Journal articles: 'Logical and ethical reasoning'

1

Artz, John M. "Narrative vs. logical reasoning in computer ethics." ACM SIGCAS Computers and Society 28, no. 4 (December 1998): 3–5. http://dx.doi.org/10.1145/308364.308365.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Fox-Muraton, Mélissa. "There is No Teleological Suspension of the Ethical: Kierkegaard’s Logic Against Religious Justification and Moral Exceptionalism." Kierkegaard Studies Yearbook 23, no. 1 (July 26, 2018): 3–32. http://dx.doi.org/10.1515/kierke-2018-0002.

Full text

Abstract:

AbstractIn The Book on Adler and “Does a Human Being Have the Right to Let Himself Be Put to Death for the Truth,” Kierkegaard relies on logical reasoning and grammatical analysis in order to arrive at categorical normative conclusions against the use of religious belief and authority as a justification for ethical action. These arguments demonstrate that some types of moral knowledge can be arrived at through reason/logic, despite Kierkegaard’s efforts to separate the spheres of logic and existence. Kierkegaard thereby offers a strong critique of both moral exceptionalism and an ethics of conviction, a critique which—as the paper argues—is not incompatible with his existential and Christian ethics.

APA, Harvard, Vancouver, ISO, and other styles

3

Zozulyak-Sluchyk, Roksoliana. "BASIC PRINCIPLES OF THE SYSTEM OF FORMATION OF PROFESSIONAL AND ETHICAL COMPETENCE OF FUTURE SPECIALISTS IN THE SOCIAL SPHERE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 153–56. http://dx.doi.org/10.24144/2524-0609.2021.48.153-156.

Full text

Abstract:

The problem of ethics is acute in the modern Ukraine.Its relevance is due to the general level of our society, the low level of social responsibility for what is done in society in all its spheres and what society does. We come across misunderstandings, disrespect for ethics all the time in the process of our lives. Higher education also does not pay due attention to the formation of professional ethics of future professionals. The relevance of the topic is due to the need of Ukrainian society for social workers with a high level of professional ethics and responsibility for performing professional duties and solving complex life problems of the social sphere, as well as updating the search for an effective pedagogical system of professional and ethical competence of future social workers. The aim of the article is a scientific reasoning and experimental verification of the effectiveness of the pedagogical system of formation of professional and ethical competence of future specialists in the social sphere to improve the quality of their professional training. The following research methods are used in the article: logical-structural analysis – to determine the essence and structure of the concept: «professional and ethical competence of future professionals in the social sphere»; structural-systematic analysis – to ensure the complexity of reasoning of the concept and structure of the pedagogical system of formation of professional and ethical competence; modeling – to develop a model for the formation of professional and ethical competence of future professionals in the social sphere; questionnaire-diagnostic methods (questionnaires, testing, interviews, diagnostics) – to establish the effectiveness of the pedagogical system of formation of professional and ethical competence of future specialists in the social sphere. As a result of our research, a pedagogical system of formation of professional and ethical competence of future social specialists was developed and experimentally tested that its effectiveness is ensured by the principles of systemic, humanistic, deontological, axiological, acmeological, personal-activity, subject-subject, competence, andragogical approaches, specific principles, pedagogical conditions and factors. It was based on the author's concept of formation of professional and ethical competence and a model aimed at the formation of moral and ethical values, professional and ethical knowledge, skills and personal-moral and professionally important qualities during training was designed. The obtained results allow us to state that the diagnosis of professional and ethical competence was carried out at the ascertaining and formative stages of the experiment, gave us the opportunity to compare the levels of professional ethics of students of the studied groups and draw conclusions about the effectiveness of the proposed author’s pedagogical system.

APA, Harvard, Vancouver, ISO, and other styles

4

Minati, Gianfranco. "Letter to Matter and Various Incomprehensibilities—The Effective Ethicality of Scientific and Humanistic Interdisciplinarity." Philosophies 6, no. 2 (March 24, 2021): 26. http://dx.doi.org/10.3390/philosophies6020026.

