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Contents
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The following is the sequence of steps for teaching this
and all the fallacies. It makes use of many scripts as examples of
fallacies in action. This works well for illustrating the fallacies
both from the teacher as presenter and the student as learner.
Of course, teachers can adapt the information in whatever
way suits them.
Step 1: Presenting the basic information
Give the name of the fallacy, its definition, and an example.
Have students write down all three of these in their notes. Ask students
for another phrase the father could say in the last line of the script
which would also demonstrate the fallacy (Ex. Because that's
just the way it is).
Fallacy: The Bare Assertion
Definition: to close a debate with a simple declaration
that it's over simply because you say so.
Example:
Son: Dad, can I have the
car tonight?
Father: Nope.
Son: Why not?
Father: Because I said so.
Step 2: Developing the concept in greater detail
For this technique to work, the bare asserter must have some
form of status over the other party. In the above example, the father
owns the car, is older, and is the parent. Often the one with the
status advantage will declare their advantage openly.
2nd example:
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Son: Come on, Dad. Give
me a better reason than that.
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Father: Okay. I'm the Dad,
you're the kid.
Students will enjoy learning this fallacy because so much
of their lives they've been on the lower status end. Ask for examples
from students of situations they've encountered where someone applied the
bare assertion to them.
Now reverse it to show that they too can be guilty.
3rd example:
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Babysitter: You kids are going
to bed now.
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Kids: That's not fair.
It's only 7:00. Why can't we stay up?
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Babysitter: Because I'm in charge
here and what I say goes.
Ask students to think of other phrases that might belie a
bare assertion in action. Some examples are:
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Because I said so.
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That's just the way it is.
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That's all there is to it.
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Trust me.
Step 3: Analysis
To understand a fallacy, one must understand the question
(point being debated) before one can see the illogical response to it.
Ask students to identify the question in examples 1 and 3 above.
(In #1, the question is why the son can't have the car. In #3, the
question is why the children must go to bed so early.)
An important step at this point is to allow the students
to state why the father's and the babysitter's responses are bare assertions.
You may ask them to write down why or to tell a neighbor. Then, before
continuing, ask for some of their explanations and help them clarify.
Good answers will state that the two people in question are relying on
their status advantage to avoid really answering the question.
Step 4: Application
You can use the teaching of this fallacy by itself, or as
an entry point into another topic, one in which this fallacy is common.
Literature. The bare assertion is common in
literature (the play "Twelve Angry Men" is loaded with fallacies.
Juror #3 offers the bare assertion to another juror, number 4, when he
says, "Now listen to this man (Juror #4), he knows what he's talking about.")
Expository writing. Often bare assertions are
given instead of evidence or support for a point. A student essay
might read: "Though some people don't agree that smoking causes cancer,
they are wrong and that's all there is to it."
History. The church's demand of Galileo to deny
his discovery that the earth revolved around the sun was precipitated by
the church's view of the Pope's authority. Ask students to debate
whether or not this is actually a fallacy since, according to church dogma,
the pope's word is divine authority.
Physical education. Referees rarely defend their
decisions with anything other than bare assertions. ("You're out
because I said you're out.") Ask students to debate whether or not
this is a true fallacy in this area since the umpires and refs are hired
to make snap, subjective decisions and deliver them without explanation.
Ask them to think of times this might not be legitimate (a rules decision
is one such time).
Math. A teacher might teach the bare assertion
as an entry point into a discussion of the proofs of geometry.
Step 5: Assignment
1. Have students read "Great
Moments in Bad Logic: The Sun Revolves Around the Earth...period".
Then have them discuss whether or not they believe the church was guilty
of a bare assertion.
2. An excellent assignment is to have students write 3 -
5 short dialogs which demonstrate this fallacy in action.
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