Logic of Inquiry

This introduction contextualizes and evaluates Herbert Marcuse’s the accompanying, previously untranslated review of John Dewey’s Logic: The Theory of Inquiry. Marcuse’s critique of pragmatism is indebted to Max Horkheimer’s claim that pragmatism is an example of “traditional” theory and reduces thought to mere instrument in service of external ends. Unlike Horkheimer, Marcuse concedes that Dewey, unlike the logical positivists, attempted to develop a material logic of ends. However, he concludes that the attempt was ultimately unsuccessful. I place this conclusion in the context of Marcuse’s critique of technological reason. Lastly, I defend Dewey from the charge of crude instrumentalism and delineate Marcuse’s and Dewey’s critical disagreement on science’s capacity for self-reflection.

First days of a logic course
This short paper sketches one logician’s opinion of some basic ideas that should be presented on the first days of any logic course. It treats the nature and goals of logic. It discusses what a student can hope to achieve through study of logic. And it warns of problems and obstacles a student will have to overcome or learn to live with. It introduces several key terms that a student will encounter in logic.

This is the second of a series of three lectures given at Peking University.

Haack explores correspondence theories, the semantic theory, and the Laconicist theory (also known as the "redundancy" theory).

After showing the [problems with the first two kinds of theory, Haack argues for the virtue of the last, but also looks at the several issues still in need of resolution.

This wonderful, highly readable book breaks new ground in revealing commonalities between Deleuze's nomadic method of inquiry and the pragmatic method of John Dewey. It should be of great interest to both philosophers and educators. NEL NODDINGS, Stanford University, author of Happiness And Education. .

Few have placed the thinking of Dewey into effective dialogue with other forms of philosophy. This is particularly the case regarding contemporary European philosophy. Inna Semetsky's exciting new book bridges this gap for the first time by putting the brilliant poststructuralist work of Gilles Deleuze into critical and creative dialogue with that of Dewey. . The publication of this work announces the appearance of a remarkable line of thinking that scholars around the world will soon come to appreciate. JIM GARRISON, Virginia Polytechnic Institute and State University, author of Dewey and Eros.

In this subtle and graceful study, Inna Semetsky brings together cultural and philosophical traditions long in need of connection. This is a significant and powerful work that is sure to invigorate discussions of educational theory for years to come. RONALD BOGUE, University of Georgia, author of Deleuze's Wake: Tribute and Tributaries.

""

Boolean induction, Bulletin of Symbolic Logic. TBA XX (201X) XXX–YYY.


► JOHN CORCORAN, Boolean induction.
Philosophy, University at Buffalo, Buffalo, NY 14260-4150, USA
E-mail: corcoran@buffalo.edu
  George Boole (1815–1864), founder of modern logic according to C. I. Lewis [1], had many interesting ideas: some undeveloped [2]; some unrecognized until years after his death [3]; some still unexplored. One of the latter is Boolean induction: certain universal truths are latent in certain of their instances: knowledge of such a universal is obtainable from knowledge of an instance [4].
  Modifying Boole’s idea, a Boolean-universal is a universal sentence implied by an instance. Conversely, a Boolean-singular is a singular sentence that implies one of its universalizations.
  In standard first-order logics, Boolean-universals are [logically] equivalent to the instances that imply them. Conversely, Boolean-singulars are equivalent to the universals that they imply. For expository purposes first-order sentences are represented in variable-enhanced English interpreted in the integers [5].
  Every tautological universal, as ‘for every x, x = x’, is Boolean. Every inconsistent singular, as ‘0 ≠ 0’, is Boolean. A true non-tautological Boolean-universal is ‘for every x, for some y, x ≠ y’ and a true consistent Boolean-singular is ‘for some y, 0 ≠ y’. A false non-tautological Boolean-universal is ‘for every x, x = y, for every y’, and a false consistent Boolean-singular is ‘0 = y, for every y’.
  Boolean-universal and Boolean-singulars are abundant: it’s easily seen that every sentence equivalence-class contains infinitely many Boolean-universals, and thus also infinitely many Boolean-singulars. This paper studies these first-order-logic phenomena.
  [1] JOHN CORCORAN, C. I. Lewis: History and Philosophy of Logic, Transactions of the C. S. Peirce Society, vol. 42 (2006), pp.1–9.
  [2] JOHN CORCORAN, Aristotle's Prior Analytics and Boole's Laws of Thought, History and Philosophy of Logic, vol.  24 (2003), pp. 261–288.
  [3] JOHN CORCORAN, Revisiting Boole’s Principle of Wholistic Reference, this BULLETIN, vol. 12 (2006), pp. 515–6.
[4] GEORGE BOOLE, Laws of Thought, Introduction by J. Corcoran, Prometheus, 1854/2003. 
[5] JOHN CORCORAN 2016. Logic teaching in the 21st century. Quadripartita Ratio: Revista de Argumentación y Retórica, vol. 1 (2016) pp. 1–34.

