The Significance of Fallacy Recognition in Social Education and Its Implications for Civic Ethics

Yousefi, Haanieh; Banahan, Maryam; Naraghizadeh, Aَfsaneh

doi:10.30497/esi.2026.247463.1883

The Significance of Fallacy Recognition in Social Education and Its Implications for Civic Ethics

Document Type : Scholarly Article

Authors

¹ Graduate in History and Philosophy of Education, Department of Educational Administration and Planning, Alzahra University, Tehran, Iran

² Associate Professor, Department of Educational Administration and Planning, Alzahra University, Tehran, Iran

³ Assistant professor, Department of Educational Administration and Planning, Alzahra University, Tehran, Iran

10.30497/esi.2026.247463.1883

Abstract

This article examines the significance of the recognition of logical fallacies in social education and in the formation of ethical citizenship, with particular attention to the consequences arising from their neglect. Adopting an explanatory–analytical approach, the study argues that the capacity to identify and critically assess fallacious reasoning plays a fundamental role in achieving sound understanding of social phenomena, preventing premature judgments, and fostering responsible civic dispositions.
The findings indicate that the recognition of logical fallacies strengthens independent and critical thinking, enhances constructive communication and dialogue, and promotes social responsibility. By identifying and evaluating flawed arguments, individuals become better equipped to resist misinformation and avoid cognitive biases, thereby improving the quality of public discourse and reinforcing social cohesion. Moreover, reducing bias through the critical examination of arguments contributes to the development of a more reflective and ethically grounded citizenry. Ultimately, cultivating the recognition of logical fallacies supports the improvement of social conduct, the prevention of misunderstandings, and the creation of a positive and constructive social environment.

Keywords

Main Subjects

Educational sciences

این مقاله برگرفته از پایان‌نامه کارشناسی ارشد با عنوان «تبیین جایگاه شناخت مغالطات در تربیت اجتماعی با تأکید بر اخلاق شهروندی» در دانشگاه الزهراء(س) است.

References

Aghaei, M., Zahedi, M. J., & Shiani, M. (2017). Dimensions and Analysis of Active Citizenship.
Iranian Journal of Sociology, 18(3), 3–37. (doi:20.1001.1.17351901.1396.18.3.1.3) [in Persian]

Altarriba, J., & Basnight-Brown, D. (2022). The psychology of communication: The interplay between language and culture through time. Journal of Cross-Cultural Psychology, 53(7-8), 860-874. (DOI: 10.1177/00220221221114046)

Banahan, M., & Fakhar, F. (2024). The Role of Group Games in the Promotion of Citizenship Culture in based of Principles of Islamic Social Education: Case Study Citizen and Mafia Game. Islamic Perspective on Educational Science, 11(23), 95–124. (https://doi.org/10.30497/esi.2024.245648.1728) [in Persian]

Bodashti, A. A. (1995). Absolute divine will and human free will. Keyhan-e Andisheh, (63). [in Persian]

Bregant, J. (2014). Critical thinking in education: why to avoid logical fallacies? Problems of Education in the 21st Century, 61(1), 18–27. (https://doi.org/10.33225/pec/14.61.18)

Carr, D. (2023). The hazards of role modelling for the education of moral and/or virtuous character.
Philosophical Inquiry in Education, 30(1), 68-79. (DOI: 10.7202/1099903ar)

Friedman, H. H., & Kaganovskiy, L. (2024). Logical fallacies: How they undermine critical thinkiand how to avoid them. SSRN Electronic Journal. (https://doi.org/10.2139/ssrn.4794200)

Ghasemian Rokni, S. M., Karimi-Nia, M. M., & Ansari-Moghaddam, M. (2021). An analysis of the Muʿtazilite critical view of reason in understanding religion. Dastavard-hā-ye Novin dar Motaleʿāt-e Olum-e Ensani, 4(46), 1–11. (https://www.ensani.ir/file/download/article/1651466165-10144-46-1.pdf) [in Persian]

Habernal, I., Hannemann, R., Pollak, C., Klamm, C., Pauli, P., & Gurevych, I. (2017). Argotario: Computational argumentation meets serious games. Proceedings of the 2017 Conference on Empirical Methods in Natural Language Processing: System Demonstrations, 7–12. (https://doi.org/10.18653/v1/D17-2002)

Hare, R. M. (1981). Moral thinking: Its levels, method, and point. Oxford: Clarendon Press. (DOI:10.1093/0198246609.001.0001)

Hruschka, T. M. J., & Appel, M. (2023). Learning about informal fallacies and the detection of fake news: An experimental intervention. PLOS ONE, 18(3), e0283238. (https://doi.org/10.1371/journal.pone.0283238)

Hosseini, M., & Hosseini, S. H. (2011). Ethics of critical thinking. Philosophical Investigations, 5(8), 1–13. (https://philosophy.tabrizu.ac.ir/article_173.html) [in Persian]

