To see the other types of publications on this topic, follow the link: Logic. Reasoning (Psychology) Thought and thinking.
Journal articles on the topic 'Logic. Reasoning (Psychology) Thought and thinking'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Logic. Reasoning (Psychology) Thought and thinking.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
De Neys, Wim, and Gordon Pennycook. "Logic, Fast and Slow: Advances in Dual-Process Theorizing." Current Directions in Psychological Science 28, no. 5 (August 7, 2019): 503–9. http://dx.doi.org/10.1177/0963721419855658.
Full textAbstract:
Studies on human reasoning have long established that intuitions can bias inference and lead to violations of logical norms. Popular dual-process models, which characterize thinking as an interaction between intuitive (System 1) and deliberate (System 2) thought processes, have presented an appealing explanation for this observation. According to this account, logical reasoning is traditionally considered as a prototypical example of a task that requires effortful deliberate thinking. In recent years, however, a number of findings obtained with new experimental paradigms have brought into question the traditional dual-process characterization. A key observation is that people can process logical principles in classic reasoning tasks intuitively and without deliberation. We review the paradigms and sketch how this work is leading to the development of revised dual-process models.
2
Weinstein, Mark Leonard, and Dan Fisherman. "on the relevance of cognitive neuroscience for community of inquiry." childhood & philosophy 15 (January 30, 2019): 01–19. http://dx.doi.org/10.12957/childphilo.2019.37513.
Full textAbstract:
Community of inquiry is most often seen as a dialogical procedure for the cooperative development of reasonable approaches to knowledge and meaning. This reflects a deep commitment to normatively based reasoning that is pervasive in a wide range of approaches to critical thinking and argument, where the underlying theory of reasoning is logic driven, whether formal or informal. The commitment to normative reasoning is deeply historical reflecting the fundamental distinction between reason and emotion. Despite the deep roots of the distinction and its canonization in current educational thought, contemporary cognitive neuroscience presents a fundamental challenge to the viability of the distinction and thus to any effort that sees education for reasonable judgment to be based on the remediation of cognition in isolation from its roots in the emotions. Cognitive neuroscience looks at the deep connections between emotion and memory, information retrieval, and resistance to refutation. This conforms with earlier studies in experimental psychology, which showed resistance to changing beliefs in the face of evidence, including evidence based on personal experience. This paper will look at the recent research including speculations from neurological modeling that shows the depth of connection between, emotions, memory and reasoning. It will draw implications for dialogic thinking within a community of inquiry including systematic self-reflection as an essential aspect of critical thinking.
3
Старко, Василь. "Categorization, Fast and Slow." East European Journal of Psycholinguistics 4, no. 1 (June 27, 2017): 205–12. http://dx.doi.org/10.29038/eejpl.2017.4.1.sta.
Full textAbstract:
The title of this study is inspired by Daniel Kahneman’s best-selling book Thinking, Fast and Slow. In it, the Nobel Prize winner explains in great detail the working of two systems of human reasoning: System 1, which is fast, automatic, associative, subconscious, involuntary and (nearly) effortless, and System 2, which is slow, intentional, logical, conscious, effortful and requires executive control, attention, and concentration. This distinction applies to human categorization as well. Each of the two labels refers, in fact, to a set of systems, which is why the designations Type 1 and Type 2 processes are preferable. The default-interventionist architecture presupposes the constant automatic activation of categories by Type 1 processes and interventions of Type 2 processes if necessary. Type 1 categorization relies on the ‘shallow’ linguistic representation of the world, while Type 2 uses ‘deep’ extralinguistic knowledge. A series of linguistic examples are analyzed to illustrate the differences between Type 1 and Type 2 categorization. A conclusion is drawn about the need to take this distinction into account in psycholinguistic and linguistic research on categorization.
References
Barrett, F., Tugade, M. M., & Engle, R. (2004). Individual differences in working memorycapacity in dual-process theories of the mind. Psychological Bulletin, 130(4), 553–573.
Chaiken, S., & Trope, Y. (Eds.). (1999). Dual-process theories in social psychology. NewYork, NY: Guilford Press.
Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlledcomponents. Journal of Personality and Social Psychology, 56, 5–18.
Evans, J. St. B. T., & Stanovich, K. (2013) Dual-process theories of higher cognition:Advancing the debate. Perspectives on Psychological Science, 8(3), 223–241.
Geeraerts, D. (1993). Vagueness’s puzzles, polysemy’s vagaries. Cognitive Linguistics,4(3), 223–272.
Heider, Eleanor Rosch (1973). On the internal structure of perceptual and semanticcategories. In: Cognitive Development and the Acquisition of Language, (pp. 111–144).T. E. Moore, (ed.). New York: Academic Press
Kahneman, D. (2003). A perspective on judgement and choice. American Psychologist, 58,697–720.
Kahneman, D. (2015). Thinking, Fast and Slow. New York: Farrar, Straus and Giroux.
Kahneman, D., & Frederick, S. (2002). Representativeness revisited: Attribute substitutionin intuitive judgement. In: Heuristics and Biases: The Psychology of Intuitive Judgment,(pp. 49–81). T. Gilovich, D. Griffin, & D. Kahneman, (eds.). Cambridge, MA: CambridgeUniversity Press.
Lakoff, G. (1973). Hedges: A study in meaning criteria and the logic of fuzzy concepts.Journal of Philosophical Logic, 2, 458–508.
Lakoff, G. (1987). Women, Fire, and Dangerous Things. Chicago, London: University ofChicago Press.
Reber, A. S. (1993). Implicit Learning and Tacit Knowledge. Oxford, England: OxfordUniversity Press.
Stanovich, K. E. (1999). Who is Rational? Studies of Individual Differences in Reasoning.Mahwah, NJ: Erlbaum.
Stanovich, K. E., & West, R F. (2000). Individual difference in reasoning: implications forthe rationality debate? Behavioural and Brain Sciences, 23, 645–726.
Старко В. Категоризаційні кваліфікатори// Проблеми зіставної семантики. 2013,№ 11. С. 132–138.Starko, V. (2013). Katehoryzatsiini kvalifikatory. Problemy Zistavnoyi Semantyky, 11,132–138.
Sun, R., Slusarz, P., & Terry, C. (2005). The interaction of the explicit and the implicit inskill learning: A dual-process approach. Psychological Review, 112, 159–192.
Teasdale, J. D. (1999). Multi-level theories of cognition–emotion relations. In: Handbookof Cognition and Emotion, (pp. 665–681). T. Dalgleish & M. J. Power, (eds.). Chichester,England: Wiley.
Wason, P. C., & Evans, J. St. B. T. (1975). Dual processes in reasoning? Cognition, 3,141–154.
Whorf, B. L. (1956). The relation of habitual thought and behavior to language. In:Language, Thought, and Reality. Selected Writings of Benjamin Lee Whorf, (pp. 134–159). Cambridge, Massachusetts: The M.I.T. Press. (originally published in 1941)
Wierzbicka, A. (1996). Semantic Primes and Universals. Oxford: Oxford UniversityPress.
4
Rohach, Oksana, and Iuliia Rohach. "MANIPULATION AND PERSUASION IN BUSINESS ADVERTISING." RESEARCH TRENDS IN MODERN LINGUISTICS AND LITERATURE 4 (December 23, 2021): 47–61. http://dx.doi.org/10.29038/2617-6696.2021.4.47.61.
Full textAbstract:
The article analyzes the notions of persuasion, persuasive techniques, manipulation, its types, and their application in business advertising. Advertising has covered the way from informing a target audience to asking and convincing, from convincing to working out conventional reflexes, from working our traditional reflexes to the unconscious suggestion, and from the cold advice to the projection of a symbolic image. Advertisers have been consistent in making customers perceive a picture of a promoted product consciously and then make them buy it automatically.Advertising is so powerful that it can form and change the worldview and behaviour of people. That is why professionals in many spheres study and investigate the phenomenon of manipulative potentials of advertising. The term manipulation stands for the art of managing people's behaviour and thinking with afocused impact on the social consciousness, a type of psychological influence, a hidden inducement of people to perform specific actions, an invisible socio-psychological control of a target audience.A successful manipulation requires exploiting human beings' critical weaknesses, such as the limited capability of strategic reasoning, little awareness, susceptibility to cognitive biases, or potentially indirect social pressure.As to the to the persuasive techniques, the most effective ones are lexical (descriptive adjectives, clichés, coloured words, emotive and inclusive vocabulary, colourful words and descriptive language, loaded words; associations and connotations, subtexts, anecdotes), rhetorical and stylistic (rhetorical questions, argumentation, reasoning and logic, evidence: exaggeration, hyperboles, alliteration, metaphors, repetitions, similes, irony, pun) and the visual ones (iconic signs, graphs, tables etc.). Combined together they make advertisements eye-catching, bright, memorable, informative, thought-provoking, persuasive, and manipulative.Creating advertisements by borrowing methods from psychology has been quite successful. Psychology is an inseparable part of human being activity, including advertising and business. That is why knowledge of psychology, psycholinguistics, and NLP provides a better understanding of consumers' needs, desires, and preferences and positively influences a company's image and profits. At present, advertising is, on the one hand, an organic part of modern life. With its assistance, we find out about new products, goods, shops, and services. On the other hand, advertising is a means of massmedia communication that influences people by implementing modern psychology and psycholinguistics's practical methods and tactics. To achieve their set goals, advertisers use a unique language and select lexical units that create anxiety, fear of being late or missing a chance or a sale.
5
Klaczynski, Paul A., and Wejdan Felmban. "Effects of Thinking Dispositions, General Ability, Numeracy, and Instructional Set on Judgments and Decision-Making." Psychological Reports 123, no. 2 (December 14, 2018): 341–70. http://dx.doi.org/10.1177/0033294118806473.
