If little children are playing with chess pieces and a chess board, but are making arbitrary moves in what they think is emulation of adults they have seen playing chess, it is not just that they are playing chess badly. It is that they are not playing chess at all, regardless of what they think they are doing or what they call it.
In teaching my own courses (as opposed to teaching isolated topics in another teacher's course or in a one-time forum) I had explained what it was to be logical and reasonable, but I now believe that even when I did that, I did it too summarily, and incorrectly assumed the students understood what "being reasonable" is. I thought they only needed to improve or focus their reasoning skills. I now believe that most people do not know what it is to be logical or rational or reasonable; and I think that, like children moving chess pieces or students merely using algebraic lingo without understanding, too many people are merely mimicking what rational discussion sounds like to them, but don't have any real understanding of what they are trying to accomplish. So before one can improve their reasoning skills, one has to show them what reasoning is; i.e., what counts as reasoning and what its point is. Without doing that, one turns reasoning only into a game to these people, a game whose point is arbitrary or unclear and whose rules or methods are external, behavioristic, contrived, and capricious.