Biases and fallacies in the interpretation of argumentative processes in the Critical Thinking Program of the National School (UNAM)
Por:
Lopez Vazquez, Julieta Arisbe, Garcia Velazquez, Luis Miguel
Publicada:
1 mar 2021
Resumen:
This article aims to highlight how cognitive biases influence the
perception and interpretation of fallacies in argumentative processes on
the assumption that, if biases can be detected and there is conscious
training, it is feasible to correct these situations in the
interpretation. This article intends to answer the question: How do
biases affect the interpretation of fallacies in students? The results
from a test inserted in an academic project during four semesters are
discussed and compared among group of students enrolled in different
degrees at Escuela Nacional de Estudios Superiores, Unidad Morelia, from
the Universidad Nacional Autonoma de Mexico. Additionally, these results
are compared with the results obtained for the same test by a group of
lawyers, all active in their professional field, with the intention of
recognizing shared traits with a population that is not associated on a
daily basis with the university academic context. The results show that
for the interlocutor to detect fallacies in argumentative writing, it is
necessary to make biases visible, otherwise, fallacies would be left
unnoticed. Additional research seems to be necessary at different levels
to further contribute to the interpretation of argumentative texts from
its constituting elements such as biases, heuristics, argumentative
strategies and fallacies.
Filiaciones:
Lopez Vazquez, Julieta Arisbe:
Univ Nacl Autonoma Mexico, Escuela Nacl Estudios Super, Morelia, Michoacan, Mexico
Garcia Velazquez, Luis Miguel:
Univ Nacl Autonoma Mexico, Escuela Nacl Estudios Super, Morelia, Michoacan, Mexico
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