Full textAbstract:
To explore hypotheses based on Stanovich’s proposal that analytic processing comprises a reflective-level, an algorithmic level, and specific mindware, 342 participants completed measures of thinking dispositions, general ability (GA), numeracy, and probabilistic and nonprobabilistic reasoning. In a control condition, numeracy predicted probabilistic reasoning at high levels of both thinking dispositions and GA, and GA predicted nonprobabilistic reasoning at high levels of thinking dispositions. In a logic instruction condition, numeracy predicted probabilistic reasoning when GA was high, and GA affected nonprobabilistic reasoning directly. Thinking dispositions moderated neither relationship. Instead, instructions facilitated reasoning for low thinking disposition/high-ability participants, suggesting that logic instructions cued low thinking disposition individuals to engage in higher order reflective processing. The evidence is consistent with the proposals that reflective processes are essential to the allocation of algorithmic resources, and algorithmic resources are necessary for effective mindware implementation.
6
Schumann, Andrew. "Creative Reasoning and Content-Genetic Logic." Studia Humana 7, no. 4 (December 1, 2018): 39–47. http://dx.doi.org/10.2478/sh-2018-0022.
Full textAbstract:
Abstract In decision making quite often we face permanently changeable and potentially infinite databases when we cannot apply conventional algorithms for choosing a solution. A decision process on infinite databases (e.g. on a database containing a contradiction) is called troubleshooting. A decision on these databases is called creative reasoning. One of the first heuristic semi-logical means for creative decision making were proposed in the theory of inventive problem solving (TIPS) by Genrich Altshuller. In this paper, I show that his approach corresponds to the so-called content-generic logic established by Soviet philosophers as an alternative to mathematical logic. The main assumption of content-genetic is that we cannot reduce our thinking to a mathematical combination of signs or to a language as such and our thought is ever cyclic and reflexive so that it contains ever a history.
7
Allott, Nicholas, and Hiroyuki Uchida. "Classical logic, conditionals and “nonmonotonic” reasoning." Behavioral and Brain Sciences 32, no. 1 (February 2009): 85. http://dx.doi.org/10.1017/s0140525x09000296.
Full textAbstract:
AbstractReasoning with conditionals is often thought to be non-monotonic, but there is no incompatibility with classical logic, and no need to formalise inference itself as probabilistic. When the addition of a new premise leads to abandonment of a previously compelling conclusion reached by modus ponens, for example, this is generally because it is hard to think of a model in which the conditional and the new premise are true.
8
Parisi, Luciana. "Media Ontology and Transcendental Instrumentality." Theory, Culture & Society 36, no. 6 (May 22, 2019): 95–124. http://dx.doi.org/10.1177/0263276419843582.
Full textAbstract:
This article takes inspiration from Kittler’s claim that philosophy has neglected the means used for its production. Kittler’s argument for media ontology will be compared to the post-Kantian project of re-inventing philosophy through the medium of thought (in particular Deleuze’s Spiritual Automaton). The article discusses these views in the context of the automation of logical thinking where procedures, tasks, and functions are part of the instrumental processing of new ends evolving a new mode of reasoning. In particular, the article suggests that in constructivist logic and information theory, the temporal gap between truth and proof, between input and output, can be taken to argue that the means of thought expose the indetermination or the incomputability of proof. The automation of reasoning in logical processing coincides not with mindless correlations of data, replacing axioms with data, truths with self-validating proofs. Instead, the problem of the indeterminacy of proof within automated logic re-habilitates techne or instrumentality, and the relation between means and ends away from classical idealism and analytic realism. By following John Dewey’s argument for instrumentality, it will be argued that the task of thinking today needs to re-invent a logic of techne away from the teleological view of ends or the crisis of finality. If the post-Kantian preoccupations about the task of thinking already announced that the medium of thought could offer possibilities for a non-human philosophy (or a philosophy beyond truth), this article envisions a machine philosophy originating from within computational media.
9
Tuziak, Roman. "Formal logic and natural ways of reasoning." Studia Philosophica Wratislaviensia 16, no. 2 (December 2, 2021): 75–86. http://dx.doi.org/10.19195/1895-8001.16.2.6.
Full textAbstract:
In the paper I ask the question about the relation between formal logic and the natural logic of human mind. By a natural logic I mean the ways of thinking of a person that is intelligent but untrained in formal logic. As it turns out that the laws, rules or properties of formal logic in some cases diverge from the natural ways of reasoning, I explain the causes of this divergence. Since the majority of research in this area has been carried out from the standpoint of psychology, as a logician I suggest a slight change of the angle from which we look at the problem. I argue that certain narrowing of an interdisciplinary research would be helpful in getting a better picture of natural logic, and might provide a new stimulus for formal investigations.
10
Minner, Frédéric. "Emotions, language and the (un-)making of the social world." Emotions and Society 1, no. 2 (November 1, 2019): 215–30. http://dx.doi.org/10.1332/263168919x15663586358054.
Full textAbstract:
What are the motivational bases that help explain the various normative judgements that social agents make, and the normative reasoning they employ? Answering this question leads us to consider the relationships between thoughts and emotions. Emotions will be described as thought-dependent and thought-directing, and as being intimately related to normativity. They are conceived as the grounds that motivate social agents to articulate their reasoning with respect to the values and norms they face and/or share in their social collective. It is argued that because they are modes of thinking, emotions generate cognitive activities that relate to the making of evaluative and deontic judgements, the utterance of speech acts, the mastering of normative concepts and the building of arguments. Furthermore, each type of emotion generates its own constitutive judgements and structures normative thinking according to its own logic. The main thesis is that emotions provide sociological explanations for social agents’ thinking and speech, for emotions are precisely what motivate and, especially, structure normative reasoning and language. Being observable in language, emotions allow us to explain a) how social subjects reason and argue through norms and values, and b) how social subjects through their speech acts can contribute to the (un-)making of the social world.
11
Stanovich, Keith E. "Decentered thought and consequentialist decision making." Behavioral and Brain Sciences 19, no. 2 (June 1996): 323–24. http://dx.doi.org/10.1017/s0140525x00042916.
Full textAbstract:
AbstractNear the end of his target article, Baron argues that we need to address the question of how to conduct education in consequentialist decision making. However, recent trends in education have deemphasized and denigrated decentered and decontextualized thought. It is argued here that perspective decentering and decontextualized thinking are absolutely essential to the development of consequentialist reasoning.
12
Anellis, Irving. "Charles Peirce and Bertrand Russell on Euclid." Revista Brasileira de História da Matemática 19, no. 37 (October 16, 2020): 79–94. http://dx.doi.org/10.47976/rbhm2019v19n3779-94.
Full textAbstract:
Both Charles Sanders Peirce (1839–1914) and Bertrand Russell (1872–1970) held that Euclid’s proofs in geometry were fundamentally flawed, and based largely on mathematical intuition rather than on sound deductive reasoning. They differed, however, as to the role which diagramming played in Euclid’s emonstrations. Specifically, whereas Russell attributed the failures on Euclid’s proofs to his reasoning from diagrams, Peirce held that diagrammatic reasoning could be rendered as logically rigorous and formal. In 1906, in his manuscript “Phaneroscopy” of 1906, he described his existential graphs, his highly iconic, graphical system of logic, as a moving picture of thought, “rendering literally visible before one’s very eyes the operation of thinking in actu”, and as a “generalized diagram of the Mind” (Peirce 1906; 1933, 4.582). More generally, Peirce personally found it more natural for him to reason diagrammatically, rather than algebraically. Rather, his concern with Euclid’s demonstrations was with its absence of explicit explanations, based upon the laws of logic, of how to proceed from one line of the “proof” to the next. This is the aspect of his criticism of Euclid that he shared with Russell; that Euclid’s demonstrations drew from mathematical intuition, rather than from strict formal deduction.
13
Schumann, Andrew. "Towards the Definition of Logical Competence." Cogency 13, no. 2 (January 26, 2022): 7–40. http://dx.doi.org/10.32995/cogency.v13i2.373.
Full textAbstract:
According to logical psychologism that was popular in the nineteenth century, logic was regarded as a natural ability of human psychology. Consequently, logical competence as a realization of logic knowledge was treated as one of the innate features of human thinking. Nevertheless, within cognitive science, it was experimentally proved that our thinking is not free from cognitive biases, and to the same extent, our reasoning is not free from logical fallacies. Hence, we are forced to consciously clear the thinking of possible distortions to follow logical norms and to realize logical competence thereby. In the paper, it is shown that some cognitive biases are observed even at the level of cellular reactions to the environment and then at the level of animal behavior. Therefore not logic, but cognitive biases are a natural (biological) mechanism of human thinking. So, the problem of defining logical competence arises. In this paper, there are some arguments that logical competence has once appeared as an especial social practice and it has then been developed for a long time before the first treatises on logic.
14
Ferrigno, Stephen, Yiyun Huang, and Jessica F. Cantlon. "Reasoning Through the Disjunctive Syllogism in Monkeys." Psychological Science 32, no. 2 (January 25, 2021): 292–300. http://dx.doi.org/10.1177/0956797620971653.
Full textAbstract:
The capacity for logical inference is a critical aspect of human learning, reasoning, and decision-making. One important logical inference is the disjunctive syllogism: given A or B, if not A, then B. Although the explicit formation of this logic requires symbolic thought, previous work has shown that nonhuman animals are capable of reasoning by exclusion, one aspect of the disjunctive syllogism (e.g., not A = avoid empty). However, it is unknown whether nonhuman animals are capable of the deductive aspects of a disjunctive syllogism (the dependent relation between A and B and the inference that “if not A, then B” must be true). Here, we used a food-choice task to test whether monkeys can reason through an entire disjunctive syllogism. Our results show that monkeys do have this capacity. Therefore, the capacity is not unique to humans and does not require language.
15
Can, Derya, and Veli Can. "Fairness in Resource Distribution: Relationship between Children’s Moral Reasoning and Logical Reasoning." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 66–86. http://dx.doi.org/10.2478/atd-2020-0021.
