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ERIC Number: EJ985337
Record Type: Journal
Publication Date: 2002-Aug
Pages: 8
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: ISSN-0013-1857
Affirming the Consequent: Or, How My Science Teachers Taught Me to Stop Worrying and to Love Committing the Fallacy
Harris, Kevin
Educational Philosophy and Theory, v34 n3 p345-352 Aug 2002
In this article, the author talks about affirming the consequent and how it matters with regard to science teaching. He asserts that affirming the consequent is a logical fallacy, or that committing the fallacy can have some unfortunate consequences. He is most unsure, however, that it follows that someone who commits the fallacy in one situation, especially a trick situation, will then commit it again in all or most situations. And when it comes to science teaching, in those cases where it matters little whether the fallacy is committed or not but where it might matter to some degree how a question or an experiment is put to a class, given that there seems to be little worry about generalising or reinforcing commitment of the fallacy, the author would go for courting the fallacy every time if it meant kids came to learn, and maybe even love science.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia