![]() ![]() Judges try to say no again, but Joseph continues his story, interrupting one of them to relate how his sister shot his brother and his cousin beat his uncle. Joseph’s turbulent birth story is added to his long list of calamities. The story is deemed “not really relevant” by the judges. Joseph, on the other hand, is in no hurry to leave and continues to sob about his mother’s drug addiction and his father’s imprisonment. The judges are unimpressed, thanking Joseph for coming but ordering him to go. He tells the judges about his lack of professional dancing instruction, implying his low socioeconomic status. ![]() A determined Joseph, on the other hand, has something more to reveal to the judges. Joseph is respectfully thanked and asked to leave the stage by the judges. Within seconds, Joseph’s odd movements reveal that he was not cut out for dance. The video begins with Joseph, a dance contender, demonstrating his dancing abilities. The Appeal to Emotion Fallacy, for example, was explained using the video above. We are all more open to in-depth conversation on the matter after watching the videos together and laughing together. We watch the same topic-related asynchronous video together after nearly 5 to 10 minutes of brainstorming on a topic. ![]() Students describe their elementary comprehension of the issue based on the video or their own personal experiences. The synchronous session usually begins with a request for the student’s perspective on the session’s topic of discussion. Prior to the synchronous sessions, students are expected to watch the asynchronous video. I largely used YouTube videos as course content for the asynchronous session. As a learning management system, we used Blackboard. Both the online synchronous and offline asynchronous portions of the course benefited from the use of videos. Pandemic forced us to teach in online mode. Especially during pandemics, the videos made students enthusiastic and receptive to dialogue. These videos are quite popular among students. To provide intriguing real-life instances of fallacies for class discussions, I frequently use SNL footage, Key & Peele videos, and CollegeHumor’s “Adam Ruins Everything” series on YouTube. Video clips are a great way to start a conversation on fallacies. Discussion on several types of fallacies is an integral part of the course. I teach Critical Thinking to legal students at the undergraduate level. ![]()
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