Full textAbstract:
Abstract Introduction: The aim of this study is to examine children’s moral reasoning and logical reasoning processes and the relationship between these two mechanisms. In the present study the focus is on the relationship between the factors such as fair sharing, equality, merit, ownership, opportunity in the resource allocation and logical reasoning among the children aged 5-7. Methods: In this study, which aims to examine how the logical thinking skills differ according to the children’s moral reasoning process, a survey design approach was used. Participants were 92 children aged 5 (female N=13, male N=14) and aged 6 (female N=17, male N=18), aged 7 (female N=17, male N=13). The data collected from the moral and logical reasoning tasks were analyzed in two steps. At the first step the answers of the participants were scored. At the second step their justifications were categorized. To test out hypotheses we used two general linear models to examine the age effects of Age (5-7 years) and Reasoning (equality, ownership, merit, opportunity) on children’s evaluations of the vignette characters’ actions. Age-related changes in children’s evaluation and their logical reasoning skills related to initial distribution and transfer status were analyzed by the variance analysis. Results: Based on the findings of the study it can be stated that the children in the age group of 6-7 evaluated negatively the reward distribution based on the outcomes due to their concerns about the inequality in the opportunities and the violation of the principle of equality. The findings of the study indicate that there is no significant difference in children’s logical thinking skills depending on their age. As a result of the study, it is found that although there is no direct relationship between the moral and logical reasoning processes of children, the children who can reject the AC type inference predominantly emphasize the principle of equality. Although there is no significant relationship between moral reasoning and logical reasoning processes, it can be said that children with higher levels of logical reasoning much more frequently emphasize the principle of equality in moral reasoning process. Discussion: Research indicates that children aged around 5 consider the reward distribution based on the outcomes fair. Older children, on the other hand, evaluate the inequalities in resource distribution as unfair. These findings support the results of the study suggesting that older children consider inequal source distribution both at the first case and at the transfer cases unfair. The children’s approval or disapproval of the transfer varies based on their reasoning processes. They support transfer if they emphasize the principle of equality, but they do not support it if their focus is on the principle of ownership. Older children are found to have a commitment to the principle of equality, and the difference between the 5-year age group and the 6-7-year age group is remarkable in this regard. Similar findings are reported in the previous studies, and it is generally stated that younger children are more selfish and that the tendency to distribute resources equally becomes dominant due to the increase in the age of children. Although there is no significant relationship between moral reasoning and logical reasoning processes, it can be said that children with higher levels of logical reasoning emphasize the principle of equality in moral reasoning process much more frequently. Conclusion: Cognitivists argue that cognition and particularly reasoning have significant roles in making moral decisions. It suggests that children whose logical thinking skills are higher than others understand the necessity of equality to ensure fairness. The basic information on logic should be taught and introduced to the children from an early age. In addition, children should be ensured to use these methods through connections with both daily life and other courses at schools. It is thought that having basic logic knowledge by children will affect positively their cognitive, affective and social development. In order to examine this effect, a logic program including simple logic rules and basic inference types should be developed and the effects of such programs on the cognitive, affective and social development of children should be examined.
16
Can, Derya, and Veli Can. "Fairness in Resource Distribution: Relationship between Children’s Moral Reasoning and Logical Reasoning." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 66–86. http://dx.doi.org/10.2478/atd-2020-0021.
Full textAbstract:
AbstractIntroduction: The aim of this study is to examine children’s moral reasoning and logical reasoning processes and the relationship between these two mechanisms. In the present study the focus is on the relationship between the factors such as fair sharing, equality, merit, ownership, opportunity in the resource allocation and logical reasoning among the children aged 5-7.Methods: In this study, which aims to examine how the logical thinking skills differ according to the children’s moral reasoning process, a survey design approach was used. Participants were 92 children aged 5 (female N=13, male N=14) and aged 6 (female N=17, male N=18), aged 7 (female N=17, male N=13). The data collected from the moral and logical reasoning tasks were analyzed in two steps. At the first step the answers of the participants were scored. At the second step their justifications were categorized. To test out hypotheses we used two general linear models to examine the age effects of Age (5-7 years) and Reasoning (equality, ownership, merit, opportunity) on children’s evaluations of the vignette characters’ actions. Age-related changes in children’s evaluation and their logical reasoning skills related to initial distribution and transfer status were analyzed by the variance analysis.Results: Based on the findings of the study it can be stated that the children in the age group of 6-7 evaluated negatively the reward distribution based on the outcomes due to their concerns about the inequality in the opportunities and the violation of the principle of equality. The findings of the study indicate that there is no significant difference in children’s logical thinking skills depending on their age. As a result of the study, it is found that although there is no direct relationship between the moral and logical reasoning processes of children, the children who can reject the AC type inference predominantly emphasize the principle of equality. Although there is no significant relationship between moral reasoning and logical reasoning processes, it can be said that children with higher levels of logical reasoning much more frequently emphasize the principle of equality in moral reasoning process.Discussion: Research indicates that children aged around 5 consider the reward distribution based on the outcomes fair. Older children, on the other hand, evaluate the inequalities in resource distribution as unfair. These findings support the results of the study suggesting that older children consider inequal source distribution both at the first case and at the transfer cases unfair. The children’s approval or disapproval of the transfer varies based on their reasoning processes. They support transfer if they emphasize the principle of equality, but they do not support it if their focus is on the principle of ownership. Older children are found to have a commitment to the principle of equality, and the difference between the 5-year age group and the 6-7-year age group is remarkable in this regard. Similar findings are reported in the previous studies, and it is generally stated that younger children are more selfish and that the tendency to distribute resources equally becomes dominant due to the increase in the age of children. Although there is no significant relationship between moral reasoning and logical reasoning processes, it can be said that children with higher levels of logical reasoning emphasize the principle of equality in moral reasoning process much more frequently.Conclusion: Cognitivists argue that cognition and particularly reasoning have significant roles in making moral decisions. It suggests that children whose logical thinking skills are higher than others understand the necessity of equality to ensure fairness. The basic information on logic should be taught and introduced to the children from an early age. In addition, children should be ensured to use these methods through connections with both daily life and other courses at schools. It is thought that having basic logic knowledge by children will affect positively their cognitive, affective and social development. In order to examine this effect, a logic program including simple logic rules and basic inference types should be developed and the effects of such programs on the cognitive, affective and social development of children should be examined.
17
Kleiger, James H., and Joni L. Mihura. "Developments in the Rorschach Assessment of Disordered Thinking and Communication." Rorschachiana 42, no. 2 (September 1, 2021): 265–80. http://dx.doi.org/10.1027/1192-5604/a000132.
Full textAbstract:
Abstract. In its first 100 years, the Rorschach has been heralded as a valuable method for investigating disturbances in thought organization and reasoning. It has survived periods of intense scrutiny and criticism, as contemporary researchers continued to demonstrate the empirical validity of the Rorschach as a measure of disordered thinking ( Mihura et al., 2013 ). It is fitting to mark the centenary of Rorschach’s “experiment” by summarizing contemporary contributions of the Rorschach Performance Assessment System (R-PAS) and reviewing the empirical and conceptual bases for using the inkblots to assess disordered thinking and communication.
18
Hamawaki, Arata. "Undoing the Psychologizing of the Psychological." Conversations: The Journal of Cavellian Studies, no. 7 (June 19, 2019): 69–73. http://dx.doi.org/10.18192/cjcs.vi7.4291.
Full textAbstract:
In “Aesthetic Problems of Modern Philosophy,” first published in 1965, and later collected in Must We Mean What We Say?, Stanley Cavell wrote:
We know the efforts of such philosophers as Frege and Husserl to undo the “psychologizing” of logic (like Kant’s undoing Hume’s psychologizing of knowledge): now, the shortest way I might describe such a book as the Philosophical Investigations is to say that it attempts to undo the psychologizing of psychology, to show the necessity controlling our application of psychological and behavioral categories; even, one could say, show the necessities in human action and passion themselves. And at the same time it seems to turn all of philosophy into psychology—matters of what we call things, how we treat them, what their role is in our lives.
Frege, of course, insisted on distinguishing between what is thought in any act of thinking, the content of thought, which he conceived of as having a propositional form, and the thinking of it. A thought is what can be common to different acts of thinking, whether of one’s own or of another. It is thus essentially public, essentially shareable, unowned. By contrast the thinking of a thought is necessarily someone’s, necessarily owned, and so in that sense private. Frege depsychologized logic, by excluding the psychological from it. The logical must bear no trace of the psychological, for if that were not so, there would be nothing that could be true or false—and so no judgment, no belief, no propositional attitude, as thoughts have subsequently come to be called. There would be in Thomas Rickett’s memorable words, merely “mooing.” The first person is consequently banished from the logical order, for a first person thought is constituted by the thinking of it. But in depsychologizing logic as he did, Frege seemed to have psychologized psychology. Thus, in speaking of the Investigations as undoing the psychologizing of psychology, I take it, Stanley meant that it seeks to undo what Frege did. However, this doesn’t mean undoing what Frege undid, that is, erasing the sharp boundary between the logical and the psychological, but rather to not cede the psychological to psychology: what the PI calls for is to further what Frege began, but, as it were, against Frege. In other words, Stanley saw Wittgenstein as reintroducing the first person as essential to the logical order, the order of what we think.
19
Wasserman, Edward A. "Development and evolution of cognition: One doth not fly into flying!" Behavioral and Brain Sciences 31, no. 4 (July 29, 2008): 400–401. http://dx.doi.org/10.1017/s0140525x08004706.
Full textAbstract:
AbstractAbstract thought, in general, and – reasoning by analogy, in particular, have been said to reside at the very summit of human cognition. Leech et al. endeavor to comprehend the development of analogous thinking in human beings. Applying Leech et al.'s general approach to the evolution of analogical behavior in animals might also prove to be of considerable value.
20
Macha, Jakub. "Hegel and Wittgenstein." Cuadernos salmantinos de filosofía 49 (November 14, 2022): 89–100. http://dx.doi.org/10.36576/2660-9509.49.89.
