commitments as premises and lead to the conclusion one is trying to prove. Since this is often not possible directly, various intermediary steps are taken, in which each argument takes a few steps towards one's intended conclusion by proposing an intermediary conclusion for the opponent to accept. This game is governed by various rules determining, among other things, which moves are allowed and when. The dialogical approach makes it possible to distinguish between positive arguments, which support one's own conclusion, and negative arguments, which deny the opponent's conclusion. From this perspective, fallacies are defined as violations of the dialogue rules. They are "deceptively bad argument[s] that impede the progress of the dialogue". The strawman fallacy, for example, involves inaccurately attributing a weak position to one's opponent and then proving this position to lead to one's own conclusion. This mistake is not logical in the strict sense but dialogical: the conclusion may as well follow from these premises but the opponent does not hold these commitments. In some cases, it varies from game to game whether a certain move counts as a fallacy or not. For example, there are cases where the tu quoque "fallacy" is no fallacy at all. This argument, also known as appeal to hypocrisy, tries to discredit the opponent's argument by claiming that the opponent's behavior is inconsistent with the argument's conclusion. This move does not necessarily break the rules of the dialogue. Instead, it can reveal a weakness in the opponent's position by deflecting their criticism onto themself. This move shifts the burden of proof back to the opponent, thereby strengthening one's own position. But it still constitutes a fallacy if it is only used to evade an argument. Epistemic The core idea behind the epistemic approach is that arguments play an epistemic role: they aim to expand our knowledge by providing a bridge from already justified beliefs to not yet justified beliefs. Fallacies are arguments that fall short of this goal by breaking a rule of epistemic justification. This explains, for example, why arguments that are accidentally valid are still somehow flawed: because the arguer himself lacks a good reason to believe the conclusion. The fallacy of begging the question, on this perspective, is a fallacy because it fails to expand our knowledge by providing independent justification for its conclusion. Instead, the conclusion is already assumed in one of its premises. A purely logical approach,