Fallacies are characterized by being erroneous arguments that seem to follow correct premises. The aim of this course is, on the one hand, to provide an overview of fallacies (definition, how to identify them, approaches in their study); and, on the other hand, to conduct an in-depth analysis of some of the best-known fallacies to be able to identify the characteristics that turn an argument into a fallacy. As we shall see, in some cases it is not easy to identify these characteristics.
Many modern studies on fallacies not only develop independent theories, but subsume the study of fallacies into a more general theory of argumentation (Groarke 2013). For example, if the argumentation theory adopted is focused on developing the rules that govern argumentative exchanges or on creating patterns to build good arguments, fallacies can be approached as a deviation from the rules or as an erroneous use of the patterns, respectively. This is why fallacies are studied from the point of view of the different argumentation theories, which is the approach that will be followed in this course.
Eemeren, Frans H. Van and Grootendorst, Rob. "The Pragma-Dialectical Approach to Fallacies", in Fallacies: Classical and Contemporary Readings, edited by Hans V. Hansen and Robert C. Pinto. 1995. URL = .
Grice, H.P. Studies in the Way of Words. Harvard University Press. 1989.
Groarke, Leo. "Informal Logic", The Stanford Encyclopedia of Philosophy (Spring 2013 Edition), Edward N. Zalta (ed.), forthcoming URL = .
Hamblin, Charles L. Fallacies. London: Meuthen, 1970.
Tindale, Christopher W. Fallacies and Argument Appraisal Critical Reasoning and Argumentation 2007.
Vega, Luis. La fauna de las falacias, Madrid: Editorial Trotta. 2013.
Walton, Douglas. A Pragmatic Theory of Fallacy (Studies in Rhetoric and Communication Series), Tuscaloosa, University of Alabama Press, 1995.
Walton, Douglas; Reed, Chris; Macagno, Fabrizio, Argumentation Schemes, Cambridge University Press, 2008
Walton, Douglas; Woods, John. Argument: The Logic of the Fallacies, xiv, 273, Toronto and New York: McGraw-Hill, 1982.
BS6: To have a strong enough knowledge base to be able to innovate in the development and/or implementation of ideas, especially for research purposes.
BS7: The ability to apply the knowledge acquired and to solve problems in new or little known areas within wider (or multidisciplinary) contexts related to their field of study.
BS8: The ability to integrate knowledge and deal with the complexities of forming opinions based on incomplete or limited information, including reflections on social responsibilities and ethics related to the application of their expertise and judgements.
BS9: The ability to clearly and unambiguously express conclusions, stating the knowledge and reasons behind them, to specialized and non-specialized audiences.
BS10: Learning skills to conduct further studies and research in a self-directed and autonomous way.
GS1: The ability to produce readable, detailed and technically correct documents and research work that meets the current international standards for the disciplines. and research work that meets the current international standards for the disciplines.
Specific skills:
SS1: The ability to identify argumentative discourse as it appears in texts, discussions and forums at public level, differentiating it from non-argumentative discourse and, especially, from pseudo-arguments.
SS2: Mastery of the analytical tools of discourse pragmatics and of the main informal-logic, dialectictal and rhetoric models for the assessment and critical evaluation of arguments.
On-site classes shall be given for all of the units structured as follows:
Papers, seminars and complementary activities
Students are expected to:
Their purpose is to monitor students' understanding of the subject matter presented and to clarify doubts and answer questions about the contents of each of the topics dealt with in the course. This encourages teacher-student communication, which helps students in the learning process and in the production of papers.