Full text

Abstract:

The article is based on the dual concepts of theoretical incompleteness in systems science and theoretical incomprehensibility in philosophy previously introduced in the literature. Issues of incompleteness relate to the logical openness of complexity models in their nonequivalence and necessary non-zippable incompletable multiplicity. This concerns the quasi-ness of phenomena and the constructivist nature of models. Theoretically, incomprehensibility is considered in different ways, such as the inexhaustible multiplicity of the constructivist reality corresponding to the logical openness of both the world and of understanding itself and in reference to incomprehensibilities such as questions like the divide between species, cognitive systems, and after-death experience (if any). In conjunction with the need for non-classic, interdisciplinary approaches in science to deal with complexity, unanswerable questions need suitable scientifically updated philosophical reasoning in interdisciplinary humanistic backgrounds to allow for new social representations, understandings, and plausible social imaginary. Such approaches more properly allow for effective philosophical representations of the world. Knowing how to deal with these issues through philosophical reasoning updated to the current scientific levels and humanistic interdisciplinarity allows for higher levels of awareness and new comprehensive philosophical understanding, introducing new powerful social imaginary. Such new philosophical reasoning is expected to allow a conception of the world that is no longer just utilitarian, but theoretically necessarily, and not only concessively respectful of diversity with significant, even self-ethical effects.

APA, Harvard, Vancouver, ISO, and other styles

5

Besson, Corine. "Logical Expressivism and Carroll's Regress." Royal Institute of Philosophy Supplement 86 (September 18, 2019): 35–62. http://dx.doi.org/10.1017/s1358246119000043.

Full text

Abstract:

AbstractIn this paper, I address a key argument in favour of logical expressivism, the view that knowing a logical principle such as Modus Ponens is not a cognitive state but a pro-attitude towards drawing certain types of conclusions from certain types of premises. The argument is that logical expressivism is the only view that can take us out of Lewis Carroll's Regress – which suggests that elementary deductive reasoning is impossible. I show that the argument does not hold scrutiny and that logical cognitivism can be vindicated. In the course of the discussion, I draw substantially on a comparison with a similar argument in meta-ethics, for moral expressivism.

APA, Harvard, Vancouver, ISO, and other styles

6

Guarasci, Richard. "Looking Forward in Ominous Times." Metropolitan Universities 30, no. 4 (December 6, 2019): 35–41. http://dx.doi.org/10.18060/23552.

Full text

Abstract:

On the whole, futurists usually suffer badly. Unforeseen challenges, new political realities, technological breakthroughs, and cultural patterns shape futures as well as markets. As one realist once said, “real life happens in‑between plans.” I suspect the future reality lies somewhere in between these two possible pathways. The larger point is that higher education can allow other societal forces to predominate in shaping its future or it can challenge itself to find a pathway to a future where its commitment to deep learning will be predicated on our core values of evidence‑based and logical reasoning, openness to new and challenging ideas and educating students to play their roles as creative, ethical, and civic professionals, all necessary for a dynamic economy and a robust, diverse democracy.

APA, Harvard, Vancouver, ISO, and other styles

7

Correia, Vasco. "The Ethics of Argumentation." Informal Logic 32, no. 2 (June 13, 2012): 222. http://dx.doi.org/10.22329/il.v32i2.3530.

Full text

Abstract:

Normative theories of argumentation tend to assume that logical and dialectical rules suffice to ensure the rationality of argumentative discourse. Yet, in everyday debates people use arguments that seem valid in light of such rules but nonetheless biased and tendentious. This article seeks to show that the rationality of argumentation can only be fully promoted if we take into account its ethical dimension. To substantiate this claim, I review some of the empirical evidence indicating that people’s inferential reasoning is systematically affected by a variety of biases and heuristics. Insofar as these cognitive illusions are typically unintentional, it appears that arguers may be biased despite their well-intended efforts to follow the rules of critical argumentation. Nevertheless, I argue that people remain responsible for the rationality of their arguments, given that there are a number of measures that they can (and ought to) take to avoid such distortions. I highlight the importance of argumentational virtues and critical thinking to rational debates, and describe a set of indirect strategies of “argumentative self-control”.

APA, Harvard, Vancouver, ISO, and other styles

8

Barrett, Bob. "Teaching E-Business Communications to Executive Masters of Business Administration (MBA) and Human Resource Management (HRM) Learners and Professionals." International Journal of Business Administration and Management Research 3, no. 3 (September 28, 2017): 7. http://dx.doi.org/10.24178/ijbamr.2017.3.3.07.

