scholarly journals Czy logika formalna ma sens?

2018 ◽  
Vol 13 (3) ◽  
pp. 49-55
Author(s):  
Ludomir Newelski
Keyword(s):  
Critical Thinking ◽  
Formal Logic ◽  
Symbolic Logic ◽  
Logical Inference ◽  
Semantic Inference ◽  
Definition Of ◽  
Rational Reasoning

Does formal logic make sense?This text is a commentary on the book Logika i argumentacja. Praktyczny kurs krytycznego myślenia Logic and Argumentation. A Practical Course In Critical Thinking by Professor Andrzej Kisielewicz. Prof. Kisielewicz argues there, among other things, that formal symbolic logic is inadequate to explain practical rational reasoning. This commentary defends formal logic in this respect. In particular, Prof. Kisielewicz proposes in his book a definition of practical logical inference. According to him, a conclusion follows from a given set of premises if there is no situation, where the premises hold, while the conclusion fails. In this commentary it is pointed out that this is a well-known notion of semantic inference in formal logic. It is also well-known that semantic and syntactic inference in logic are equivalent, i.e. equally strong.

scholarly journals Educational guidelines in the process of implementation of rational principles and the value preconditions of the open society

2020 ◽  
Vol 26 (1) ◽  
pp. 84-98
Author(s):  
Аndrii Ivanovich Abdula
Keyword(s):  
Critical Thinking ◽  
State Intervention ◽  
Educational Process ◽  
Educational Goals ◽  
Open Society ◽  
Moral Obligations ◽  
Social Reforms ◽  
Theory Of Justice ◽  
Definition Of ◽  
Education And Development

The theoretical model of the open society was and remains a fruitful way of reflecting the essential links within a democratic society. Analyzing this concept from its rationality, the author tries to highlight its fundamental principles and determine their impact on the form and content of the functioning of education. The article offers a view of K. Popper’s “open society” as a way to implement the principles of criticism (critical methodology), of (potential) fallibility, egalitarianism (pluralism) as principles of social rationality. The connection between these principles, moral obligations, and the humanistic theory of justice is emphasized. Their socio-philosophical and epistemological realization in the context of educational issues is covered. The paper considers problems of state intervention in educational processes, the definition of educational goals, the methodology of social reforms (including educational reforms). The article also outlines the problem of defining the boundaries of regulation of the educational process in the value system of open society. This discussion is interpreted in terms of the theory of rationality as an attempt to avoid the extremes of absolutism (dogmatism) and relativism. Emphasis is placed on the prospects of using the critical-rationalist methodology, in the context of education and development of skills necessary for participation in democratic processes. Particular attention is paid to the problematic aspects of the implementation of the rational principles and values of the open society in the educational environment and in the process of reforming the education system in the absence of a constant critical and rationalist tradition. The paper emphasizes the importance of critical thinking in the prospect of implementing these transformations. The importance of scientific, logical and methodological, psychological and pedagogical aspects of critical thinking is emphasized; the author tries to comprehend the problematic aspects of the implementation of these principles in the process of implementing reforms in the field of education.

Disarming Stove’s Paradox: In Defence of Formal Logic

1998 ◽  
pp. 127-134
Author(s):  
R. Rodrigo Soberano
Keyword(s):  
Main Part ◽  
Formal Logic ◽  
Symbolic Logic ◽  
Logical Contradiction ◽  
False Conclusion

The argument (d) ("All arguments with true premises and false conclusions are invalid.") is an argument with true premises and false conclusion. Therefore "(d) is invalid" seems to be formally valid. Thus presumably formal logic has to admit it as valid. But then formal logic finds itself in a bind. For the above argument is problematic and even paradoxical since it involves an internal logical contradiction. The paradox, aptly termed "Stove's paradox," is fully realized by demonstrating with the help of symbolic logic the contradiction within the argument. Then as the main part of this essays shows, the paradox is attacked by exposing the paradox's genesis. It is shown that by appeal to some not so obvious logical considerations regarding sound linguistic construction and usage, the above argument could not have been legitimately construction. For its construction must have involved either equivocation or hiatus of meaningfulness in the use of the symbol (d).

