Logic Of Education Research Articles

Overcoming Barriers to Inclusion in Education in India

Purpose: To identify successful interventions supporting teachers and school leaders to achieve inclusive education in India, including clarifying the underpinning causal logic and identifying research gaps. Methods: Indian and Australian researchers collaborated to complete a scoping review that drew together the full range of evidence of successful educational interventions related to school leadership and teaching functions, including from grey literature sources. The scoping review protocol from the Joanna Briggs Institute was followed which involved an initial statement of the search strategy, multiple rounds of processing, and thematic analysis of results. Results: Interventions contributing to a) engaging and mobilising school leaders and teachers, b) training, resourcing and supporting them, and c) monitoring and evaluating them were tabled and analysed, allowing for an analysis of which interventions had been shown to be effective. Conclusions: Findings underlined the central steppingstone in the causal logic of effective school leadership and classroom teaching and, additionally, the importance of adopting an appreciative, asset-based and collaborative approach to all work with teachers and school leaders. These findings have direct implications for all capacity-building with school leadership and teaching staff, including initial teacher training, continuing professional development, and establishing optimal network and collaborative arrangements.

Balance and innovation: approaches to logic and the teaching of logic in the philosophy department of Peking University, 1916-1927

ABSTRACT This study lays out an overview of the main developments related to the teaching and expounding of logic at the Philosophy Department of Peking University, between the early years of the Republic and the year 1927, when the university was temporarily dissolved and reorganized into the Provisional Unified University of Peking. The objective here is to interconnect various (some not directly related) developments in the curricula that covered the teaching of logic. It describes not only the ebb and flow of general intellectual trends at Peking University but also the curricula’s place in the context of a broader discourse on logic, science, and philosophy that was rising in importance at the time. By providing a tentative picture of new intellectual trends, worldviews, and personal impacts, this study will try to show how curricular changes and views about logic were connected to changes in the engulfing intellectual climate. In particular, the focus will be on the interrelatedness of these changes with main events in contemporary new approaches worldwide to philosophy, culminating particularly in the visits of John Dewey and Bertrand Russell to the University (1919–1922), as well as a controversy over science and metaphysics, which flourished after those visits (1923).

Exhibition projects as a technology of educational activity of higher school

The educational technologies of higher education are changing in the context of the growing influence of creative industries, the priority of the values of over-professional competencies and the expansion of the range of tasks associated with the development of cultural processes in the territories. The article discusses ways of modifying exhibition activities, where proprietary technologies are rapidly developing, trends in digitalization and event practices are strong, including performances, happening, master classes. Universities are involved in creative practices, but such work requires pedagogical logic, a methodology for involving young people in this area. The purpose of the study was to search for reliable methods and resources necessary for a successful strategy for the development of the art space of the university. Analysis of training courses related to exhibition work, an overview of the sites available for the presentation of youth projects, student surveys on motivation in the field of creative initiatives have become methods of obtaining the initial research data. As a result, it is concluded that it is necessary to develop the art space of the university as an independent educational practice, including for the development of open massive online courses and the formation of art collections in the multimedia format.

The first Russian textbook on logic: Historical, logical, and textual analysis

The article is devoted to one of the first Russian textbooks on logic written by Makariy Petrovich (1733–1765), a professor of the Moscow Slavic-Greek-Latin Academy. The analysis of this work demonstrates that it was not a simple translation of some Latin textbook (such translations were published later, after the foundation of the Moscow University). The textbook is a result of Makariy’s (and his predecessors) years of teaching logic in Russian religious schools. It is, to some extent, an original work. The article explores the peculiarities of Makariy’s rendition of logic. For example, the chapters on syllogistics illustrate that Makariy was somewhat innovative: he replaced Latin names for the modes of the categorical syllogism with made-up Cyrillic words (while keeping to the rules defining the choice of Latin letters). It seems that he strived to make logic more practical and as a result, wrote the textbook entirely in Cyrillic. The article considers the historical context of Makariy’s work and its place in the history of logic. The authors make several assumptions as to why Mikhil Lomonosov did not publish the first Russian textbook on logic and also why Makariy’s book was not printed. The authors’ comparative study of XVIII century textbooks on logic makes it possible to specify some probable sources for “Logic”, both Latin and Greek. In addition, Makariy’s approach to the translation of logical terms (some of them he translated into Russian while others were transliterated) is considered. After thorough examination of all three surviving manuscripts of Makariy’s “Logic”, the authors conclude that this textbook is worthy of proper publication.