Full text

Abstract:

Communication problems in today’s business world constitute the cause for chaos, conflicts, and sometimes corruption on the behalf of employees and leaders when there is a lack in certain skills sets, ethical and logical reasoning, and overall understanding of the role and function of modern-day communications. Consequently, many communication problems can be prevented with proper standards and procedures. Many executive Masters of Business Administration (EMBA) and Human Resource Management (HRM) programs are now including business communications or components thereof communications and their program offerings. This paper will look at how technology has impacted communications in today’s workplace, as well as how the skill sets of leaders, managers, and employees do affect the communication process. Therefore, a special emphasis will be placed on use of technology, use of electronic communications, and overall training of human capital in today’s organizations. Finally, this paper will address how one university has approached the teaching of business communications with an emphasis on electronic communications in the workplace

APA, Harvard, Vancouver, ISO, and other styles

9

Lamônica, Dionísia Aparecida Cusin, Camila da Costa Ribeiro, Mayara dos Santos Baldin, and Maria de Lourdes Merighi Tabaquim. "Klinefelter syndrome: a speech-language and neuropsychological assessment." Revista CEFAC 20, no. 5 (October 2018): 665–71. http://dx.doi.org/10.1590/1982-021620182056818.

Full text

Abstract:

ABSTRACT The Klinefelter syndrome is a chromosomal aneuploidy caused by additional X chromosomes in men. The diagnosis is made by clinical observation and karyotype examination. Besides other characteristics, the phenotype involves infertility, hypogonadism, gynecomastia, and cognitive alterations, mainly in the language domain. This paper describes the case of a teenager with Klinefelter syndrome and history of difficulties in the learning process, behavioral and communication problems. The ethical guidelines were followed in the present report. The cognitive-communicative, pragmatic and syntactic profile was drawn from the speech and neuropsychological evaluations. The speech-language assessment showed deficits in expression and comprehension. Difficulties were also found in phonological awareness, mathematical operations, reading and writing, access to the lexicon, alterations in pragmatics and occasionally, in syntactics. The neuropsychological evaluation indicated impairments in tasks that require the identification of similarities, establishment of cause-effect relationships and analogies, demonstrating a compromised reasoning for logical operations, with intellectual level incompatible with the chronological age. This interdisciplinary clinical study favors intervention approaches in rehabilitation, to maximize the potential of the individuals affected, contributing to improve their quality of life.

APA, Harvard, Vancouver, ISO, and other styles

10

Green, Jack. "Aristotle's Illicit Quantifier Shift: Is He Guilty or Innocent." Aristos: A biannual journal featuring excellent student works 1, no. 2 (September 2015): 1–18. http://dx.doi.org/10.32613/aristos/2015.1.2.2.

Full text

Abstract:

In accusing Aristotle of committing an illicit quantifier shift, some scholars point to I.i.1094a1-3 of the Nicomachean Ethics and others point to I.ii.1094a18-22. The author of this paper analyses the logical translations of both passages in order to determine the success of the cases for and against Aristotle. Wading through the various translations found in the secondary literature and also analysing the primary text, the author of this paper argues that the correct logical translation of both passages frees Aristotle from the accusation of an illicit quantifier shift. The first passage does not present an argument, but a description of practical reasoning. The second passage is a hypothetical argument that stipulates the conditions of the final end: eudaimonia. The author concludes that one cannot accuse Aristotle of committing the fallacy of the quantifier shift.

APA, Harvard, Vancouver, ISO, and other styles

11

Shea-Blymyer, Colin, and Houssam Abbas. "Algorithmic Ethics: Formalization and Verification of Autonomous Vehicle Obligations." ACM Transactions on Cyber-Physical Systems 5, no. 4 (October 31, 2021): 1–25. http://dx.doi.org/10.1145/3460975.