Full textAbstract:
I argue that Hegel and Wittgenstein, each in their own specific way, used the idea of God at the beginning of creation as a complex analogy for other kinds of beginning, most notably the beginning of philosophical thought. Hegel’s Logic describes God’s mind before the creation of the world, i.e. God’s pure thinking. For a philosopher, beginning afresh means resolving to consider this kind of abstraction from the existence of the world. Wittgenstein, by contrast, says that the idea of a creator of the world does not explain anything. It marks the terminus ad quem of asking for explanations; we must not ask further who created the creator of the world. Wittgenstein generalizes this for any kind of reasoning: “Explanations come to an end somewhere.” (PhilosophicalInvestigations: §1) Any sort of explanation must eventually arrive at its terminus ad quem, which means only that any kind of reasoning must have its logical beginning.
21
Li, Yuanyuan. "STUDY THE LOGIC OF MODERN PSYCHOLOGY FROM THE PERSPECTIVE OF PHILOSOPHY." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A55. http://dx.doi.org/10.1093/ijnp/pyac032.076.
Full textAbstract:
Abstract Background Psychology and logic have similar disciplinary backgrounds. When searching for “psychology” or “logic”, there are many academic papers. When searching for relevant keywords, there are even more papers. However, searching the database for “the relationship between psychology and logic” will only find dozens of papers. This study focuses on the relationship between psychology and logic. Although the breadth and depth of the current research field of psychology are unprecedented, the results of retrieval and review show that there is little research on psychology from the perspective of philosophy. Philosophy is the basis of the initial existence of psychology and logic, and nature has the nature of both. Due to the progress and development of science, psychology and logic were separated and integrated with each other. This study attempts to explore the logic problem from the perspective of psychology, and to explore the further research of psychology from the perspective of logic problem. It is more beneficial for individuals to construct a specific method through philosophy emotion regulation. Research Objects and Methods This paper studies the logical problems in psychology from the perspective of philosophy. The basic problems of philosophy, especially the basic problems of modern philosophy, including existence and thinking, human psychology, thought and consciousness, are the subjective reflection of the objective world. The subjective reflection in the human brain is the processing and completion of everything in the objective world. Broad and indirect reflection must be inseparable from logic. Thinking plays a leading role in thinking. What to think, how to think and to what extent. They are the reflection of human mental state. The development of thinking measurement tools and the addition of psychoanalytic indicators can explore people's mental changes from the data. This paper proposes to take thinking as a bridge between psychology and logic, in order to attract people's attention to the research on the spiritual level of psychology. At the same time, in order to investigate the individual's performance in logical philosophy, a coping style scale was compiled. By consulting relevant literature, forming an open-ended questionnaire, sorting out the recovered effective scale and analyzing the data semantics, and compiling the initial measurement table of stress coping style on the basis of previous theoretical ideas; Secondly, it makes a preliminary test according to the items of the scale, and analyzes the data through item analysis, exploratory factor analysis and reliability test; Finally, the formal scale is formed, the formal scale is tested and restored, and confirmatory factor analysis and reliability and validity test are carried out. Results This study starts from the foundation, further analyzes logic, and finds the common ground between psychology and logic, that is, thinking. Psychology is inseparable from thinking, and logic needs the concrete embodiment of thinking. Because thinking leads to logical problems in psychology, they are inseparable in form and content. The basic conclusion of this study is to clarify the most basic logical problems in psychology, which may be of great significance to promote the research of psychological phenomena and the application of logical tools. At the same time, the correlation analysis between emotion regulation ability and mental health behavior in philosophical logic shows that the mediating effect of life events on anxiety through emotional response is regulated by philosophical logic. When the individual's philosophical logic belongs to the average level (U = 0), the indirect effect of life events on anxiety through emotional response accounts for 48.3% of the total effect. When the level of individual psychological elasticity is high (U = 1), the indirect effect accounts for 47.9% of the total effect, that is, the higher the psychological elasticity is, it can adjust the impact of life events on anxiety through coping styles and reduce it; On the contrary, when the level of individual psychological elasticity is low (U = - 1), the indirect effect accounts for 48.8% of the total effect, that is, the lower the psychological elasticity is, it will increase when adjusting the impact of life events on anxiety through coping styles. It can be seen that psychological elasticity can effectively regulate the impact of life events and coping styles on anxiety. Conclusion The scientificity and perfection of the measurement tools in this research center limit the accuracy of studying thinking from the perspective of psychology, and the modern logic tools describing the scientificity and perfection of thinking also limit the accuracy of studying thinking from the perspective of logic Solve these two problems and complete thinking research.
22
Widlok, Thomas, and Keith Stenning. "Seeking Common Cause between Cognitive Science and Ethnography: Alternative Logic in Cooperative Action." Journal of Cognition and Culture 18, no. 1-2 (March 28, 2018): 1–30. http://dx.doi.org/10.1163/15685373-12340027.
Full textAbstract:
Abstract Alternative logics have been invoked periodically to explain the systematically different modes of thought of the subjects of ethnography: one logic for ‘us’ and another for ‘them’. Recently anthropologists have cast doubt on the tenability of such an explanation of difference. In cognitive science, [Stenning and van Lambalgen, 2008] proposed that with the modern development of multiple logics, at least several logics are required for making sense of the cognitive processes of reasoning for different purposes and in different contexts. Alongside Classical logic (CL) — the logic of dispute), there is a need for a nonmonotonic logic (LP) which is a logic of cooperative communication. Here we propose that all people with various cultural backgrounds make use of multiple logics, and that difference should be captured as variation in the social contexts that call forth the different logics’ application. This contribution illustrates these ideas with reference to the ethnography of divination.
23
Braunstein, Myron L. "A better understanding of inference can reconcile constructivist and direct theories." Behavioral and Brain Sciences 25, no. 1 (February 2002): 99. http://dx.doi.org/10.1017/s0140525x02240029.
Full textAbstract:
The attempt to relate distinctions in perceptual theory to different physiological systems leads to numerous exceptions and inconsistencies. A more promising approach to the reconciliation of constructivist theory and direct perception is to recognize that perception does involve inference, as the constructivists insist, but that inference is a process in logic that does not require unconscious reasoning and need be no more thought-like than resonance.
24
Peña Benavente, Karen. "Art Echo: María Zambrano and the Kouroi Relief." Synthesis: an Anglophone Journal of Comparative Literary Studies, no. 5 (May 1, 2013): 94. http://dx.doi.org/10.12681/syn.17433.
Full textAbstract:
The aim of this paper is to examine the role of early Greek thought in the work of María Zambrano, a Spanish critic and philosopher who lived most of her life in exile (1939-1984). Zambrano incorporates Greek concepts into her writing as a means to question conventional Philosophy, not as an aim or télos, but as an uncomfortable dwelling that paradoxically leads into suspension and doubt. Key concepts and artistic figures emerge in her seemingly illogical reasoning (razón poética) such as those arising from her work on the Greek Kouroi. Zambrano refuses fixity in Philosophy, where logic and method can be rigorously apprehended. She gracefully takes another turn: by elucidating ancient wisdom through allusive metaphors and ancient ruins, she resists direct pathways into History and Truth. Her style takes after her thinking and can often meander into the realms of enigma, mysticism, and other unconventional forms of thought such as intuition and dreams.
25
Maidansky, A. D. "Practical Materialism” in Understanding Thinking: E.V. Ilyenkov and F.T. Mikhailov." Cultural-Historical Psychology 17, no. 1 (2021): 37–41. http://dx.doi.org/10.17759/chp.2021170106.
Full textAbstract:
F.T. Mikhailov called E.V. Ilyenkov ‘the first of us’ and was guided in his work on The Riddle of the Self by the dialectical logic Ilyenkov developed — the objective-oriented activity theory of thinking. The article explores the differences between the two editions of this book 'and discusses the concept of ‘practical’ materialism opposing ‘somatic’ materialism. The latter considers organic body, which is gifted to man by nature, to be the subject of activity. In practical materialism, objective activity (social labour) is treated as the substance whose ‘results and moments’, as Mikhailov puts it, are thought, bodily organization and everything specifically human altogether. Cultural objects form a ‘language of real life’, a special kind of symbol system that brings people together and guides their activities. In the study of this language, Mikhailov sees the key to solving the riddle of the human Self
26
Baena-Rojas, Jose Jaime, María Soledad Ramírez-Montoya, Diego Mauricio Mazo-Cuervo, and Edgar Omar López-Caudana. "Traits of Complex Thinking: A Bibliometric Review of a Disruptive Construct in Education." Journal of Intelligence 10, no. 3 (June 30, 2022): 37. http://dx.doi.org/10.3390/jintelligence10030037.
Full textAbstract:
The purpose of this research is to contextualize the behavior of publications on complex thinking in education. A total of 428 documents compiled in Scopus from 1937 to 2022 were analyzed with a bibliometric study considering criteria such as “complex thinking”, “complex thought”, and “reasoning for complexity”, all combined with education. The results show 153, 47, and 5 publications for each criterion with their related disciplines, citations, types of documents, universities, prominent authors, researching countries, and the general diachronic evolution of the subject, this allows to establish an idea about the implications of the present study according to one of the most important databases in the world. It is concluded that complex thinking and its relationship with education awakens a greater interest in the academy, not only because of its incidence in diverse fields that are nourished by it for the generation of new multidisciplinary knowledge but also because of the published research that demonstrates its transcendence.
27
Forcada, Miquel. "IBN BĀJJA ONTAṢAWWURANDTAṢDĪQ: SCIENCE AND PSYCHOLOGY." Arabic Sciences and Philosophy 24, no. 1 (January 24, 2014): 103–26. http://dx.doi.org/10.1017/s0957423913000106.
