IDIHCS   22126
INSTITUTO DE INVESTIGACIONES EN HUMANIDADES Y CIENCIAS SOCIALES
Unidad Ejecutora - UE
congresos y reuniones científicas
Título:
Towards a Pragmatist Logic: Dewey?s Distinction between Inference and Reasoning Revisited
Autor/es:
MATARROLLO LIVIO; LÓPEZ, FEDERICO E.
Lugar:
Helsinki
Reunión:
Congreso; Third European Pragmatism Conference; 2018
Institución organizadora:
Nordic Pragmatism Network; Associazione Pragma (Italia); Pragmata (Francia); the Central European Pragmatist Forum; European Pragmatism Association
Resumen:
As Stephen Toulmin has pointed out in 1958, the formal and deductive understanding of logic led to a divorce between logic and the human practice of drawing conclusions and justifying points of view. In the pedagogical or educational fields, the problem was clear: it was difficult to teach logic because its subject-matter, as well as its methods, were not related with human thinking, not at least in a straightforward way. Even though the revival of argumentation theory is, in certain sense, a response to such problem, in this article we refer to the classical American pragmatist approach to logic, particularly Dewey?s perspective, in order to claim that his understanding of logic and its application in practical and pedagogical matters could close the still open gap between logic, logical practices, and teaching. In order to support this hypothesis, we firstly analyze Dewey?s view on logic as practical, by focusing on the distinction between inference and reasoning. Secondly, we consider two models of rationality: on one hand, a justificatory and deductive model, characterized by the Cartesian image of the chain; on the other, a reconstructive and prospective model, characterized by the Peircean image of the cable. Thirdly, we identify four epistemic practices so as to broaden the typical account of logic as teaching reasoning and to place it under a more comprehensive conception that includes inquiry and forming opinion, in a Deweyan way. To conclude, we highlight the political value of this new approach to logic and its teaching, particularly in our mass media and digital era.