sample course outline

Papers (Hover over titles for paper description)

  • Adolf Meyer and American Psychiatry
  • Beautiful Women Without Pity: An critical analysis of histrionic personality disorder
  • Deriving oughts from is's in psychiatry
  • Kathleen Wilkes on Thought Experiments in Philosophy
  • Nozick's take on the JTB conception of knowledge
  • Phronesis and Taoism
  • Psychopathy: Madness or Badness?
  • Welfare vs. Autonomy: The Scott Starson Case

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  • Odyssey-lite: Odysseus1105a and Penelope1105a troll for Internet dates.
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