Menurut Massialas dan Cox inquiry sosial merupakan pendekatan yang bisa digunakan untuk pendidikan ilmu-ilmu sosial. Perhatian mereka tertuju pada perbaikan terhadap masyarakat dengan memberikan solusi terhadap masalah-masalah sosial. Pandangan mereka dilatar belakangi oleh kondisi umum dari budaya mereka, yang paling penting adalah tujuan utama dari pendidikan adalah perenungan tentang nilai-nilai dan isu-isu yang sedang berkembang saat ini.

We hope you will find these thoughts of ours both interesting and useful." These are words spoken to express an intention, a bearing in the mind of a person toward an object which is yet to be achieved. The readiest moment of human life involves the interplay of signs, ideas, and objects-more explicitly, the interrelation of signifying expressions, states and dispositions of the mind or person, and objects or objectives either actual or potential. Our work designing instruments to enhance the play of inquiry has attuned us to the themes of interpretation and intentionality which every inquiry seems to involve. We hear what sounds like familiar strains reaching us from the hermeneutic quarter. The purpose of this essay is to trace to their sources a few of these potentially common themes, to draw out one line of their historical development, and to gather what consequences they inspire for educational practice and continued inquiry.

This article is focused on answering the question to what extent one can be a sceptic. Sextus Empiricus’s Outlines of Scepticism serves as a guide. In section 1, it is investigated whether three logical laws have a certain foundation or are subject to doubt. In section 2, Sextus’s way to deal with these laws is examined; the question arises how dogmatic his approach is. After that, a possible ‘reply’ by Sextus to the criticism receives attention. Section 3 is concentrated on a possible alternative to Sextus’s approach. Besides logical laws, some important methods are concerned.

"Semetsky's new book offers a bracing account of Tarot semiotics in view of its deep significance for educational experience. Analyzing the symbolic language of Tarot images that express the intimations of the unconscious, she invites readers to explore novel ways of learning about the nature of ourselves and the world we are situated in. Combining thorough research with an accessible style, this groundbreaking book is essential reading for present and future generations of practitioners, academics and students across disciplines". Pia Brînzeu, Professor of English Literature and Vice-Rector of the Universityof Timis¸oara, Romania; author of Corridors of Mirrors.
"A sequel to the author's Re-Symbolization of the Self: Human Development and Tarot Hermeneutic and Semiotics Education Experience, Semetsky's new book presents the Tarot sign-system as a school of ethical living. Bringing the philosophies of Peirce, Deleuze, Dewey, Whitehead and Gebser in a dialogue with the cutting-edge science of coordination dynamics, she grounds the art of Tarot in the logic of signs acting across nature, culture and human mind. Building on Noddings' "maternal factor", Semetsky demonstrates how the lessons embodied in Tarot symbolism recover the feminine value of relations and contribute to Self~Other integration. Such is the message of Tarot images. The Image is the Message". Igor Klyukanov, Professor of Communication, Eastern Washington University, USA; editor, Russian Journal of Communication; author of A Communication Universe: Manifestations of Meaning, Stagings of Significance. "Semetsky's amalgamation of the techniques of visual communication with the emerging field of edusemiotics is an absolute masterpiece in transdisciplinarity. By forging diverse strands of inquiry into an overall model of how images enhance learning, Semetsky's new book provokes us to take a fresh look at iconic information and is a required reading for everyone who is engaged with the art and science of visual semiotics at the intersection of nature and culture". Marcel Danesi, Professor of Anthropology, University of Toronto, Canada; editor-in-chief, Semiotica; author of The Quest for Meaning: A Guide to Semiotic Theory and Practice.
"Finally. An in-depth look at Tarot from within the field of semiotics, a perspective that had been inexplicably overlooked until now. As a language of exile from language, Tarot cards are silent words that became images. Here is a book that turns our thirst for symbols into a learning tool. The sign sings in Inna Semetsky's work."