Jafari vallani, A. A. (2018). Logic as the methodology of philosophical research.
Epistemological Researches, (15), 89–115. (https://journals.iau.ir/article_540977.html) [in Persian]

Janfeshan, K., Fathi, R., & Salimi, R. (2011). The role of media (television and internet) in the emergence of social harms. In Proceedings of the Silent Invasion Conference. [in Persian]

Kardan, A. M. (2004). Educational Sciences: Its Nature and Scope. SAMT Publications. [in Persian]

Karimpoor Qaramaleki, A. (2024). Applications of intellect as a source in the interpretation of the Qur'an with emphasis on its scope. Journal of Contemporary Islamic Studies, 6(1), 73-83. (doi: 10.22059/jcis.2023.354380.1315)

Khansari, M. (2007). Formal Logic (Vols. 1–2, 33rd ed.). Agah Publications. [in Persian]

Khansari, M. A., Javadi, M., & Sadeghi, H. (2019). An Assessment of the Classical Utilitarian Approach to Moral Responsibility towards Others. Journal of Philosophy and Theology, 24(96), 127–152. (https://doi.org/10.22081/jpt.2020.6816) [in Persian]

Keshavarz, M., Moradian, F., & Rezaei Kashani, A. (2023). Analyzing the role of cognitive errors in creating toxic policies. In Proceedings of the 9th International and National Conference on Management, Accounting and Law, Tehran. (https://civilica.com/doc/1896904) [in Persian]

Malek-Makan, H. (2013). Ethics from the Ashʿarite and Muʿtazilite perspectives.
Revelatory Ethics, 3(1), 63–93. [in Persian]

Mesbah, M. (2013). Foundations of Ethics: A New Method in Teaching Moral Philosophy.
Imam Khomeini Education and Research Institute. [in Persian]

Micewski, E. R., & Troy, C. (2007). Business ethics–deontologically revisited.
Journal of Business Ethics, 72(1), 17–25. (DOI: 10.1007/s10551-006-9152-z)

Mill, J. S. (1863). Utilitarianism. Project Gutenberg. (https://www.gutenberg.org/ebooks/11224)

Mirkamali, E., & Goudarzi, M. (2023). An analysis of fallaciousness in advertising and the capacity of artistic posters in cultural development. Islamic Art Studies, 20(15), 681–705. (https://doi.org/10.22034/ias.2023.414556.2295) [in Persian]

Modarresi, S. M. R. (1997). Philosophy of Ethics. Soroush Publications. [in Persian]

Mozaffar, M. R. (1978). Al‑Mantiq [Logic]. Imam al‑Muntazar Institute. [in Persian]

Pourmorad, H., & Mahmoudnia, A. (2020). Philosophy of media and its role in social education with an emphasis on reception theory. Educational Research Journal, 7(41), 1–23. (https://ensani.ir/file/download/article/1621412603-10111-41-1.pdf) [in Persian]

Qaemi Nia, A. R., & Kamerani, S. (2010). The discussion of manifestation and its linguistic significance.
Zehn, 11(43), 77–94. (https://zehn.iict.ac.ir/article_16296.html) [in Persian]

Romanus Cessario, O. P. (2008). The moral virtues and theological ethics. University of Notre Dame Press.

Shutaleva, A. (2023). Ecological Culture and Critical Thinking: Building of a Sustainable Future.
Sustainability, 15(18), 13492. (https://doi.org/10.3390/su151813492)

Seyyed Hashemi, S. M. I., & Mousavi Khoo, S. S. (2011). Divine will and its relation to human free will from Imam Khomeini’s perspective. Ayeneh-ye Marefat, 11(4). (https://jipt.sbu.ac.ir/article_95331.html) [in Persian]

Sourati, Z., Venkatesh, V. P. P., Deshpande, D., Rawlani, H., Ilievski, F., Sandlin, H. Â., & Mermoud, A. (2023). Robust and explainable identification of logical fallacies in natural language arguments.
Knowledge-Based Systems, 266, 110418. (https://doi.org/10.1016/j.knosys.2023.110418)

Ten Dam, G., & Volman, M. L. L. (2004). Critical thinking as a citizenship competence: teaching strategies.
Learning and Instruction, 14(4), 359–379. (https://doi.org/10.1016/j.learninstruc.2004.01.005)

Tversky, A., & Kahneman, D. (1974). Judgment under Uncertainty: Heuristics and Biases.
Science, 185(4157), 1124-1131. (DOI:10.1126/science.185.4157.1124)

Wang, Y., Cheney, G., & Roper, J. (2016). Virtue ethics and the practice–institution schema: An ethical case of excellent business practices. Journal of Business Ethics, 138, 67-77. (DOI: 10.1007/s10551-015-2579-3)

Wynn, M. (2022). Recognising logical fallacies in nursing practice to support effective clinical decision-making.Nursing Standard (Royal College of Nursing (Great Britain): 1987), 37(6), 29-33. (DOI:10.7748/ns.2022.e11665)