Full textAbstract:
AbstractAs is well known,taṣawwurandtaṣdīq,conceptualization and assent, are essential notions in the epistemology of Arabo-Islamic philosophy. Conceptualization amounts to the definition of an object of knowledge, and assent to the recognition,viasome kind of reasoning, that this definition is true. One of the authors who dealt with both topics in greatest depth was al-Fārābī, whoseoeuvreexerted a profound influence on Ibn Bājja. This article analyzes the materials ontaṣawwurandtaṣdīqfound in Ibn Bājja's notes regarding al-Fārābī's writings on logic and scientific method, namely the glosses toKitāb al-Burhān. The analysis shows, on the one hand, that he understood perfectly the importance of both terms in al-Fārābī's construal of Aristotle's scientific method; and on the other, that he used them to deal with human thought processes. Indeed, conceptualization and assent were essential notions for Ibn Bājja, and underlie some of his best-known works.
28
Oaksford, Mike, and Nick Chater. "Précis ofBayesian Rationality: The Probabilistic Approach to Human Reasoning." Behavioral and Brain Sciences 32, no. 1 (February 2009): 69–84. http://dx.doi.org/10.1017/s0140525x09000284.
Full textAbstract:
AbstractAccording to Aristotle, humans are the rational animal. The borderline between rationality and irrationality is fundamental to many aspects of human life including the law, mental health, and language interpretation. But what is it to be rational? One answer, deeply embedded in the Western intellectual tradition since ancient Greece, is that rationality concerns reasoning according to the rules of logic – the formal theory that specifies the inferential connections that hold with certainty between propositions. Piaget viewed logical reasoning as defining the end-point of cognitive development; and contemporary psychology of reasoning has focussed on comparing human reasoning against logical standards.Bayesian Rationalityargues that rationality is defined instead by the ability to reason aboutuncertainty. Although people are typically poor at numerical reasoning about probability, human thought is sensitive to subtle patterns of qualitative Bayesian, probabilistic reasoning. In Chapters 1–4 ofBayesian Rationality(Oaksford & Chater 2007), the case is made that cognition in general, and human everyday reasoning in particular, is best viewed as solving probabilistic, rather than logical, inference problems. In Chapters 5–7 the psychology of “deductive” reasoning is tackled head-on: It is argued that purportedly “logical” reasoning problems, revealing apparently irrational behaviour, are better understood from a probabilistic point of view. Data from conditional reasoning, Wason's selection task, and syllogistic inference are captured by recasting these problems probabilistically. The probabilistic approach makes a variety of novel predictions which have been experimentally confirmed. The book considers the implications of this work, and the wider “probabilistic turn” in cognitive science and artificial intelligence, for understanding human rationality.
29
Glocer Fiorini, Leticia. "Trans-Subjectivities: The Analyst's Attempts to Classify and Their Effects on Countertransference." Psychoanalytic Review 109, no. 3 (September 2022): 257–75. http://dx.doi.org/10.1521/prev.2022.109.3.257.
Full textAbstract:
The author focuses on trans-identities within the broader field of trans-subjectivities while arguing that subjectivity should be considered within the conceptual framework of a heterogeneous and plural subject. The analyst's eagerness to classify gender and sex or typify pathology in a Manichean manner is an inevitable consequence of binary thought. This provokes undesired countertransference effects and creates obstacles to listening in the analytic session. The following contribution reexamines several notions to offer a renewed perspective on the concept of the subject, the Oedipus complex, the desire for a child, the categories of difference and diversity, and the blind spots of binary logic, among others. This reconsideration may in turn elucidate our comprehension of gender and sexual diversities. In this context, the author stresses the need to approach trans-identities and trans-subjectivities with a nonbinary logic based on a rhizomatous way of thinking.
30
Smirnova, N. N. "Kovelman, A. (2019). The visitors to the Pardes. Paradoxes of the Jewish, Christian, and secular cultures. Moscow: Knizhniki. (In Russ.)." Voprosy literatury, no. 3 (June 22, 2021): 288–93. http://dx.doi.org/10.31425/0042-8795-2021-3-288-293.
Full textAbstract:
The review is concerned with the language of the humanities, in particular, the one on the border between rationalism and mythologising. With the help of V. Shklovsky’s concept of defamiliarisation (ostranenie), the author explores the logic whereby some schools of thought and their related sets of values convert into others. The study paints a kaleidoscopic picture of conversion undergone by elements of humanity’s intellectual history. The main distinguishing feature of such a view of history is a moving picture, whose parts can become elements of completely different holistic entities, whilst remaining perfectly self-identifiable. The book focuses on the key metaphors that determined the way of thinking in a particular period. A metaphor, too, is used to organise the author’s reasoning and argumentation. The review shows how A. Kovelman’s book brings the language of theory back into the fold of literal meanings and their historical transformation.
31
Lobastov, G. V. "The Human Self: the Illusion of a Riddle." Cultural-Historical Psychology 17, no. 1 (2021): 20–27. http://dx.doi.org/10.17759/chp.2021170104.
Full textAbstract:
The paper is an attempt to give an inner outline of F.T. Mikhailov’s logic in the study of the human Self. The principles of analysis and the meaningful path of becoming the Self are analyzed, from the problem of the emergence of the mind to the developed, creative and free personality. Reflection of logical categories and their formal and substantive connection with the problems and methods of theoretical research in psychology is carried out. The paper shows the dialectic of the concept of the Self — both in the objective reality and in the self-consciousness of the individual. The subjectness of the Self is presented as an expression of the social whole and the internal logic of its development. This logic of the whole is the potential basis of the creative ability of the Self. The creativity arises in the contradiction between the universal and the specific, the distinction of which is, according to F.T. Mikhailov, the most difficult problem. But it is precisely in the solution of this problem that the solution to the phenomenon of the Self lies. And thus of freedom as the objective self-determination of man in being and in thinking. The reproduction of the logic of thought of F.T. Mikhailov is carried out by the author in his own synthesis of problems that highlight the main line in understanding the problem of the Self.
32
Selivanov, V. V. "The theory of thinking as a process: an experimental confirmation." Experimental Psychology (Russia) 12, no. 1 (2019): 40–52. http://dx.doi.org/10.17759/exppsy.2019120104.
Full textAbstract:
The paper deals with the main provisions of the theory of thinking A.V. Brushlinsky, its development in modern psychology. Thinking in this theory is presented as a continuous process of human interaction with the object. Psychological content of thinking includes eight levels — from structural to subject. The cognitive plan of thinking is significantly expanded due to the allocation of not only forms (studied mainly by formal logic, epistemology), mental actions (operations), but also mental processes. The introduction of process components have been theoretically and experimentally substantiated. The paper presents experimental studies of changes in personal parameters (in particular, cognitive style) in the course of the thought process, the dynamics of intellectual conscious and unconscious components in solving problems by the subject, the influence of thinking on the intellect, the effects of critical thinking, etc. The main provisions of the «process» theory of thinking and the action of thought processes are included in the system of various contexts: the functioning of cognitive styles, the use of “subsensory” tips by the subject, the work of the individual with training programs in virtual reality ... It is shown that mental processes (thinking as a process) are interconnected and, as a rule, determine the functioning of mental operations (mental actions), lead to micro-changes in the personality plan of thinking, functioning components of intelligence, provide formation of new elements of thinking in the course of solving problems. The structure of psychological content of thinking from the perspective of subject-activity and systemic approaches in psychology, including 8 levels. It is shown that the theory of thinking as process of A.V. Brushlinsky provides reflection of the differentiated content of mental activity in which cognitive plan along with formal (level of forms) and operational (level of operations) it is expedient to allocate process components.
33
Coşkun, Abdulkadir. "An Overview of Logic in Avicenna." Journal Of The Near East Unıversıty Islamıc Research Center 8, no. 1 (June 28, 2022): 33–52. http://dx.doi.org/10.32955/neu.istem.2022.8.1.03.
Full textAbstract:
Avicenna, who defines logic as a method of reaching non-actual information based on actual information, or a method that protects people from mistakes while thinking, basically aims to reach information in the art of logic. In this respect, logic is a tool that leads to knowledge. Although Ibn Sînâ included the logic in all his works, he dealt with logic in more detail in his works called Kitâb Al-Shifâ and Remark and Admonitions. Besides, in Kitâb Al-Shifâ, written by Ibn Sînâ in accordance with the Peripatetic tradition, all the logic topics that Aristotle examined were the subject of research in the order put forward by Aristotle after Isagoci, while the Ishârât did not include categories and five arts were also included. very little has been mentioned. Avicenna's corpus of logic is more voluminous than Aristotle's texts. In this, besides Avicenna's making the subjects of logic a subject of wider examination, it was effective that he also made the comments after Aristotle the subject of examination. After him, the approach in Ishârât was more effective than the approach in Kitâb Al-Shifâ in terms of the handling of logic issues in the Islamic world. Concentrating on thought rather than the relationship between language and thought, Ibn Sînâ determines the subject of logic as second intelligibles based on the first intelligibles in terms of reaching the unknowns from the known. The unknown is basically reached through the mind. However, intuition (hads) is one of the ways to reach knowledge. Avicenna bases his understanding of logic on the following three basic principles: the distinction between language and thought, the distinction between matter (content) and form, and the distinction between essence and existence. The distinction between existence and essence is one of the most fundamental distinctions in the mind's perception of essences and the separation of logic into tasawwur and tasdîq. Although the concepts of tasawwur and tasdîq are taken as far as Aristotle and the Stoics, Avicenna interpreted these two concepts as the basic concepts that make up the logical system. The part of the logic up to the propositions, which we can describe as conceptual logic, constitutes imagination, and after propositions, affirmation. Introduction to Logic (Îsâgûcî/Al-Madhal) is a preparation for Categories, and Categories is an introduction to Peri Hermeneias. While the Prior Analytics is the book in which the theory of syllogism is revealed, the five arts consisting of Burhân (demonstration), Jadal (topics), Safsata (fallacies), Khatâba (rhetoric) and Shi’r (poetry) constitute the content of logic and are the application area of syllogism. Conceptual (imaginative) knowledge is an act of visualizing the existence by abstracting it and does not contain judgment. However, since the judgment is made with at least two concepts, there is no judgment without the concept. “What is it” and “which/which one” are the basic questions in reaching the concept obtained with the definition indicating the nature of something. In the proposition, which is the basis of confirmation and divided into simple and compound, the basic questions are "is there" and "why" questions. The one that leads to tasdîq, which means making a positive or negative judgment by establishing a connection between the two concepts, is hujjah/ihtijâj, that is, proof, reasoning, and the most basic reasoning method is syllogism. In classical logic, the main purpose is to reach syllogism, and in syllogism, the aim is to reach the demonstration that allows precise knowledge. According to Avicenna, who successfully adapted the concept of matter-form to logic, it is possible to talk about the form and substance of the proposition, which is the simplest form of tasdîq, as well as the substance and form, that is, the content and form, of the competent form of qiyâs. While the form of the proposition is shaped according to its quantity, quality and modality, its content is classified based on truth and falsity. Qiyâs is also divided into two according to its form and content. According to its form, syllogism is basically called iqtirânî and exceptional qiyâs, while according to its matter, it consists of propositional classes and five arts based on it in terms of truth value.
