Criticism is one of the most effective methods for measuring text quality and identifying the strengths and weaknesses of authors' works. This method can be used to refine the propositions and to distinguish the good and the bad. Among the methods of criticism, methodical criticism is of high priority. Because every researcher conducts his or her own scientific research based on the way he or she believes it. Through examining the study methods of orientalists, we find that they have been stuck in Fallacies. In the current study, after conceptualization, while highlighting the services of the fair Qur'anic scholars, the ten fundamental fallacies of the Qur'anic scholar orientalists are mentioned. The research uses a descriptive-analytic method based on library resources and seeks to support the hypothesis that in many cases, Orientalist research has been based on fallacies rather than argument, good debate and good sermon. Therefore, accepting the results of Orientalist research requires further reflection. In many cases, Orientalists have committed fallacies due to incorrect assumptions, cultural differences, and unfamiliarity with Arabic and knowing the fallacy is very important in the study of Orientalist's Qur'anology.

The fallacy is one of the most important ways of false reasoning and distortion in thinking. Realizing and discerning different types of fallacy keeps the human thought safe from gullibility and superficial comprehension. There are many types of fallacies and even expanding. Hence, it is necessary to enumerate the different fallacies often committed by an ignorant thinker (paralogist), and or a deceiver (philosophies). The punctuality of the verses in terms of debates and the emphasis of the Quran on showing the faces of the fallacy and the way of declaring and overcoming the aberrations indicate that the Holy Qur'an focuses on the style of dialogue in a debate. Reflecting on Qur'anic verses, there are defects in the disbelievers' discussions with divine prophets that can be categorized into already known fallacy types and some new types of fallacies discovered. In this regard, the whole verses studied and many fallacy cases extracted and classified into already known or unprecedented titles. The seven newly introduced titles are unlikelihood, truth and illusion, suspicion, tagging, existence and appearance, oaths, and self-complacency.

Critics of Wahhabism have written numerous texts criticizing the fallacies of the Wahhabis and have been able to criticize and refute them correctly. Certainly, the beginning and basis of all these works is to find fallacies in the works of the Wahhabis, but the problem is that in most (or all) of the criticisms, the method of finding fallacies has not been explained so that others can follow the same method and find fallacies and not fall into their trap. This article seeks to present this neglected matter, namely the method of finding fallacies. To achieve this goal, a three-stage method was proposed, and at each stage, the method was applied with evidence from the book of Qaffari. The steps mentioned are: 1. Separating materials suspected of being fallacies 2. Separating materials of the position of explanation from among the suspicious materials 3. Testing the conformity of the suspicious text to the definition of each fallacy. The result of this work was to present a simple method for finding fallacies of the position of explanation in Wahhabi texts. Given that such an approach to fallacies has not been observed elsewhere, it must be said that this work is a new chapter in the criticism of Wahhabi texts.

Given the extent to which statistics are used in today’s lives, any misguided utilization of numerical data can be considered a weapon of destruction and harm. Ways by which statistics are misused are known, and knowing them can help with the development of a critical view in regards to statistics. To assess the extent to which the coverage of Statistics in the high school textbooks includes familiarization of students with statistical fallacies, senior high school textbooks on mathematics in all three areas of study were content analyzed to determine the coverage of topics such as inaccurate explanations, unreasonable claims, and misguided relevancies. The findings show that from among the three areas of high school study, the textbooks for the experimental science area, as well as those for the Math & Physics area of study, have the least coverage of statistical fallacies. Given the fact that most of the junior high school graduates attend these two areas when attending high school, it can be expected that in the future most of our high school graduates would lack a critical view of statistics.

Gholam Hossein Sharegh Yazdi (1847-1928) is a recent Iranian poet who was also a teacher, a judge and a lawyer with a good knowledge of logic. His philosophical-sophistic Masnavi is renowned for highlighting weak and invalid reasoning and arguments. He follows an elaborative approach to different aspects of fallacy. Fallacy, or errors in thought, is a mixed comparison by means of similarities and illusions. The present study uses a descriptive-analytical method to examine the fallacies in Sharegh Yazidi’s Masnavi. The main question asked in this study is “what frameworks are presented by Sharegh Yazdi to avoid thought errors?” The results showed that the poet elaborates on the status of fallacies and answers illusive objections made by fake scholars through highlighting different types of thought errors and erroneous reasoning. It is notable that the pathology of fallacy and baseless claims, which are mostly rooted in emotions and criticizing misleading ambiguous topics, were the most mental damages mentioned by Sharegh. These features have also enriched the educational aspects of his work. This means that the poet was aware of fallacious reasoning and highlighted them intentionally in his poems. In addition, the poet’s adherence to religion has filled his poems with reasons rooted in religious beliefs.

Identiying and discovering the fallacies in a text is among the issues, whose theoretical teaching and definition seem to be very difficult and even impossible. The author holds that in such cases there is a need to make use of a practical method. This paper presents an approach to familiarizing the reader with the various kinds of fallacies and the way of finding them out. Because of the special interest of the debates on "religious experience", specially for those who are interested in "philosophy of religion", the work of Abdolkarim Suroosh titled “Kalam- e – Mohammad” (Mohammad's words), has been selected as a subject of study and the discussion is divided into two parts. In the first part it is attempted to identify and expound the fallacies separately. In the second pa r t, the fallacies contained in the whole text are presented in order to com e up with a widespread evidence.

This article, studying Farabi's Idea about fallacies and comparing them with Aristotle's views, implicitly depicts the transformation and progress of logic made in the area of fallacy from Aristotle's time to Farabi's. First of all we put a discussion forward called "the definition of fallacy" then. We study the various approaches in fallacy studies. Subsequently Aristotle and Farabi's Views about the definition of fallacy, approaches and target, are compared and contrasted. Finally the conclusions are drawn.