 Hundleby makes a case that critical thinking courses provided by philosophy departments currently tend to reinforce disciplinary biases because they invoke an authority that lacks the monitoring and evaluation that justifies authority (Hanrahan &amp; Antony 2005). The typical way that textbooks present fallacies exhibits ignorance of the current informal logic scholarship, which would provide the appropriate source of expertise. There are few textbooks written by scholars who have published even one article in argumentation or logic and these same textbooks written by non-specialists are most likely to evince the Adversary Method described by Moulton (1983). The unreflective nature of dependence on that Method suggests that it remains authoritative—as well as “paradigmatic”—in philosophy (Hundleby 2010).