scholarly journals Primary School Teachers’ Understanding of Critical Thinking in KSSR Classroom and Its Importance to Students

2018 ◽  
Vol 7 (4.15) ◽  
pp. 530
Author(s):  
Wirawani Kamarulzaman ◽  
Rosnani Hashim
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Teaching Method ◽  
School Curriculum ◽  
Future Research ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Curriculum ◽  
Definition Of ◽  
Colour Coding

Critical thinking is one of the 21st century skills that should be equipped to students to prepare them with the challenges ahead. Teachers should be prepared to teach them these skills and their understanding of the concept itself should be explored. Thus, the objectives of the study are to investigate teachers’ understanding of critical thinking in KSSR (Kurikulum Baru Sekolah Rendah: New Primary School Curriculum) classroom and to explore their perception on the importance of the skills to student. Six primary school teachers were interviewed and transcriptions were made. The data was analyzed through colour coding and themes were emerged from the analysis. The findings found that teachers view critical thinking as the ability to gather information, express thoughts, solve problems and analyze. They were found the skills are important for students as it helps them apply knowledge and make decisions. It is hoped that in future research, the definition of critical thinking could be collected quantitatively from teachers. The study will be benefited to teachers to improve teaching method by understanding the concept itself.   

scholarly journals What is the Meaning of Critical Thinking in the Context of Globalization?

MANUSYA ◽  
2001 ◽  
Vol 4 (3) ◽  
pp. 80-96
Author(s):  
Stephen Evans
Keyword(s):  
Critical Thinking ◽  
Subject Matter ◽  
Recent Literature ◽  
Clear Picture ◽  
The World ◽  
The Subject ◽  
Definition Of

A review of recent literature advocating critical thinking as a necessary response to ‘globalizationʼ, gives no clear picture of what critical thinking is. Drawing on Kant and Hermeneutics, this paper proposes a critical definition of critical thinking as an understanding of its subject-matter which questions itself, and a characterization of critical thinking as the tension of standing within the subject-matter while holding it at a distance. Considered against a backdrop of concerns about ‘globalizationʼ, critical thinking is seen, not only as an intellectual method, but also as an existential engagement of the world.

“Reflective Learning” In Psychiatric Education: Does It Have Any Merit?

2016 ◽  
Vol 33 (S1) ◽  
pp. S433-S433
Author(s):  
D. Adamis ◽  
G. McCarthy
Keyword(s):  
Critical Thinking ◽  
Reflective Learning ◽  
Psychiatric Training ◽  
Psychiatric Education ◽  
The Past ◽  
Reflection In Action ◽  
Reflection On Action ◽  
Competing Interest ◽  
Condition C ◽  
Definition Of

IntroductionNowadays “reflection” and “reflective practice” is nearly in every curriculum for psychiatric training. Trainees are asked to keep reflection diaries, journals, and participate in “reflection workshops”.AimsTo prove that reflection on or in action does not lead to learning.MethodsUsing epistemological notation.Results/proofsBecause sciences including psychiatry are approximate, evolving and inexact, the classical definition of propositional knowledge becomes: A knows that p if:– (a’) A believes that p is an approximate true;– (b’) p is approximate truth;– (c’) A has reason to claim that p is a better approximation than its rivals on available evidence.Condition (c’) implies that A is not possible at the same time to have two mutually contradictive approximate truths.In reflective learning we need to add two more conditions:– (d’) A knows the outcome of p;– (e’) A is satisfied in believing that p.In cases of reflection in-action, the (e’) remains even the outcome is not favourable. Similarly, in reflection on-action the condition (e’) remains unchanged since this happened in the past. This leads to controversy. Is p better or worse approximation of truth than its’ rival p’? However, p has passed rigorous and different scientific tests and has proved scientifically superior to its rival p’. Therefore subject A cannot change his knowledge despite the unfavourable outcome, but A can tests further the p. Within the former reflecting learning does not occur, within the latter “critical thinking” occurred.ConclusionsReflection does not lead to learning but critical thinking does.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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