34
Barbashina, E. V. "Critical thinking and its necessity for the system of higher education." Professional education in the modern world 12, no. 1 (April 30, 2022): 20–28. http://dx.doi.org/10.20913/2618-7515-2022-1-3.
Full textAbstract:
Introduction. In modern literature on philosophy, pedagogy, psychology, the need for critical thinking for a person living in modern society, and for a graduate of a higher educational institution, is affirmed.Problem statement. The purpose of the article is to specify the reasons for the need for critical thinking. To achieve the goal at the first stage, the author analyzed the English-language review articles on various aspects of critical thinking.Methodology of the study. At the second step, based on the results of the first one, the most significant features of understanding critical thinking in philosophy (ideal, abstract carrier of critical thinking, emphasis on formal logical thought procedures), psychology (attention to thinking in specific situations, determining the connection between critical thinking and types of behavior, analysis of critical thinking skills in certain situations), pedagogy (orientation to the educational practice , reliance on empirical research).Outcomes. Based on the analysis of the review articles, the most significant coherent characteristics of critical thinking as a process were identified: the ability to fix a problem and to put forward hypotheses for its solution, reasoned analysis of hypotheses, comparison with other options, ability to refuse a preliminary solution to the problem, and others. It was also revealed that “intellectual virtues” are necessary for the implementation of critical thinking: the desire for education, responsible reasoning, mental flexibility, rejection of prejudices and intellectual egocentrism.Findings. The analysis of the documents of the World Economic Forum (2016, 2018) showed that critical thinking is included in the list of the main skills of students and professionals.
35
H. Londoño, Nora, Erika B. Jiménez, Fernando Juárez, and Carlos A. Marín. "The components of cognitive vulnerability to generalized anxiety disorder." International Journal of Psychological Research 3, no. 2 (December 30, 2010): 43–54. http://dx.doi.org/10.21500/20112084.811.
Full textAbstract:
The components of cognitive vulnerability to generalized anxiety disorder (GAD) were identified. We performed a comparative analysis between the cognitive profile of patients diagnosed with GAD (69 adults) and a control group with no diagnosis (69 adults). They were completed the MINI International Neuropsyquiatric Interview, the Young Schemes Questionnaire -YSQ-, the Core Beliefs Questionnaire for Personality Disorders -CCE-TP-, the Inventory of Automatic Thoughts -IPA-, and the Coping Strategies Questionnaire -EEC-M-. The cognitive profile of GAD comprised patterns of abandonment, mistrust/abuse, uncompromising standards and insufficient self-control/self-discipline. Associated personality disorders were dependent, paranoid, avoidant, schizotypal, borderline and antisocial. Cognitive distortions were filtering or selective abstraction (low scores), and significantly higher scores in polarized thinking, overgeneralization, interpretation of thought, catastrophic vision, fallacy of control, emotional reasoning and fallacy of change. Coping strategies were high aggressive reaction, expression of coping difficulty, denial, and low positive reappraisal.
36
DE VAULX D’ARCY, GUILLAUME. "LA NAQLA, ÉTUDE DU CONCEPT DE TRANSFERT DANS L’ŒUVRE D’AL-FĀRĀBĪ." Arabic Sciences and Philosophy 20, no. 1 (March 2010): 125–76. http://dx.doi.org/10.1017/s0957423909990129.
Full textAbstract:
AbstractThis article aims at presenting for the first time a central concept in al-Fārābī’s work that constitutes a keystone in understanding his thought, be it in its logical or political aspects. This concept is that of naqla, which, in terms of transmission and translation, its generic transcription can be rendered as ‘transfer’. The naqla is a notion that pertains to rupture in linguistic, logical or temporal continuities, and hints at confusing contiguities in the use of words, in demonstrations and in historical processes. This notion of naqla is at the centre of the preoccupations of al-Fārābī in his various domains of thinking. First of all, in terms of his linguistic reflection that consists of thinking about the transfer (naqla) of a given word in between its notions of first and second imposition. Then, in logic, the integration of the modes of reasoning of the theologians in Aristotelian syllogism, which passes by way of a mechanism of logical transference in the case of induction and the shift in paradigm. Finally, the Fārābian conception of intellectual history, as a transmission of knowledge, cannot be grasped in its fullest scope except through an understanding, not only of the common notion of naqla, but rather in terms of its particular Fārābian sense; namely as a concept that entirely renews the question of transmission and translation.
37
Ciompi, Luc. "Reflections on the role of emotions in consciousness and subjectivity, from the perspective of affect-logic." Consciousness & Emotion 4, no. 2 (December 31, 2003): 181–96. http://dx.doi.org/10.1075/ce.4.2.03cio.
Full textAbstract:
The phenomena of human consciousness and subjectivity are explored from the perspective of affect-logic, a comprehensive meta-theory of the interactions between emotion and cognition based mainly on cognitive and social psychology, psychopathology, Piaget’s genetic epistemology, psychoanalysis, and evolutionary science. According to this theory, overt or covert affective-cognitive interactions are obligatorily present in all mental activity, seemingly “neutral” thinking included. Emotions continually exert numerous effects, both linear and nonlinear, on attention, on memory and on comprehensive thought, or “logic” in a broad sense.They deeply “affect” also consciousness and subjectivity, as showed by the analysis of four crucially involved phenomena, namely (1) attention, (2) abstraction, (3) language, and (4) the prevailing affective state. The conclusion is that neither consciousness nor subjectiovity can be adequately understood without fully considering their emotional aspects.
38
Bertelsen, Bjørn Enge, and Ruy Llera Blanes. "Cracks in the System and Anthropology." Social Anthropology/Anthropologie sociale 30, no. 1 (March 1, 2022): 140–47. http://dx.doi.org/10.3167/saas.2022.300111.
Full textAbstract:
We begin by thanking our colleague Eldar Bråten for taking the time to read and comment on our article with such thoroughness. We continue right away with a response. A key aspect of Bråten’s critique is his claim that it is difficult to understand how we reason and, therefore, ‘how to discern substantial arguments in texts that overflow with evocative and metaphoric prose?’ In order to reply to such a concern, we choose to, first, take a step back and provide a backdrop to our anthropological thinking (and, therefore, reasoning and ‘prose’) and how it is situated within a longer trajectory of thought. Thereafter, we turn to his specific concerns with our approach to utopia.
39
Babanov, Aleksey. "The phenomenon of consent with yourself." Философская мысль, no. 10 (October 2020): 59–71. http://dx.doi.org/10.25136/2409-8728.2020.10.33074.
Full textAbstract:
This article is dedicated to analysis of the phenomenon of consent with yourself. Leaning on the ideas. H. Arend, the author analyzes various aspects of consent with yourself, as well as their interconnection. This phenomenon is viewed in three aspects: 1. attitude of a subject towards himself (psychology); 2. “Socratic” thinking as inner speech; 3. moral act. All three aspects of this phenomenon are based on the concept of “Socratic” thinking as an internal dialogue; therefore, special attention is turned to examination of its peculiarities. A comparative analysis is conducted on the “Socratic” thinking and other concepts of thinking, namely M. Heidegger’s. Consent with yourself in each corresponding aspect has the following meaning: 1. Positive attitude toward yourself reflected in self-regard. It is demonstrated that consent is only one-sided attitude, thus its more accurate characteristic would be self-regard, rather than “friendship with yourself”. Self-regard can stem from the experience of reasoning as a conversation with yourself on your thoughts and actions; 2. A condition of thinking, namely as consent in thought (non-contradiction) and with thought. Consent with yourself is not reduced to the logical law of non-contradiction. As a manifestation of existential process of thinking, it is not a formalized procedure and depends on the personal attitude and values of the subject. It is assumed that self-regard as a manifestation of consent is impossible without the judgment of internal dialogue; 3. Leaning on the ideas of H. Arendt, the author outlines the possible interpretation of consent in thinking as an ethical principle or internal standard of conscience, spreading to the actions of an individual. The conclusion is made that the phenomenon of consent with yourself has full significance only for the “Socratic” thinking, which makes responsible a thinker himself, rather than history, world spirit or being.
40
Shah, Mohd Hazim. "Religion and Postmodernism." Journal of KATHA 18, no. 1 (December 31, 2022): 1–20. http://dx.doi.org/10.22452/katha.vol18no1.1.
Full textAbstract:
In this article, I discuss the implications of postmodernism on religious thought, with special reference to Islamic thought. Firstly, I discuss the nature and characteristics of postmodernist thinking, and the different schools of thought/’postmodernisms’ that fall under that rubric. My contention is that postmodernism is a response to modernism rather than religion, although it has implications on religious thought. Secondly, I examine and compare the points of contention between modernism and post-modernism. I then argue that the differences are largely due to the privileging of nature and reasoning of modernists and the privileging of human/social and psychology of postmodernists. These, in turn, have implications on their metaphysics and epistemology, respectively. Thirdly, I provide an Islamic perspective on the modernist-postmodernist discourse, showing that the Islamic perspective transcends the natural-social divide, and how the tripartite relationship between God, man and nature, informs the discourse. The philosophy of language is also brought up in the discussion, where I suggest that Islam accepts the dual role of languages, that is, conveying the meaning in its literal sense (aka modernist), as well as being a symbol and an indirect reference (aka postmodernist). Finally, a close comparison is made between postmodernism and Islam, where both their incompatibilities as well as possible points of convergence are discussed.