DIDACTICS OF LOGIC IN KEN SCHOOLS AND THE CONCEPTION OF LOGICIN THE "ENCYCLOPÉDIE OU DICTIONNAIRE UNIVERSEL RAISONNÉ"

The paper describes the conception of logic in Polish didactics authored by the Commission of National Education (KEN), an important educational institution of the European Enlightenment. Since the documents of the Commission refer to a vision of science presented by such influential works then as the Encyclopédie ou dictionnaire universel raisonné [Great French Encyclopedia], the paper compares the requirements from the Commission’s programmer with the encyclopaedic entries that entail logical problems broadly understood. It turns out that the Commission, following the Encyclopédie, not only recommended a list of textbooks of logic but also shared its eclectic vision of logic. Although it is characteristic of modernity to take a relative approach to the importance of traditional logic, transformed into science on method, or literally an outline of epistemology, understood according to É. Condillac as a specific form of metaphysics, nevertheless some elements of logic were eclectically made valid. This logic, from the times of I. Kant, has been defined as formal logic. Practical logical skills were preferred to the knowledge of logical theories. At the same time attention was paid to the meaning of natural logical skills, and drills in logical reasoningwhen studying languages and mathematics. Despite preferences for the analytical method they also noticed the importance of synthetic method. It seems also that although the documents of the Commission do not say anything about the teaching of syllogistic issues, in didactic practice inspired by the Encyclopédie in the schools controlled by the Commission, the room was made to teach these problems. Condillac’s book was preferred in the schools controlled by the Commission, nevertheless, it was not, as in the case of other textbooks, a must on the reading list, an obligatory reading matter, therefore it was not published in Poland. The conception of logic presented by the Commission as modelled on the Encyclopédie managed to avoid the one-sidedness of Condillac’s approach, the approach that in fact eliminated the teaching of logic.

CHRISTOPH SIGWART (1830–1904) AND HIS LOGIC IN THE WORKS OF ISIDOR PRODAN (1854–1919/1920)

In this article, a little-studied problem of the critical analysis of the philosophical and logical position of the representative of German philosophical tradition Christoph Sigwart (1830–1904) in the university philosophy, especially in the work of a Kharkiv private-docent Isidor Prodan (1854–1919/1920) is presented. At first, the main periods of the scientific and creative career of Isidor Prodan, including his studying at the Czernowitz (Chernivtsi) Gymnasium (1864–1872) and the philosophical faculty at the University of Vienna (1872–1875) are considered. His teacher in Vienna was a very famous German and Austrian professor Franz Brentano (1838–1917), the author of the work “Psychology from an Empirical Standpoint” (1874) and the founder of “descriptive psychology” and intentionalism. Then his teaching of logic and philosophy at the Gymnasiums of Kishinev (Moldova), Izmail (Ukraine), Riga (Latvia), Tartu (Estonia), and Moscow (Russia) from 1876 till 1900 is emphasized. Then the features of the teaching and the publications of Isidor Prodan in his “Kharkiv period” (1906–1916) are pointed out, during which he was a private-docent at the department of philosophy. Isidor Prodan’s works at this time comprise three areas: 1) History of logic (Aristotle, Leibniz, Spencer, Sigwart), 2) philosophy of common sense (Thomas Reid and the Scottish School of Common Sense), 3) critique of Kant and Neo-Kantianism (Hermann Cohen, Wilhelm Windelband, Hans Vaihinger, Heinrich Rickert, Ernst Cassirer e. a.). In the last group, his work “The Truth about Kant (A Secret of his Success)” (1914) was of great importance. His very important work was the monograph “The Cognition and its Object (Justification of Common Sense)” (Kharkiv, 1913). The positions of well-known philosophers (Plato, Descartes, Berkley, Leibniz, and Hume) and less-known authors (Lodge, Preyer, and Schneider) were here analyzed. Isidor Prodan’s critical interpretation of the logical viewpoint of Christoph Sigwart in his two-volume work “Logic” (1873, 3rd ed., 1904) occupies an important place in this analysis. In turn, Isidor Prodan’s important achievement was the popularization of the ideas of this German logician and philosopher, in particular, because of his translation of extracts from the work “Logic”.

CLASSICAL PHILOSOPHICAL FOUNDATIONS OF FUNDAMENTAL SCIENTIFIC RESEARCH’ INSTITUTIONALIZATION IN COGNITIVE SOCIETY

The subject of publication is the theoretical generalization of the philosophical foundations of fundamental scientific research (FSR). The stages of institutionalization of attitude to the FSR are considered, from the stage of critical discussion of the conditions for obtaining true knowledge of the Hellenistic period to the developed system of teaching about the transcendental logic of Kant and Hegel’s logical teaching about being, essence and concept in the context of fundamental scientific research. The methodology is based on generalization of the most radical points of view and approaches of representatives of different philosophical schools and research programs to clarify the essence and ways of FSR. The causes and gnoseological origins of the FSR scientific method change to the modern form of the method of verification toleration of scientific theories of post-positivism and metapositivism (Popper, Lakatos, Kuhn, Feyerabend) are described. As a result of the study, it was concluded that the period of radical rethinking of the classical paradigm of fundamental theoretical research, which is set out in the teachings of researchers of the ancient period, the New Time, classical German, Marxist philosophy, has started. Instead of the deterministic method of scientific thinking, the verification logic of substantiation of the process of generating new knowledge (line Descartes&Pascal), the method of verification toleration/refutation of Popper is adopted by scientists. At the same time, the justification for the truth of the FSR is based on the development of Descartes’ teachings about the method. The applied result of the practical application of the Popper’s concept in the field of FSR implementation is a deliberately probabilized style of scientific cognition, the principle of verifying the intermediate interpretation of the truth, updating practical approaches to demarcation procedures, justifying the partial and permissible value of scientific theories as “points of invariability” in the continuum of continuous inaccuracy and uncertainty (Hume/Berkeley vs. Bacon/Newton line).

Purposes of school – a phenomenological analysis via Hegel, Langeveld and Fink

ABSTRACT Following the continental tradition of phenomenological pedagogy, this paper focuses on the lived time and space of school – and on contexts in which school is understood as a democratic community. It does so by comparing and contrasting related works of G.W.F. Hegel (1770–1831), Martinus Langeveld (1905–1989) and Eugen Fink (1905–1975). It shows how, within the school, social questions and problems are transformed into pedagogical ones, allowing pedagogical action to become socially productive. In so doing, it articulates a systematic approach to the general question of purposes of the school as a distinctive social institution with its own logic of teaching and learning. First, it is shown via Hegel that in school a pedagogical practice is taking place in an institutionalised and artificial manner which is opposed to other social spheres, institutions and practices. With Langeveld the logic of pedagogical action is worked out, in which extrinsic questions and problems are implemented in a temporal, spatial and social pedagogical order. Fink locates school in a dynamic and scientific-technical (post-)modern and (post-)democratic society. In this context he sees the action and communication occurring in school as able to add to the production of meaning and experience.