APPLIED-LOGIC FLOW CHART PERSIAN DRAFT
Please post suggestions in Persian, English, or both.
APPLIED-LOGIC FLOW CHART 2018
https://www.academia.edu/s/29117f7553/applied-logic-flow-chart?source=link
The dynamically combined deductive and hypothetico-deductive method has been available to objective investigators since ancient times. Only in the last half-century has it been taught in courses on scientific method and critical thinking. The below chart for teaching and applying it is only about thirty years old.—John Corcoran, June 2018
Its theoretical underpinnings are discuss in the 1989 essay “Argumentations and logic”.
https://www.academia.edu/s/e22733b6a9/argumentations-and-logic?source=link

Despite the great importance placed upon the operation of abduction as an inferential process, few studies have been devoted specifically to the process of guessing as a piece of the abduction puzzle. This is surprising since Charles Peirce indicated that guessing is a fundamental part of the abductive process. Most literature concerning Peirce’s conception of abduction mentions guessing only in passing; what guessing actually is, especially with regard to the abductive process, is left vague at best, and this leaves a blind spot in the literature so that the broader conception of abduction remains unclear. In response to this, I explain the role of guessing in Peirce’s concept of abduction, placing the operation of guessing within the wider scope of the process of inquiry. I consider the guessing process as a deliberate and creative part of abduction, as well as alternative claims that have led to neglect of guessing as a creative operation. This analysis includes consideration of ethical, esthetic, and economic aspects of the guessing process as described by Peirce. As a specific example to elucidate how guessing functions within a particular scientific domain, I utilize the index case of AIDS. My argument sets the stage for further work to be done concerning the function of guessing as it pertains to scientific inquiry more generally.

I argue that what-makes-it-possible questions are a distinct and important kind of sociological research question. What is social phenomenon P made possible or enabled by? Results won't be about P's causes and causal relationships, but about its enablers and enabling relationships. I examine the character of what-makes-it-possible questions and claims, how they can be empirically investigated, and what they're good for. If I'm right, they provide a unique perspective on social phenomena, they show how the social world doesn't come ready-made, and they open up new avenues for research.

The Neolog Synagogue in Zilina, Slovakia, is a modernist national monument designed by the german architect Peter Behrens in the 1930s. After 60 years of different uses (cinema, auditorium, university hall) that transformed the space, in 2011 the Jewish community of Zilina leased the complex to cultural NGO Truc Spherique, initiator and manager of the citizen-initiated cultural centre Stanica. The process renovated the spaces and created a new cultural venue (the Nova Synagoga), adopting unconventional approaches to heritage restoration and fundraising. The team expanded beyond the core activists, including cultural workers, architects, researchers, philosophers, and lay citizens. The lack of funding and institutional support required the formulation of experimental strategies of action, with the elaboration of creative solutions stemming from Truc Spherique previous experience. The process engaged with multiple fields of action, like the acquisition of resources, experimentation of architectural solutions and audience development. It was structured as a process learning from the continuous adaptation between participants and reality, both as a response to an indeterminate situation and as a reproduction of Truc Spherique organizational tactics. The paper explores the renovation process as an inquiry into the multiple fields of practice. During the inquiry, actors formulate multiple hypotheses and they engage with their environment to test them, iteratively adapting strategies at different levels. To interpret the inquiry process, I mobilize literature on citizen self-organization in urban and planning research, adopting in particular a pragmatist approach. I explore literature on citizen-initiated cultural centres (CICCs). Following these two strands, the emergent elements of the case are assessed observing: the ability of self-organized action to generate operative paths alternative to established institutional Cultural heritage activation as inquiry by citizen-initiated cultural centres: the case of Nova Synagoga in Zilina, Slovakia routines; the relation between institutional and self-organized action in terms of possibilities of emergent sensemaking; the generation of public services and goods by these actions; the presence of multiple fields of practice, and the way actors engage with them. I also assess the learning dimensions of the inquiry, and the innovations it generates.

This discussion paper suggests that well-understood pragmatism could furnish a key element of a future philosophy for professionals, but that to this end a few methodological shortcomings need to be overcome. The aim is to develop pragmatist thought into a framework of critical pragmatism. An earlier version of the paper addressed mainly the field of operations research (OR); the present, expanded and updated version now addresses a wider range of professionals and considers a broader range of literature.

