– a Singaporean teacher's storeroom 🖖
chanced upon this site “Logical Fallacies and the Art of Debate” that prof Glen Whitman had prepared for his students some 11 yrs ago relating to the use of logical fallacies during debates. many of these can be observed in arguments observed or experienced in our daily lives, not just in a debate setting.
Argumentum ad antiquitatem, Red herring, and Slippery slope are but three examples (:
saw the following quote from the book Walden Two while reading an article:
Since our children remain happy, energetic, and curious, we don’t need to teach “subjects” at all. We teach only the techniques of learning and thinking. As for geography, literature, the sciences-we give our children opportunity and guidance, and they learn for themselves. In that we dispense with half the teachers required under the old system, and the education is incomparably better. Our children are not neglected, but they’re seldom, if ever, taught anything.
Education in Walden Two is part of the life of the community. We don’t need to resort to trumped-up life experiences. Our children begin to work at a very early age. It’s no hardship; it’s accepted as readily as sport or play. A good share of our education goes on in workshops, laboratories, and fields. It’s part of the Walden Two code to encourage children in all the arts and crafts.
(Skinner, 1948, pp. 119-120, as cited in Anderson, Reder, & Simon, 1997)