The Milindapañha in the Context of History of Indian Civilization

This paper restores the historical context of Milindapaha . The text is unique, because it is one of the very few documents of Ancient India, in which one of the authors is considered a Greek ( yavana ) as a participant in the dialog. To reconstruct the context of the book, the basic archeological data about the Indo-Greek Kingdom, including epigraphics, are summed up, as well as there are analyzed some references to the kingdom given in the Mahāvaṃsa , the earliest chronicle of Sri Lanka. These mentions in the Mahāvaṃsa are matched with the numismatics of Ceylon. From this analysis it is concluded that the document of Milindapaha was most likely created in Gāndhārī in the interval from the beginning of the 1st century B.C. to the end of the 1st century A.D., i.e. during the period of the domination of the syncretic culture of the North of India, combining Buddhism with certain elements of Hellenism. The treatise of Milindapaha was then preserved in Sri Lanka's tradition by continuing good political contacts with the Roman Empire after 400 A.D., that is, after the collapse of the Kushan and the Western Kshatrapas, the last dynasties that had previously preserved elements of Hellenism in the Indian subcontinent. The philosophical meaning of the treatise is then considered and it is concluded that in the text we can find direct references to the proto-Nyāya with the requirement to verify premises by examples. But the logical teaching of Milindapaha is far more archaic than the teaching of Nyāyasūtra , because only two sources ( pramāṇa ) of true knowledge are implicitly used: paccakkha (obvious) and anumāna (inference), and instead of the two verification methods called udāhārana and upamā , only one verification method called opamma is offered.

Automated Cognitive Workload Assessment Using Logical Teaching Learning-Based Optimization and PROMETHEE Multi-Criteria Decision Making Approach

Cognitive workload assessment plays an important role to examine the mental status of brain for emergency situations faced by air traffic controllers, military personals and many more. It is also significant for brain disorder diagnosis and psychological health monitoring. Mental workload induced by various factors needs to be critically examined for better decisions. This paper presents an automated model for cognitive workload assessment to provide accurate categorization on intensity of workload induced by multitasking situations. Statistical wavelets corresponding to brain frequencies act as features for categorization task. The brain analysis needs technical expertise to identify the relevant information but, due to lack of sufficient number of experts, feature selection model helps to identify the relevant features responsible to categorize cognitive workload. Teaching Learning based Optimization (TLBO) method has been modified using ‘Logical Operators’ for binary feature selection problem in the current study and evaluated based on different parameters. Results on Logical TLBO reached upto 100% for binary and multiclass classification of cognitive workload. The results also show the proposed method is converging in minimum iteration for multiclass cognitive workload. PROMETHEE based multi-criteria decision-making approach has adopted for ranking of algorithm to select the best algorithm when multiple alternatives are available. Based on study of current literature, this approach appears to be first time implemented to provide ranking of optimization algorithms. The PROMETHEE method also suggests that the Logical TLBO is best among all the other compared approaches.

Humanae Vitae, Women’s Rights, and Responsible Parenthood

The purpose of the article is to analyze the arguments present in Humanae Vitae which found positive resonance in the writings of women adopting the papal teaching on the nature of human sexuality and sexual ethics. According to some women, in particular the new feminists, the logic of the papal teaching concerning contraception contributes to promoting the dignity and rights of women as well as responsible parenthood. In their view, contraception does not contribute to women’s rights. Instead, it rather exacerbates the imbalance between men and women as well as sanctions the man’s irresponsible and hedonistic attitude towards a woman. Using contraception is in a deep sense anti-ecological. It is both disrespectful of the nature of woman’s fertility and destructive of relations within the family. The responsible parenthood defined by the papal teaching and by his commentators (both men and women quoted in the article) means taking responsibility for one’s sexual acts and their possible effects. The analyzed authors claim that by defending the nature of love, the nature of human beings, and the nature of the objective moral order, the encyclical Humanae Vitae defends women by defending their nature against the arbitrariness of men or society.

Children as capable: daily plans in a preschool community

Quality, teaching and assessment in early childhood are often steeped in developmental logic and narrow understandings of teaching and learning. Pedagogy situated in agency and complexity disrupts these taken-for-granted narratives and offers multiple ways of teaching, learning and doing. In this article, the authors offer an example of these pedagogies through daily plans. Daily plans are a process of mark-making, deep listening and engagement with children’s theories of their everyday worlds. Further, they illustrate a reciprocal relationship between child and teacher, co-participating in learning and teaching. Through daily plans, children engage as capable, pedagogical intentions are made visible, and the complexity of teaching and learning is realized.

