Compared with the skills of listening and speaking, reading is commonly considered to be one of the most difficult skills to be improved for the middle school students. The slow progression results from various obstac...Compared with the skills of listening and speaking, reading is commonly considered to be one of the most difficult skills to be improved for the middle school students. The slow progression results from various obstacles the students might confront in their reading. This essay makes a summary of various difficulties that hinder the students＇ successful reading comprehension, from the aspects of vocabulary, sentence and grammar, understanding of a passage, habits of reading, logic thinking, meanings of language and culture background.展开更多
This work aims at understanding the tactical action of soccer players from the point of view of Peirce＇s pragmatism. We will focus on the maxim of pragmatism, in which the elements of every concept enter into logical...This work aims at understanding the tactical action of soccer players from the point of view of Peirce＇s pragmatism. We will focus on the maxim of pragmatism, in which the elements of every concept enter into logical thinking through the doors of perception and leave through the doors of utilitarian actions. In this paper, we investigate the formation of a habit able to manage collective actions on a soccer field. The efficiency of this habit is related to collateral experience shared among soccer players： characteristics of high performance sports training. This unique experience orchestrates perceptions and reasoning, leading to efficient combination of conclusions and influences collective actions. We will analyze the concept that we call avalanche in bow-arrow applied to the 1970＇s Brazilian soccer team.展开更多
There are philosophers and logicians who do think that the Trinity-triangle makes up an evident formal-logic inconsistency demonstrating convincingly that Christian faith is illogical and hence irrational one. The pre...There are philosophers and logicians who do think that the Trinity-triangle makes up an evident formal-logic inconsistency demonstrating convincingly that Christian faith is illogical and hence irrational one. The present paper submits a systematic counter-argumentation against such thinking. According to the submitted counter-arguments, there is no formal-logic inconsistency in the Holy-Trinity-triangle： There is only a logic-linguistic illusion of such inconsistency which illusion is naturally produced by the ambiguity of the word ＂is＂ in natural language. The author has invented an effective remedy for that illusion, namely, a precise formulation of the generalized and thus modernized Guillotine of Hume by means of an artificial language of two-valued algebraic system of formal ethics of moral rigor. Systematical using the mathematized formulation of the generalized Hume＇s Guillotine cuts down the mentioned linguistic illusion of logical inconsistency. Thus, the paper essentially interconnects discrete mathematical representations of formal iogic of thinking and formal ethics of acting. In relation to contemporary symbolic logic, the author submits not a technical result solving some important particular problem concerning some specific system of symbolic logic but a significantly new result of conceptual work concerning logic in general and its interconnection with mathematical ethics. The old idea of logic as a moral science is transformed into a novel idea of symbolic logic as a brunch of mathematical ethics. In particular, two-valued algebra of classical formal logic is considered as a particular case of two-valued algebra of formal ethics of moral rigor. The submitted conception of logic is instantiated by applying it to the knotty logic-problem of Holy-Trinity-triangle.展开更多
This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ ins...This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ instead of skills; but to avoid the unnecessary ambiguity of the former, we shall drop it and talk of skills instead） which the humanistic disciplines and related disciplines in the social sciences and in natural sciences should inculcate. The process of acquiring these skills assumes that one rational animal-the student develops her/his rational powers by studying the wisdom and folly of other rational animals-the authors of various works and/or disciplines the student is set to study. In a word, what is dealt with specifically in the humanistic disciplines, in swimming and riding bicycles, leave us only when decrepitude invades our minds and bodies. In short, students must learn to think. This is an obvious platitude.展开更多
When we make the arts and crafts design, its design means innovative thinking. If we want better apply to the Art Art design, most importantly, it is in logical thinking in the design process as well as image of think...When we make the arts and crafts design, its design means innovative thinking. If we want better apply to the Art Art design, most importantly, it is in logical thinking in the design process as well as image of thinking better together. Logical thinking itself is more rigorous, but the image more focuses on innovative thinking, the only real two together will be able to successfully Arts and Crafts design to lay a good foundation.展开更多
Different cultural backgrounds result in a different way of thinking and cultural characteristics, and this difference are reflected in the life, production, culture, education and other aspects. Chinese and Westerner...Different cultural backgrounds result in a different way of thinking and cultural characteristics, and this difference are reflected in the life, production, culture, education and other aspects. Chinese and Westerners have different social and historical and cultural traditions, forming a distinctive way of thinking. Such as the differences between marginal thinking and logical thinking, differences between comprehensive thinking and analytical thinking, differences between focusing on ＂unity＂ and tending to ＂opposite＂, differences between focusing on perceptual and on rational thinking, all of these ways of thinking result in different ways of expression and language in cross-cultural teaching, different ways of behavior and interactions and different view of life and values.展开更多
Although we often see references to Carnap＇s inductive logic even in modern literatures, seemingly its confusing style has long obstructed its correct understanding. So instead of Carnap, in this paper, I devote myse...Although we often see references to Carnap＇s inductive logic even in modern literatures, seemingly its confusing style has long obstructed its correct understanding. So instead of Carnap, in this paper, I devote myself to its necessary and sufficient commentary. In the beginning part （Sections 2-5）, I explain why Carnap began the study of inductive logic and bow he related it with our thought on probability （Sections 2-4）. Therein, I trace Carnap＇s thought back to Wittgenstein＇s Tractatus as well （Section 5）. In the succeeding sections, I attempt the simplest exhibition of Carnap＇s earlier system, where his original thought was thoroughly provided. For this purpose, minor concepts to which researchers have not paid attention are highlighted, for example, m-function （Section 8）, in-correlation （Section 10）, C-correlate （Section 10）, statistical distribution （Section 12）, and fitting sequence （Section 17）. The climax of this paper is the proof of theorem （56）. Through this theorem, we will be able to overview Carnap＇s whole system.展开更多
The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman empha...The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go beyond critical thinking. I then proceed to argue for the importance of communication in creating and sustaining a genuine community of inquiry. In conclusion, I suggest that John Dewey＇s view of communication as essentially transformative, aesthetic, educative, and moral can be made the basis for envisioning an alternative focus of P4C--namely, the ideal of artful communication, which has far-reaching implications for realizing the democratic idea of ＂community＂ in a community of inquiry.展开更多
OBJECTIVE: To discuss the application of logic to pattern differentiation for treatment in Traditional Chinese Medicine (TCM). METHODS: Comparing logic reasoning of syllogism with the logical thinking ofTCM pattern di...OBJECTIVE: To discuss the application of logic to pattern differentiation for treatment in Traditional Chinese Medicine (TCM). METHODS: Comparing logic reasoning of syllogism with the logical thinking ofTCM pattern differentiation for treatment. RESULTS:TCM logical thinking depends on symbolic and intuitive judgment with abstractive reasoning integrated into the process. Although it lacks quantitative measurement, it pays great attention to the comprehensive analysis of a disease's cause and its development patterns to get insight into the essence of illness. CONCLUSION: TCM diagnosis reasoning methodmay lack rigorousness, continuity, systematic induction and deduction, but its logical thinking still can attain its goal following a process with rigorous, regulated and scientific formal logic.展开更多
文摘Compared with the skills of listening and speaking, reading is commonly considered to be one of the most difficult skills to be improved for the middle school students. The slow progression results from various obstacles the students might confront in their reading. This essay makes a summary of various difficulties that hinder the students＇ successful reading comprehension, from the aspects of vocabulary, sentence and grammar, understanding of a passage, habits of reading, logic thinking, meanings of language and culture background.
文摘This work aims at understanding the tactical action of soccer players from the point of view of Peirce＇s pragmatism. We will focus on the maxim of pragmatism, in which the elements of every concept enter into logical thinking through the doors of perception and leave through the doors of utilitarian actions. In this paper, we investigate the formation of a habit able to manage collective actions on a soccer field. The efficiency of this habit is related to collateral experience shared among soccer players： characteristics of high performance sports training. This unique experience orchestrates perceptions and reasoning, leading to efficient combination of conclusions and influences collective actions. We will analyze the concept that we call avalanche in bow-arrow applied to the 1970＇s Brazilian soccer team.
文摘There are philosophers and logicians who do think that the Trinity-triangle makes up an evident formal-logic inconsistency demonstrating convincingly that Christian faith is illogical and hence irrational one. The present paper submits a systematic counter-argumentation against such thinking. According to the submitted counter-arguments, there is no formal-logic inconsistency in the Holy-Trinity-triangle： There is only a logic-linguistic illusion of such inconsistency which illusion is naturally produced by the ambiguity of the word ＂is＂ in natural language. The author has invented an effective remedy for that illusion, namely, a precise formulation of the generalized and thus modernized Guillotine of Hume by means of an artificial language of two-valued algebraic system of formal ethics of moral rigor. Systematical using the mathematized formulation of the generalized Hume＇s Guillotine cuts down the mentioned linguistic illusion of logical inconsistency. Thus, the paper essentially interconnects discrete mathematical representations of formal iogic of thinking and formal ethics of acting. In relation to contemporary symbolic logic, the author submits not a technical result solving some important particular problem concerning some specific system of symbolic logic but a significantly new result of conceptual work concerning logic in general and its interconnection with mathematical ethics. The old idea of logic as a moral science is transformed into a novel idea of symbolic logic as a brunch of mathematical ethics. In particular, two-valued algebra of classical formal logic is considered as a particular case of two-valued algebra of formal ethics of moral rigor. The submitted conception of logic is instantiated by applying it to the knotty logic-problem of Holy-Trinity-triangle.
