scholarly journals Logical Relativism Through Logical Contexts

2021 ◽  
Vol 17 (2) ◽  
Author(s):  
Jonas R. Becker Arenhart

We advance an approach to logical contexts that grounds the claim that logic is a local matter: distinct contexts require distinct logics. The approach results from a concern about context individuation, and holds that a logic may be constitutive of a context or domain of application. We add a naturalistic component: distinct domains are more than mere technical curiosities; as intuitionistic mathematics testifies, some of the distinct forms of inference in different domains are actively pursued as legitimate fields of research in current mathematics, so, unless one is willing to revise the current scientific practice, generalism must go. The approach is advanced by discussing some tenets of a similar argument advanced by Shapiro, in the context of logic as models approach. In order to make our view more appealing, we reformulate a version of logic as models approach following naturalistic lines, and bring logic closer to the use of models in science.

1980 ◽  
Vol 2 (1) ◽  
pp. 3-13 ◽  
Author(s):  
J. K. Gilbert ◽  
R. J. Osborne

2021 ◽  
Vol 17 (2) ◽  
pp. 181-205
Author(s):  
Heidi Iren Saure ◽  
Nils-Erik Bomark ◽  
Monica Lian Svendsen

We discuss the use of analogical models in science education using examples from online learning resources.  We have conducted a teaching program for a group of 7th grade pupils and a group of science teacher students, and the main theme of this program is the use of models in chemistry. Specifically, we study the effect of an analogical model that is designed to promote understanding of the properties of molecules, related to a paper chromatography experiment. Our research indicates that analogical models can be a useful tool to convey understanding of abstract concepts and non-visible phenomena, but they hold serious pitfalls that can lead to misunderstandings amongst students if not used in a proper manner. These findings are in line with other studies. Our data indicate that respondents` knowledge about molecular properties may have increased after participating in this teaching program. However, both groups of respondents consistently used wrong properties to explain the paper chromatography experiment. Conversation transcripts and respondents` models indicate that these misconceptions are enhanced by the analogical model they were given to work with during the teaching program. Based on our findings, we give some advice for how to best present analogies in the classroom.


Author(s):  
Hilary Radner ◽  
Alistair Fox

This chapter assesses Raymond Bellour’s contribution to the area of research known as “film analysis,” arguing that it is best understood as an “art” rather than a scientific practice. Grounded in the French tradition of “explication du texte” as a means of approaching literature, Bellour was among the first film scholars to bring a French literary sensibility to the analysis of Classical Hollywood film, which enabled him to recognize the rhetorical refinements of the cinematic medium and its potential for poetic expression. The chapter explores the significant concepts that define Bellour’s approach: segmentation; “the unattainable text” (also referred to as “the undiscoverable text” or “le texte introuvable”); le blocage symbolique (also referred to as “the symbolic blockage”);“the textual volume”; Hitchcock and psychoanalysis; and enunciation.


2019 ◽  
Author(s):  
Adib Rifqi Setiawan

It is requisite that each activity is necessary to have a clear purpose as it was designed to be a well applicable plan. Scientific literacy indicates that science has value outside scientific practice is hardly modern idea and reality, although we lose sight of this history. Unfortunately, PISA study at 1999-2015 and several preexist works has shows that common science teachings don’t optimally guide students to achieve scientific literacy. As matter of fact, the answer to how to guide student achieving scientific literacy has not been obtained yet. By proposing this work, I am consider that thematic learning as an alternative method to guide students on achieving scientific literacy. Thematic learning is an educational method of teaching in which emphasis is given on choosing a specific theme for teaching concepts. It is based on integrating various information and use it to demonstrate the topic. Pedagogy of thematic learning is based on its exploration of broad areas in one theme. I don’t deny that the concept of integrating subjects to teach in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider thematic learning as an opportunity while others view it as having problems. The answer, however, to how thematic learning education implementation has not been studied yet comprehensively. Therefore, thematic learning lesson plans is very important to be designed then implemented. This work constructs lesson plan to guide primary education student on achieving scientific literacy, using R&D approach four-D model: define, design, develop, and disseminate. It gained lesson plan completed by student worksheets also assessment tests as well, that validated by experts and practitioners nor reliability counted based exclusively on test.


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