Activity Based Teaching of Concept Types

Learning with activities is a method of learning where learning process is much easier with practical applications rather than theoretical structure of information given to learn a subject. As learning with activities contain practical applications, it is of great importance in teaching a learning outcome of any teaching program. For that reason, it is likely to teach the outcomes in the program of logic teaching by means of learning with activities. The current study was carried out for this reason. In the study, how the learning outcome of “Classification of the Types of Concept” could be taught with activities in the unit of classical logic in the logic course of the latest 2009 program was elaborated. In this way, it was tried to form an easy learning module by given examples regarding such kind of activities of the outcomes in teaching logic. The study is of importance in terms of obtaining a learning outcome by means of teaching with activities.

Changes in British Logic Teaching During the Sixteenth and Seventeenth Centuries

British logic teaching in the sixteenth and seventeenth centuries was provided in England by Oxford and Cambridge, both medieval foundations, and in Scotland by the universities of St Andrews and Aberdeen, both founded in the fifteenth century, and Edinburgh, founded in 1582. Wales had no university, and high schools in England did not teach logic. This paper explores the effect that the invention of printing, along with organizational, political, and sociological changes, had on the teaching of these institutions as they affected the logic textbooks that were used and the ways in which the material was presented to students. The disappearance of important medieval developments such as supposition theory along with changes in the treatment of Aristotle’s logic are discussed in relation to selected logicians from the period under discussion. In particular, attention is paid to the Cambridge logician John Seton (d. 1567), whose popular Dialectica was published in 1545, the Frenchman Peter Ramus (d. 1572), whose influence in both England and Scotland was less than has been supposed, and the Oxford logician Robert Sanderson (d. 1662/3) whose Logicae artis compendium was reprinted as late as 1841.

Teaching the electrical origins of the electrocardiogram: An introductory physics laboratory for life science students

We present the design, pedagogical logic, and assessment of a laboratory and supporting materials that integrate a clinical academic cardiologist's understanding of the origins of the electrocardiogram (ECG) with a physics educator's insights into how to teach the underlying physics at the introductory level to life science students. In this article, we explain the choices made throughout the design process, connect a more advanced treatment of the physics to our approach, and present our assessment of the curriculum. Before the laboratory, students learn the cellular origins of the electric dipole potential produced by the heart on the body's surface, including a simple physical model for the electrical activity of excitable cells, and learn to interpret the measured voltages of an ECG as probing components of the heart's time-varying electric dipole moment. In the laboratory, students measure their own ECGs and analyze the data accordingly; they animate their data to display their own heart's dipole moment for a single heartbeat. Our results from the assessment of student understanding and attitudes indicate that although students find the content challenging, nearly all students find it at least moderately interesting, and for about a quarter of the students in the course, this lab plays a highly meaningful part in connecting physics to medicine.

Level of Computational ThinkingLevel of Computational Thinking Skills among Secondary Science Student: Variation across Gender and Mathematics Achievement Skills among Secondary Science Student: Variation across Gender and Mathematics Achievement

Computational thinking (CT) is often associated with computer science and mathematics in general. However, the involvement of computer science according to gender is seen to be imbalanced. Therefore, this study aimed to identify the level of students’ CT skills by gender and their relationship to achievement in mathematics. The study employed survey research design and purposive sampling that involved 128 participants from four science stream students in one of the states in Malaysia (n = 128). The measurement of CT skills was done using a modified CT test adapted from the previous studies. The results of the study were analyzed using descriptive and inferential statistics. Spearman correlational analysis was applied to examine the relationship between CT skill and mathematical achievement and students’ t-test analysis was used to determine the difference in CT skills across gender. The study found that the students’ CT skills were at the honors level. The relationship between CT skills and mathematics achievement was statistically significant, whereas there exist no significant gender differences in CT skills. This study suggests that the teaching of mathematical logic needs to be considered to improve students’ CT skills.

Il fenomeno dell’hate speech e la cultura digitale. La scuola degli affetti come bene comune

In today's society, the spread of digital culture pushes young people to be increasingly active producers of content to be shared on the web. The offensive contents conveyed on the Web fall into the category called hate speech, developed by American jurisprudence to indicate a set of words and speeches whose purpose is the spread of hatred towards of a person or a group based on certain characteristics such as ethnicity, sexual orientation, belonging to a religion. The reflection that we want to pursue is the need for the construction of a training course that addresses young people to understand the importance the educational value of reflexivity. This category, placing itself as a properly human process based on a continuous negotiation of the self with the external world, today more than ever it must be addressed to the protection of the concept of the common good, moving in the pedagogical logic of proximity.