41
Vakhnovan, M. "The cognitive mediating of personal development of medical students: genetic modeling approach." Fundamental and applied researches in practice of leading scientific schools 34, no. 4 (August 30, 2019): 47–54. http://dx.doi.org/10.33531/farplss.2019.4.7.
Full textAbstract:
The model of development of thinking of medical students based on genetic psychology is presented in the article. A model of the interdependence of thought and speech when learning a foreign language to medical students, represented by three factors: "Flexible verbalization – Central syntagmation speech associativity", "Shape activity – Logical associative pereference", "Associative gramaticly – analytic – Paradigmatics".
Teaching professional foreign language is considered as a process which is governed by the universal subject code, which is interpreted as a structure belonging to the cognitive sphere of the personality and determines the effectiveness of the implementation of external broadcasting.
The differences in the activity of verbal and visual-figurative thinking on the material of native and foreign (German) language, developed rapid methods for assessing the activity of foreign speech and thinking with the help of registration performance in tasks of different types.
The constructed models of associative reactions on the material of native and foreign (German) language, the features of logic (Central, peripheral), and grammatical reactions (syntagmation, is paradigmatic).
42
Venturini, Gabriela, and Betina Schuler. "pensamento, experiência e o tempo do ócio na educação infantil." childhood & philosophy 16, no. 36 (December 21, 2020): 01–27. http://dx.doi.org/10.12957/childphilo.2020.53797.
Full textAbstract:
This paper aims to examine the way that the concepts of thought and interest have been described in the three main documents that currently guide Brazilian Child Education – National Education Guidelines and Bases/1996, National Curriculum Guidelines for Child Education/2010, and National Curriculum Basis/2018 for Child Education – and their implications for relations between childhood and thinking. In order to do that, we have relied on studies in the philosophy of difference, considering authors such as Kohan, Larrosa, López and Ribeiro, among others, to problematize thought as linked to individual interest. We notice how much thought has been regarded as a problem-resolution tool in these documents, following a neoliberal logic that has been increasingly displaced from collective to individualized interest. Furthermore, the whole functioning of a disciplinary society is evident in the documents, as the latter moves towards a performance society, with greater emphasis on assessment practices and records of children’s “production.” We consider, both in the concept of childhood and the concept of experience, the possibility of experiencing other relationships with childhoods and temporalities in schools, and the power of both free time and play as open breathing spaces among routines that are both full of compulsory activities and empty of meaning.
43
Bronstein, Michael, Gordon Pennycook, Jutta Joormann, Philip Corlett, and Tyrone Cannon. "T70. DUAL-PROCESS THEORY, CONFLICT PROCESSING, AND DELUSIONAL BELIEF." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S258. http://dx.doi.org/10.1093/schbul/sbaa029.630.
Full textAbstract:
Abstract Background Individuals endorsing delusions exhibit multiple reasoning biases, including a bias toward lower decision thresholds, a bias toward gathering less data before forming conclusions, and a bias toward discounting evidence against one’s beliefs. Although these biases have been repeatedly associated with delusions, it remains unclear how they might arise, how they might be interrelated, and whether any of them play a causal role in forming or maintaining delusions. Progress toward answering these questions may be made by examining delusion-related reasoning biases from the perspective of dual-process theories of reasoning. Dual-process theories posit that human reasoning proceeds via two systems: an intuitive system (which is autonomous, does not require working memory) and an analytic system (which relies on working memory, supports hypothetical thought). Importantly, when the outputs of one or both systems conflict with one another, successful detection of this conflict is thought to produce additional engagement in analytic reasoning. Thus, the detection of and ensuing neurocognitive response to conflict may modulate analytic reasoning engagement. Working from this dual-process perspective, recent theories have hypothesized that more limited engagement in analytic reasoning, perhaps resulting from conflict processing deficits, may engender delusion-inspiring reasoning biases in people with schizophrenia. Methods Given this hypothesis, a literature review (Bronstein et al., 2019, Clinical Psychology Review, 72, 101748) was conducted to critically evaluate whether impaired conflict processing might be a primary initiating deficit in pathways relevant to the generation of delusion-relevant reasoning biases and the formation and/or maintenance of delusions themselves. Results Research examined in this review suggested that in healthy people, successful conflict detection raises decision thresholds. Conflict-processing deficits in delusional individuals with schizophrenia might impair this process. Consistent with this possibility, delusional individuals with schizophrenia (vs. healthy controls) make more decisions when they perceive their favored choice to be only marginally better than alternatives. Lower decision thresholds in individuals who endorse delusions may limit analytic thinking (which takes time). Reductions in decision-making thresholds and in analytic reasoning engagement may encourage these individuals to jump to conclusions, potentially promoting delusion formation, and may also increase bias against disconfirmatory evidence, which may help delusions persist. Discussion Extant literature suggests that conflict processing deficits might encourage delusion-related cognitive biases, which is broadly consistent with the idea that these deficits may be causally primary in pathways leading to delusions. This conclusion lends credence to previous theories suggesting that reduced modulation toward analytic reasoning in the presence of conflict might promote delusions. Future research should attempt to more specifically determine the source of deficits related to analytic reasoning engagement in delusional individuals with schizophrenia. It is often unclear whether analytic-reasoning-related deficits observed in existing literature result from impairments in conflict detection, responsiveness to conflict, or both. Tasks used to study dual-process reasoning in the general population may be useful platforms for specifying the nature of analytic-reasoning-related deficits in delusional individuals with schizophrenia.
44
Williams III, George Robert. "Rationality: What It Is, Why It Matters, and Why It Seems Scarce by Steven Pinker." Journal of Scientific Exploration 36, no. 3 (October 22, 2022): 507–11. http://dx.doi.org/10.31275/20222587.
Full textAbstract:
In his latest book, Rationality: What It Is, Why It Matters, Why It Seems Scarce, Steven Pinker brings attention to how we might strengthen our reasoning powers, as well as be more cognizant of the ways we might fall short. This mostly takes the form of a wide-ranging tour, acquainting us with various forms of fallacious reasoning as well as tools to improve our reasoning faculties. As a famous professor of psychology at Harvard, Pinker is arguably well-equipped to provide a comprehensive survey on various sorts of cognitive biases and ways of thinking about rationality. The book provides a useful introduction on various tools and models that arguably characterize rational thinking. But as I’ll discuss, despite his considerable knowledge and expository skills, he stumbles in areas where his own motivated reasoning clouds subject matter he is either attempting to explain or dismiss. In the first chapter, he notes that while rationality often appears to be in short supply, he provides evidence for its universality even among hunter–gatherer tribes, with the San of southern Africa being his example. Here, Pinker demonstrates that many of the sophisticated hunting and decision techniques employed by the San suit their goals admirably. But then Pinker pivots toward areas where our reasoning could be flawed in the areas of math, logic, and probability, according to psychologists. And he highlights that even experts in math or probability can succumb like the rest of us. How do we reconcile this with Pinker’s observation of the sophisticated reasoning of hunter–gatherers? Pinker eventually gives us something of an answer toward the end of the book, where he explains that we do much better with the problems we face in our immediate surroundings (and where there are real stakes) than relatively more abstract and remote problems.Pinker explains that rationality, essentially, is “a kit of cognitive tools that attain goals in particular worlds” (p. 5). Later, he puts it slightly differently as an “ability to use knowledge to attain goals” (p. 36). And for Pinker, knowledge is “justified true belief,” or the things we know confidently that are grounded in facts. Of course, Pinker acknowledges that our quest for truth requires epistemic humility, as perfect rationality and purely objective truth must elude all humans. But we can nevertheless aim to be aware of various rules and models of reasoning that can aid us in avoiding biases that obstruct rationality, and “allow us to approach the truth collectively in ways that are impossible for any of us individually” (p. 41). Much of the book provides a tour of cognitive biases and tools for avoiding them.
45
Furman, Anatoliy. "Methodological optics as a thought-deed tool." Psihologìâ ì suspìlʹstvo 2, no. 2022 (December 1, 2022): 6–48. http://dx.doi.org/10.35774/pis2022.02.006.
Full textAbstract:
The proposed research constitutes a completed author’s p r o j e c t of creating a complicated complex of multi-module methodological optics of multidisciplinary research of the post-non-classical mode-level of thought-activity implementation, which super-reflexively and meta-systemically complements: a) appropriate multi-parametric optics of the classical, non-classical and post-non-classical t y p e s of scientific rationality according to the logic of their categorical, criterion, attributive and thought-activity complication; b) a five-level structure-functional organization (implemented according to the philosophical categories “universal – general – special – specific”) of methodological m o d u l e s as collective tools of professional methodologization within the framework of the most culturally significant methodologies; c) the ideals, principles, strategies, and norms of the nascent p o s t – n o n – c l a s s i c a l methodology which advocates an interpenetrating type of connection between all sciences, establishes a dialogue of cultures, integrates the unity of truth and morality, rational knowledge and ethical behavior, legalizes mixed methods, paradigms, methodologems; d) foundations-postulates, categories, canons and epistemological organizations of a metamethodological optics which is currently being formed as the newest post-non-classical project of interconnected development trajectories of philosophy, science, methodology, is based on the understanding the optics as an integral mechanism or a complicated complex of selection tools and equipping the lenses-modules of interdependent understanding, thinking, activity, reflection in the canonical format of realization the a c t of metamethodologization, the subject of which is the study of existing methodological theories and systems, at the same time, it is the methodological optics that is the main synthetic objectification and paradigmatic center of the post-non-classical v e r s i o n of methodology advocated here. First of all, in connection with this, based on the principle of action, the essential quaternary subjectifications, the main causes, the instrument-categorical modules of logically perfected methodological optics, as well as the defining criteria for typological distinction of historically variable and culturally different in significance and influence i d e a l s of scientific rationality were revealed. At the same time, m o d e l s of methodological optics of classical, non-classical and post-non-classical science were created and characterized in detail for the first time, their ever-growing quantitatively and qualitatively parametric set was clearly defined, structure-functional connections were described, invariantly were accepted ideals and norms of cognitive activity and the main epistemological organizations and products. In addition, the arguments-positions of the emergence of a post-non-classical epistemology in the complementarity of epistemological and purely cognitive aspects of reflective consideration are detailed and systematized. A five-level categorical scheme of clearly organized lenses-modules of the latest methodological optics of theoretical construction and psychological cognition of modular-developmental interaction as a complex-systemic psychosocial phenomenon is argued. As a result, the methodological optics is grounded in four d i m e n s i o n s or m o d e s of its own thought-active being, namely: “metaphorical construct and categorical concept of philosophical and scientific methodologies”; “a special setting of the research and constructive consciousness in its essential environment – the intentionality of methodological thinking – to its own self-reflection”; “an original reasoning instrument and an effective tool for thought-activity and competent methodologization”; “an innovative modular complex of self-reflective lenses (mainly methods, means, mechanisms and instruments) of construction, cognition and transformation of reality which is used under specific conditions, tasks, resources, capabilities”.
