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Circular reasoning (Latin: circulus in probando, "circle in proving"; [1] also known as circular logic) is a logical fallacy in which the reasoner begins with what they are trying to end with. [2] Circular reasoning is not a formal logical fallacy, but a pragmatic defect in an argument whereby the premises are just as much in need of proof or ...
When the fallacy of begging the question is committed in more than one step, some authors dub it circulus in probando ' reasoning in a circle ', [14] [22] or more commonly, circular reasoning. Begging the question is not considered a formal fallacy (an argument that is defective because it uses an incorrect deductive step ).
The Cartesian circle (also known as Arnauld's circle [1]) is an example of fallacious circular reasoning attributed to French philosopher René Descartes. He argued that the existence of God is proven by reliable perception , which is itself guaranteed by God.
For example, the statement "Green is the best color because it is the greenest of all colors", offers no independent reason besides the initial assumption for its conclusion. Detecting this fallacy can be difficult when a complex argument with many sub-arguments is involved, resulting in a large circle.
The inner circle focuses on exploring and analysing the text through the act of questioning and answering. During this phase, the outer circle remains silent. Students in the outer circle are much like scientific observers watching and listening to the conversation of the inner circle.
Circular references can appear in computer programming when one piece of code requires the result from another, but that code needs the result from the first. For example, the two functions, posn and plus1 in the following Python program comprise a circular reference: [further explanation needed]
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Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]