Apparently, Dewey never explicitly commented on Charles S. Peirce’s notion of abduction; nor did he use the term in his own writings. Although there are clear differences in Peirce’s and Dewey’s logic and inquiry, this is still somewhat surprising.  For Peirce abduction is a third main mode of reasoning, besides deduction and induction, which is about the process of forming hypotheses or suggestions.  There are,  in my view, interesting affinities between abduction as presented by Peirce and elements of reflective thinking presented by Dewey. [...]
First, I present some main interpretations of Peircean abduction and how it has been interpreted by later thinkers. Next, I present Dewey’s conceptions of reflective thought (or pattern of inquiry), and point to some abductive elements within it. Finally, I return to the question of the continuity between Peirce’s and Dewey’s conceptions of inquiry.

Between the anti-racist movement, post-colonialism and the Cold War: musician and actor Paul Robeson and anthropologist Eslanda Robeson were US civil rights activists for whom the Akademie der Künste of the GDR founded an archive. A conversation about the reverberations of their struggle for freedom and decolonial perspectives on socialism with Matana Roberts (composer, artist), Doreen Mende (curator, theorist), Kira Thurman (historian, University of Michigan), and George E. Lewis (composer, Professor of American Music, Columbia University). https://www.adk.de/en/programme/?we_objectID=62427

This short piece was written for a glossy British art magazine, Wideshut----which folded before the issue for which it was intended came out! Here Haack explains (in 500 words!) exactly why there is no contradiction in the title of her book, MANIFESTO OF A PASSIONATE MODERATE (1998).

If this paper interests you, you might also want to look at "Once More, With Feeling" 92007).

In the first chapter of this volume, Wyatt-Smith and Elkins argue that 'it is timely to review how different theoretical frameworks and methodologies provide different lenses through which to study students' learning needs'. By viewing different theoretical frameworks and methodologies as potentially complementary, Wyatt-Smith, Elkins and other authors in this volume move discussions beyond debates of which method is best, to a discussion of what different theoretical traditions contribute towards research on students' learning needs1. In this chapter, we seek to contribute towards this argument by demonstrating how multiple theoretical perspectives and methods can be included in a single research study as well as in programs of research that seek to explore common phenomena from different theoretical and methodological points of view (for example Green

John Corcoran is a logician, philosopher, mathematician, linguist, and historian of logic. His philosophical work stems from trying to understand proof and demonstrative knowledge. This has led to research on several interconnected topics: the interrelations of objectual, operational, propositional, and expert knowledge; the nature of logic; the nature of mathematical logic; information-theoretic foundations of logic; conceptual structures of metalogic; relationships of logic to epistemology and ontology; and roles of proof theory and model theory in logic. Corcoran’s interests, hypotheses, and conclusions continue to evolve but many are foreshadowed in his earliest works, especially his 1973 paper “Gaps between logical theory and mathematical practice”.
Corcoran’s papers have been translated into Arabic, Czech, Dutch, Greek, Italian, Korean, Persian, Portuguese, Spanish, Russian, Turkish, and Ukrainian. His 1989 signature essay “Argumentations and logic” has been translated into five languages and his 1999 instructional essay “Critical thinking and pedagogical license” has been translated into six languages. Several of his papers have been reprinted. His 2015 article “Existential import today”, co-authored with the Iranian logician Hassan Masoud, is currently first on its journal’s most-read list.

Recent attempts to legislate climate science out of existence raises the question of whether citizens are obliged to obey such laws. The authority of democratic law is rooted in both truth and popular consent, but neither is sufficient and they may conflict. These are reconciled in theory and, more importantly, in practice once we incorporate insights from the pragmatist theory of inquiry.

There are many studies on how children ask questions and how this capacity develops over time. Drawing from a multidisciplinary evidence base, what is the empirical and theoretical knowledge of children’s inquiry, and how does it interact with overall child well-being throughout childhood?

This paper maps evidence of the development of inquiry as a core capacity for children, studies the relationship between inquiring and child well-being and explores the Learning for Well-Being Foundation’s theoretical framework.