文摘This paper explores the myriad capabilities of that contraption, the computer, and its attendant role in the development of creative thought and logical thinking; skills （we could have used the word ＂knowledge＂ instead of skills; but to avoid the unnecessary ambiguity of the former, we shall drop it and talk of skills instead） which the humanistic disciplines and related disciplines in the social sciences and in natural sciences should inculcate. The process of acquiring these skills assumes that one rational animal-the student develops her/his rational powers by studying the wisdom and folly of other rational animals-the authors of various works and/or disciplines the student is set to study. In a word, what is dealt with specifically in the humanistic disciplines, in swimming and riding bicycles, leave us only when decrepitude invades our minds and bodies. In short, students must learn to think. This is an obvious platitude.
文摘When we make the arts and crafts design, its design means innovative thinking. If we want better apply to the Art Art design, most importantly, it is in logical thinking in the design process as well as image of thinking better together. Logical thinking itself is more rigorous, but the image more focuses on innovative thinking, the only real two together will be able to successfully Arts and Crafts design to lay a good foundation.
文摘Different cultural backgrounds result in a different way of thinking and cultural characteristics, and this difference are reflected in the life, production, culture, education and other aspects. Chinese and Westerners have different social and historical and cultural traditions, forming a distinctive way of thinking. Such as the differences between marginal thinking and logical thinking, differences between comprehensive thinking and analytical thinking, differences between focusing on ＂unity＂ and tending to ＂opposite＂, differences between focusing on perceptual and on rational thinking, all of these ways of thinking result in different ways of expression and language in cross-cultural teaching, different ways of behavior and interactions and different view of life and values.
文摘Although we often see references to Carnap＇s inductive logic even in modern literatures, seemingly its confusing style has long obstructed its correct understanding. So instead of Carnap, in this paper, I devote myself to its necessary and sufficient commentary. In the beginning part （Sections 2-5）, I explain why Carnap began the study of inductive logic and bow he related it with our thought on probability （Sections 2-4）. Therein, I trace Carnap＇s thought back to Wittgenstein＇s Tractatus as well （Section 5）. In the succeeding sections, I attempt the simplest exhibition of Carnap＇s earlier system, where his original thought was thoroughly provided. For this purpose, minor concepts to which researchers have not paid attention are highlighted, for example, m-function （Section 8）, in-correlation （Section 10）, C-correlate （Section 10）, statistical distribution （Section 12）, and fitting sequence （Section 17）. The climax of this paper is the proof of theorem （56）. Through this theorem, we will be able to overview Carnap＇s whole system.
文摘The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go beyond critical thinking. I then proceed to argue for the importance of communication in creating and sustaining a genuine community of inquiry. In conclusion, I suggest that John Dewey＇s view of communication as essentially transformative, aesthetic, educative, and moral can be made the basis for envisioning an alternative focus of P4C--namely, the ideal of artful communication, which has far-reaching implications for realizing the democratic idea of ＂community＂ in a community of inquiry.
基金Supported by the National Science & Technology Pillar Program in the 11th Five year Plan of China (2006BAI11B0801)the Priority Academic Program Development (PAPD) of Jiangsu Higher Education Institutions
文摘OBJECTIVE: To discuss the application of logic to pattern differentiation for treatment in Traditional Chinese Medicine (TCM). METHODS: Comparing logic reasoning of syllogism with the logical thinking ofTCM pattern differentiation for treatment. RESULTS:TCM logical thinking depends on symbolic and intuitive judgment with abstractive reasoning integrated into the process. Although it lacks quantitative measurement, it pays great attention to the comprehensive analysis of a disease's cause and its development patterns to get insight into the essence of illness. CONCLUSION: TCM diagnosis reasoning methodmay lack rigorousness, continuity, systematic induction and deduction, but its logical thinking still can attain its goal following a process with rigorous, regulated and scientific formal logic.