46
Tateo, Luca. "Poetic destroyers. Vico, Emerson and the aesthetic dimension of experiencing." Culture & Psychology 23, no. 3 (March 28, 2017): 337–55. http://dx.doi.org/10.1177/1354067x17701270.
Full textAbstract:
The aesthetic dimension of meaning-making in human conduct has been often overlooked. In this article, “aesthetic” refers to an immediate form of experiencing in which affective, ethical and cognitive dimensions are experienced as a totality, rather than a more restrictive meaning of artistic experience. The philosopher Giambattista Vico (1670–1744) developed the concept of “poetic logic,” that is a specific mode of thought typical of early stages of civilization. Poetic logic is the first form of collective elaboration of experience, a way of creating universals concepts based on sensory, affective sense-making and religious thinking. Vico claims that poetic logic was the cornerstone for the elaboration of whole systems of collective knowledge (poetic economy, science, geography, history, law, etc.) crystallized in myths. Poetic logic, based on imaginative function is a proper epistemological stance that, though overcome by rationality at a later stage of civilization, still plays an important function in keeping alive the ethical dimensions of collective life against the “barbarism of reflection.” Two centuries later, Ralph Waldo Emerson (1803–1882), one of the fathers of Pragmatism, developed an idea of poetic and imagination as forms of knowledge. Though echoing Vico’s ideas, he represents the aggressiveness of modernity. From the discussion of their ideas, I will try to sketch the psychological aspects of the aesthetic dimension of experience that can be found in a wide range of human activities, including actions of killing, overpowering and social injustice. I will try to argue that meaning-making is oriented through processes that affect such aesthetic dimension.
47
Michelis, Angela. "The roots of human responsibility." Revista de Filosofia Aurora 29, no. 46 (April 17, 2017): 307. http://dx.doi.org/10.7213/1980-5934.29.046.ao02.
Full textAbstract:
Starting from Hans Jonas’ works, this essay researches the bases of human responsibility and its reasoning is made up of four points. 1. He was aware of how his experience had influenced his thought and he questioned what means reflecting starting from extreme situations: «The apocalyptic state of things, the threatening collapse of a world, the climatic crisis of civilization, the proximity of death, the stark nakedness to which all the issues of life were stripped, all these were ground enough to take a new look at the very foundations of our being and to review the principles by which we guide our thinking on them». 2. Faced with these situations he rediscovered the richness of the Ancients’ thought. For example, the Stoics inherited and transformed the illuminating aspects of the theory that conceived of the ‘being’ as contemplation of the whole, which had permeated Greek natural philosophy and scientific speculation. They took it on as the capacity to identify one’s own most internal principle with the principle of the whole, in a more religious sense. The discovery in the whole of what is felt to be the highest and noblest in human beings – like reason, order, and form - makes our orientation towards a super-regulating end a liberating wisdom. 3. Jonas considers that starting from XVII century the two aspects, here distinct as external and internal, remain at the core of the issue so far as the problem of freedom is concerned. Moreover, theoretical efforts now move in the direction of rendering, of discovering a conception of freedom which is logically compatible with causal determinism, while in the history of philosophy, the problem of freedom was not born in the sphere of logic. So it is necessary to rethink Modernity and how it is possible to found human freedom and responsibility nowadays.
48
Whitty, Jennifer. "Fashion systems of earth logic and transition for this time and place." Fashion, Style & Popular Culture 8, no. 4 (October 1, 2021): 355–75. http://dx.doi.org/10.1386/fspc_00096_1.
Full textAbstract:
Time and place are central concepts to the dynamic system and phenomenon of fashion. Yet, perhaps for the first time in history, fashion seems to be out of sync with the values, mindsets and wisdom of this time and this place. Despite fashion’s claim to be situated in the ‘now’ or an idealized future, much of what we think and know about clothing from production, design, aesthetics, use and disposal speaks to, and is from, another time and place ‐ the past ‐ when our relationship with and understanding of our place in nature and the earth was markedly different. Western exceptionalism has led to a superiority of thought and action, as we have deemed ourselves to be above and apart from nature. We behave like the planet’s resources and capacity are infinite and limitless, ours for the taking. An anthropocentric, reductionist, modernist, colonial, capitalist, materialistic growth logic has ruled our thinking, actions and conception of time and place. It is clear that the construction of this ‘place’ or system does not consider planetary boundaries or a multiplicity of voices, particularly Indigenous voices. This exploratory design article was conducted through the lens and methodology of Transition Design, and builds on the work of the Earth Logic Fashion Action Research Plan, to acquire new insights to develop a roadmap for change through recommendations for new models, methods and mindsets. As the models of the past have abruptly stopped or been put on hold by the COVID-19 pandemic, this article seizes this moment and this place to open new entry points for change. It asks us to deeply examine and reimagine the fashion system as part of nature, a ‘whole place’ that honours and is conscious of all worldviews and different modalities of time.
49
Nadia, Mely, and Lusinta Rehna Ginting. "LEKTUR KLASIK PENDIDIKAN ISLAM GENRE PSIKOLOGI." Jurnal Bilqolam Pendidikan Islam 3, no. 2 (December 31, 2021): 50–65. http://dx.doi.org/10.51672/jbpi.v3i2.60.
Full textAbstract:
The discussion about the soul (al-nafs) in the Islamic world has been started since the emergence of Islamic thinkers on the historical stage. Beginning with the collapse of the Greek-Roman civilization and the movement of translation, commentary and original literature carried out by Islamic thinkers, especially during the Abbasid Daula, the essence of Greek thought was lifted and enriched. The development of psychology if traced through classical Islamic literature, it turns out that there is no separation of scientific disciplines. Psychology is better known as the science of the soul or ulumun nafs. The methodology used in this discussion is the search for references in the form of books and digitization. And the result is one of the Islamic leaders who study psychology, namely Abu Ali al-Khozin Ahmad Ibn Muhammad bin Ya'kub and better known as Ibn Miskawaih. The relationship between the human body and soul Ibn Miskawaih explains that under the soul there is the power of reasoning which is not preceded by sensory recognition. With the power of sensory recognition. The soul is able to distinguish between true or not related to the results of the production of the five senses. The difference is done by distributing sensory objects with one another. Ibn Miskawaih emphasizes the superiority of the human soul over animal souls with the power of thinking which is the source of behavioral considerations, which always leads to goodness.
50
Havrilyuk, S. V. "Error both in the general philosophical sense and as a subject of study of legal science." INTERPRETATION OF LAW: FROM THE THEORY TO THE PRACTICE, no. 12 (2021): 148–53. http://dx.doi.org/10.33663/2524-017x-2021-12-25.
Full textAbstract:
The article focuses on the exploration of philosophical teachings on the concept of «error». Philosophers of antiquity introduced the concept of «natural law», which was formed over the centuries from the human desire to understand the world and to determine our place in society. It was from that time that the concept of human rights gradually began to emerge, and the links between the state and individual and the state and society were established. Error was considered the result of the erroneous course of thought, wrong actions, actions that do not achieve the goal: model of human behavior based on delusions. An error is always aberration: an action opposite of the correct one and committed unintentionally. It always implies illegality. Errors are associated with the wrong course of thought in reasoning, inadequate thinking, misinterpretation and inaccuracy of actions and violation of certain rules. Such fallaciousness of thought and action violates the truth of the substance of thinking and activity and thus leads to various kinds of errors. It should be indicated that the problem of error has an independent meaning in various fields of scientific knowledge:philosophy, logic, mathematics, law, cybernetics, medicine, linguistics, economics, etc. Through the analysis of the concepts and signs of errors provided by the philosophers mentioned in the article we conclude that error should be considered as both process and result of human activity. In addition, the ambiguous positions of modern legal scholars on the semantic meaning of the terms «error» and «legal error» are highlighted, which often leads to inconsistencies in the conceptual apparatus of modern legal theory. They may interpret the concept of «error» as a shortcoming, a flaw, a mistake, a distortion or in a more categorical way: a delusion, an imperfection, an inconsistency or a gap. Particular attention is paid to the causes of legal errors, in particular, it is noted that in modern legal science they are divided into objective errors which do not depend on the will and conscious actions of lawmakers and subjective which is generated through the will of lawmakers, as only professional legal activity and its results may be the potential sources of error. The objective causes of legal errors include the constant development of public relations, as the legislator and other legal bodies and institutions do not always keep up with the demands of life. In turn, subjective factors stem from personal qualities, human behavior and actions. In general, legal scholars define legal error as a negative result caused by unintentional, incorrect action of the subject of legal activity and as various accidental and unintentional actions on the course of the decisions of the subjects of legal relations (legal body or public official), which reflects the flaws of the will of the subject of law in the process of expression of such will, leads to a negative result and can be committed at any stage of legal regulation). Keywords: error, delusion, legal error, erroneous behavior.