This academic paper is a collection of notes I created while taking an online Calculus course, focusing on Finding Limits. To assist much of my self-taught knowledge, I wrote these notes in a handheld notebook. This notebook would serve as the foundation for what turned out to be a platform for many independent discoveries years later. I began to notice repetitive underlying patterns, sequences, and constants. This paper further investigates these discoveries as a way to discover a simpler execution. Disclaimer I am an architecture alumnus by way of educational training and a project manager by way of profession. I am not a mathematician so my findings may be rudimentary to some scholars with a higher degree of acumen in the related subjects. This was my way of trying to make sense of calculus. If anyone can point out any erroneous nature to my findings, please do so in a respectable and patient manner. I have attached images of my handwritten notes so one can see the thought process behind the execution. I am a visual learner so I have adopted tendencies in showcasing my work in a similar fashion, making it aesthetically pleasing to the eyes.

Cet article propose une analyse des différences épistémologiques infrastructurelles entre l’agronomie conventionnelle et les agroécologies, plus particulièrement dans leurs modes d’administration des variations, c’est-à-dire des dynamiques écologiques, évolutives et comportementales du vivant. À travers une synthèse des conditions historiques de l’émergence en France des sciences agronomiques, ce travail tente d’isoler plus précisément les postulats et les protocoles qui ont abouti à l’institutionnalisation d’une forme particulière de science agronomique comme modèle dominant. Nous examinerons également comment cette structuration historique autour d’un paradigme nomologico-prescriptif constitue la condition de possibilité d’une alliance objective entre cette agronomie et l’industrie. En parallèle de ce modèle dominant, cet article fait l’hypothèse que la forme d’enquête écologique historique et située autour de laquelle se structurent les différentes approches agroécologiques, et en particulier la permaculture, semble mieux à même d’informer des pratiques agricoles renouvelées, répondant conjointement à l’érosion politique et scientifique du modèle agronomique dominant et à la crise écologique systémique dont il est en partie responsable.

This paper argues that there is a conflict between two theses held by John McDowell, namely i) the claim that we are under a standing obligation to revise our beliefs if reflection demands it; and ii) the view that veridical experience is a mode of direct access to the world. Since (i) puts no bounds on what would constitute reasonable doubt, it invites skeptical concerns which overthrow (ii). Conversely, since (ii) says that there are some experiences which we are entitled to trust, it undermines the prescriptive scope of (i). Drawing on C. S. Peirce’s distinction between genuine and contrived doubt, I maintain that critical revisions of beliefs should be triggered only by unwanted disruptions of habits, thereby restoring unity between McDowell’s two theses.

Truth has had a hard time in much recent educational and social scientific writing. Veriphobia, the fear of truth, can be witnessed in the work of postmodernists, radical social constructivists, pragmatists, and others. Although it manifests itself in numerous ways, there remain certain frequently appearing symptoms, and these are examined in this paper. It is suggested that the veriphobic stance is inherently self-contradictory. It is also fatal for serious and meaningful research and inquiry. Once veriphobia has been treated, researchers can stop worrying and start loving truth again.

from Cognitio Estudos, Vol. 5 No. 2, 2008
http://revistas.pucsp.br/index.php/cognitio/article/view/5783/4093
An older paper investigating the centrality of imagination in a pragmatic theory of inquiry, using Dewey's unified account of inquiry in his Logic: the theory of inquiry as a model. Consequences for social inquiry are touched upon in the conclusion.

C.S. Peirce defines mathematics in two ways: first as “the science which
draws necessary conclusions” and second as “the study of what is true
of hypothetical states of things.” Both definitions are descriptions of
mathematical activity. Rather than addressing primarily the types of
objects that mathematics studies, Peirce’s conception of mathematics
emphasizes the nature and character of mathematics as a reasoning
activity. This chapter first discusses and illustrates the importance of
creative inferences akin to abduction in mathematical practice. Peirce
developed an open, heuristic conception of mathematics as creative
experimental inquiry. Second, this chapter classifies Peirce’s philosophy
in terms of Carlo Cellucci’s distinction between open and closed
views, or heuristic and foundationalist conceptions, of mathematics.
This helps to locate Peirce’s view in the broader philosophical map and
complements discussions framed in terms of the nature of mathematical
objects.

... Judith Green, Maria Lucia Castanheira, and Beth Yeager ... J. Green (B) University of California, Santa Barbara, CA, USA e-mail: green@education.ucsb.edu 1In the United States, these students are referred to as having learning disabilities. ...