In uncovering the mechanisms of teaching critical thinking in China,scholars tend to ignore the re-quirement of rational thinking in teaching. Based on the discussion of rational presuppositions of critical thinking i...In uncovering the mechanisms of teaching critical thinking in China,scholars tend to ignore the re-quirement of rational thinking in teaching. Based on the discussion of rational presuppositions of critical thinking in Western cultures, this article argues that, while Western critical thinking presets a kind of rationality which is biased to-wards descriptive logic rather than prescriptive logic, the virtue - centered traditional Chinese culture cultivates a gener-al habit of using methods of prescriptive logic. Descriptive logic accounts for “how to get” true judgments while pre- scriprive logic aims at explaining “why a true judgment is true”. Critical thinking education in China should pay more attention to the role descriptive logic plays. The fact that the new - media infomiarion disseminarion is deepening in- tercultiiral communication makes it necessary to implement critical thinking education in China,but the implementa-tion should be focused on cultivating the students* ability to organize discourse in a logical way.展开更多
This article presents four (4) additions to a book on the brain’s OS published by SciRP in 2015 [1]. It is a kind of appendix to the book. Some familiarity with the earlier book is presupposed. The book itself propos...This article presents four (4) additions to a book on the brain’s OS published by SciRP in 2015 [1]. It is a kind of appendix to the book. Some familiarity with the earlier book is presupposed. The book itself proposes a complete physical and mathematical blueprint of the brain’s OS. A first addition to the book (see Chapters 5 to 10 below) concerns the relation between the afore-mentioned blueprint and the more than 2000-year-old so-called fundamental laws of thought of logic and philosophy, which came to be viewed as being three (3) in number, namely the laws of 1) Identity, 2) Contradiction, and 3) the Excluded Middle. The blueprint and the laws cannot both be the final foundation of the brain’s OS. The design of the present paper is to interpret the laws in strictly mathematical terms in light of the blueprint. This addition constitutes the bulk of the present article. Chapters 5 to 8 set the stage. Chapters 9 and 10 present a detailed mathematical analysis of the laws. A second addition to the book (Chapter 11) concerns the distinction between the laws and the axioms of the brain’s OS. Laws are part of physics. Axioms are part of mathematics. Since the theory of the brain’s OS involves both physics and mathematics, it exhibits both laws and axioms. A third addition (Chapter 12) to the book involves an additional flavor of digitality in the brain’s OS. In the book, there are five (5). But brain chemistry requires a sixth. It will be called Existence Digitality. A fourth addition (Chapter 13) concerns reflections on the role of imagination in theories of physics in light of the ignorance of deeper causes. Chapters 1 to 4 present preliminary matter, for the most part a brief survey of general concepts derived from what is in the book [1]. Some historical notes are gathered at the end in Chapter 14.展开更多
文摘In uncovering the mechanisms of teaching critical thinking in China,scholars tend to ignore the re-quirement of rational thinking in teaching. Based on the discussion of rational presuppositions of critical thinking in Western cultures, this article argues that, while Western critical thinking presets a kind of rationality which is biased to-wards descriptive logic rather than prescriptive logic, the virtue - centered traditional Chinese culture cultivates a gener-al habit of using methods of prescriptive logic. Descriptive logic accounts for “how to get” true judgments while pre- scriprive logic aims at explaining “why a true judgment is true”. Critical thinking education in China should pay more attention to the role descriptive logic plays. The fact that the new - media infomiarion disseminarion is deepening in- tercultiiral communication makes it necessary to implement critical thinking education in China,but the implementa-tion should be focused on cultivating the students* ability to organize discourse in a logical way.
文摘This article presents four (4) additions to a book on the brain’s OS published by SciRP in 2015 [1]. It is a kind of appendix to the book. Some familiarity with the earlier book is presupposed. The book itself proposes a complete physical and mathematical blueprint of the brain’s OS. A first addition to the book (see Chapters 5 to 10 below) concerns the relation between the afore-mentioned blueprint and the more than 2000-year-old so-called fundamental laws of thought of logic and philosophy, which came to be viewed as being three (3) in number, namely the laws of 1) Identity, 2) Contradiction, and 3) the Excluded Middle. The blueprint and the laws cannot both be the final foundation of the brain’s OS. The design of the present paper is to interpret the laws in strictly mathematical terms in light of the blueprint. This addition constitutes the bulk of the present article. Chapters 5 to 8 set the stage. Chapters 9 and 10 present a detailed mathematical analysis of the laws. A second addition to the book (Chapter 11) concerns the distinction between the laws and the axioms of the brain’s OS. Laws are part of physics. Axioms are part of mathematics. Since the theory of the brain’s OS involves both physics and mathematics, it exhibits both laws and axioms. A third addition (Chapter 12) to the book involves an additional flavor of digitality in the brain’s OS. In the book, there are five (5). But brain chemistry requires a sixth. It will be called Existence Digitality. A fourth addition (Chapter 13) concerns reflections on the role of imagination in theories of physics in light of the ignorance of deeper causes. Chapters 1 to 4 present preliminary matter, for the most part a brief survey of general concepts derived from what is in the book [1]. Some historical notes are gathered at the end in Chapter 14.