ПРЕПОДАВАНИЕ ЛОГИКИ В ИМПЕРАТОРСКОМ МОСКОВСКОМ УНИВЕРСИТЕТЕ XVIII ВЕКА

Basing on the announcements of lectures and other historical documents, I reconstruct the process of logic teaching at Moscow University during its first half-century (from 1755 till 1800). Its most significant characteristics are the combination of logic and metaphysics teaching, tuition based on a textbook approved by the university’s conference, and the lack of competition among the professors. For the second half of the 18th century, there were four logic professors at Moscow University: J. H. Frommann, J. M. Schaden, D. S. Anichkov and A. M. Bryantsev. Anichkov was the first professor who taught logic in Russian. Despite there being many logic textbooks in Latin or German and their Russian translations, only three texts were used: those by J. H. Winckler, F. Chr. Baumeister and J. G. H. Feder. At university gymnasiums, logic was taught by Schaden, Ch. A. Chebotarev, E. B. Syreyshchikov, D. N. Sinkovskiy, M. I. Snegirev and M. G. Gavrilov. They exploited textbooks by Baumeister and especially by J. G. Heineccius. Except for Anichkov (“Annotationes inlogicam et metaphysicam”, 1782), nobody among the mentioned lectures left behind proper logic papers. For most of the 18th century, logic teaching at Moscow University did not rely on the best textbooks. In fact, the teaching process was at the level of gymnasiums. The situation began to improve only by the end of the 18th and the beginning of the 19th centuries. The current paper identifies the most likely reasons for choosing the mentioned books. In addition, it includes an annex detailing the list of logic classes at Moscow University and university gymnasiums from 1756 till 1800 with respect to lectures and textbooks. The annex is based on the available lecture announcements and the contents of logic textbooks used at Moscow University and university gymnasiums in the 18th century.

Implementation of New Educational Principles in Alignment with the Smart City Concept

The modern cities are being transformed into intellectual systems. Digital technologies provide solutions for all the spheres of city functioning: healthcare, utilities, power engineering, traffic lines, resource management and education. Municipalities become the communities, in which government, post-secondary institutions, private business and citizens work as partners to build a better tomorrow. The goal of this transformation is sustainable development, which means resource savings, efficient environment management and the new format of employment. Postmodernism is replaced by the epoch of auto-modernism because of correlation of technological automation and autonomy of a human being. Auto-modernism merges such notions as capitalism, democracy and science and transforms their interdependence due to technological globalization. Internet becomes the center of their interconnection. Consequently, modern technologies reshape the social relationships and build foundations for remote work and distant studies. People at present try to use the possibilities of digital technologies in all spheres of life for the sake of savings, intensification and optimization. Education as one of the priorities in a value system of any society is also involved in the transformation process. Logic of teaching and learning processes is being changed in order to adapt to the needs of the modern students (due to the principle of continuous learning). Flipped classroom model for EFL and ESP teaching is one of the solutions of the above mentioned issues.

From Guiding Apprentices To Teaching Students: Fundamental Challenges in the Identity Transition from Occupational Practitioner to Vocational Educator

The transition from occupational practitioner to vocational educator means moving from the logic of production to the logic of teaching; the purpose of knowledge changes from enhancing production to enhancing learning. This process touches issues of transmitting vocational knowledge from a workplace context to a school context; it has been explored in the literature, but few studies have focused on transmitting vocational knowledge from the perspectives of guiding in a workplace to teaching in a classroom. This article reports a study on the preparation of Norwegian trainee teachers in vocational teacher education. It examines how they talk about the transition from occupational practitioner to vocational educator and identifies important challenges faced by trainee teachers regarding the transition from guiding apprentices to teaching students (i.e., newcomers). The analysis explores how transforming dominant ways of knowing and being as occupational practitioner is crucial to achieving the tasks of a vocational educator.