Dismantling the fallacies of colonial discourse: teaching logic as a tool for developing critical consciousness

Purpose This article explores how the teaching of fallacies can transcend mere logical exercises to foster critical awareness. Beyond recognizing formal and informal fallacies, the aim is to show how such lessons can uncover the hidden assumptions of colonial discourse, which normalizes Western cultural hegemony through media, education, and entertainment. Design/methodology/approach The approach involves reframing classroom examples of fallacies to highlight not only logical errors but also ideological patterns. By using discourse analysis and critical pedagogy, the teacher can turn the identification of fallacies into a tool for questioning dominant narratives embedded in colonial and postcolonial contexts. Findings Findings suggest that students become more capable of detecting ideological manipulation when fallacies are contextualized within colonial discourse. This pedagogical shift allows learners to recognize how arguments supporting Western superiority are constructed, thereby developing skills not only in logic but also in cultural and political critique. Research limitations/implications The analysis is conceptual and pedagogical rather than empirical, limiting its generalizability. Further research is needed to assess classroom effectiveness and long-term student outcomes when applying this approach to fallacy instruction. Practical implications Teachers can enrich fallacy lessons by incorporating examples of colonial rhetoric, turning logic classes into opportunities for empowerment. This method equips students with tools to question media, institutional messages and cultural hierarchies. Social implications Such teaching contributes to resisting cultural homogenization by fostering independent reasoning and recognition of manipulative discourse. It promotes democratic participation and cultural plurality. Originality/value This study proposes linking logic pedagogy with critical discourse analysis. It introduces a novel perspective: using fallacies as an entry point to dismantle hegemonic cultural narratives, thus expanding the educational value of teaching logic beyond technical reasoning.