Full text

Abstract:

In this article, we develop a formal framework for automatic reasoning about the obligations of autonomous cyber-physical systems, including their social and ethical obligations. Obligations, permissions, and prohibitions are distinct from a system's mission, and are a necessary part of specifying advanced, adaptive AI-equipped systems. They need a dedicated deontic logic of obligations to formalize them. Most existing deontic logics lack corresponding algorithms and system models that permit automatic verification. We demonstrate how a particular deontic logic, Dominance Act Utilitarianism (DAU) [23], is a suitable starting point for formalizing the obligations of autonomous systems like self-driving cars. We demonstrate its usefulness by formalizing a subset of Responsibility-Sensitive Safety (RSS) in DAU; RSS is an industrial proposal for how self-driving cars should and should not behave in traffic. We show that certain logical consequences of RSS are undesirable, indicating a need to further refine the proposal. We also demonstrate how obligations can change over time, which is necessary for long-term autonomy. We then demonstrate a model-checking algorithm for DAU formulas on weighted transition systems and illustrate it by model-checking obligations of a self-driving car controller from the literature.

APA, Harvard, Vancouver, ISO, and other styles

12

Peterson, Thomas E. "Contemporary approaches to a pedagogy of process." Semiotica 2016, no. 212 (September 1, 2016): 7–26. http://dx.doi.org/10.1515/sem-2016-0129.

Full text

Abstract:

AbstractThis essay explores the bases for a process theory of learning applicable across the disciplines in today’s academy. First it traces the modern history of process pedagogy beginning with Kant and leading through Cassirer and Whitehead to an array of contemporary approaches that favor the symbiosis of art and science over the lingering Cartesian dichotomy of “subjective” mental processes and “objective” forms of knowledge. Second, it examines the case of science education, specifically as regards habit formation, ethical instruction, and qualitative research. Thinkers as diverse as Whitehead, Bourdieu, Serres, Latour, and Dewey are seen to oppose the neoscholastic myth of scientific objectivity and favor a language of relations that fosters an “anastomosis” between the disciplines. Lastly, the essay examines the pedagogical role played by logical abduction, as articulated by Peirce and developed further by later scholars. Thus the essay’s three sections – starting with the historical discussion, moving to the field-specific problem of science education, and finally the issue of abductive reasoning – reinforce one another and aim to exemplify the dynamic integration of the general and specific, of mind and nature, that is a goal of process pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

13

Piotrowska-Oberda, Ewa. "The Quest for Knowledge in the “King James Bible”." Respectus Philologicus 26, no. 31 (October 25, 2014): 27–43. http://dx.doi.org/10.15388/respectus.2014.26.31.2.

Full text

Abstract:

The aim of this article is the quest for knowledge in the King James Bible (1611) in terms of quantitative and qualitative research methodology with the application of the statistical analysis tool Antconc. The quest for knowledge with the use of corpus research aims at discussing the Biblical concept of knowledge through the origin, the object of knowledge, its implications and its constant development. Knowledge is often seen as of divine nature, reflected in the soul of man. It is based not only on logical, but also on the spiritual and ethical reasoning. The object of knowledge is light, reflecting the divine nature of knowledge which exceeds the intellect to reach a deeper spiritual human reasoning. In the King James Bible (1611) the authors of New Testament consider human knowledge to be imperfect and partial. They emphasize the need for a spiritual man aiming at reaching a complete knowledge. This spiritual development is based on the relationship between knowledge and faith, as well as knowledge and love.For the authors of the books of the New Testament there is no dichotomy between both knowledge and faith and knowledge and love, because faith and love depend on knowledge that originates in the word of God and leads to spiritual development. From this perspective, religious knowledge, love and mercy as well as faith developed through the knowledge of the biblical text leads to the knowledge of God, the enlightening source of ultimate knowledge. Thus, in the spiritual development of man not only the knowledge and faith but also emotional intelligence, which expresses itself through love and charity as the safer guide in all controversial issues, are important

APA, Harvard, Vancouver, ISO, and other styles

14

Wall, Edmund. "The Real Direction of Dancy’s Moral Particularism." Journal of Moral Philosophy 8, no. 4 (2011): 587–612. http://dx.doi.org/10.1163/174552411x601076.

Full text

Abstract:

Jonathan Dancy, who defends a version of moral particularism, is committed to the view that any feature or reason for action might, in logical terms, have a positive moral valence in one context, a negative moral valence in a different context, and no moral valence at all in yet another context. In my paper, I attempt to demonstrate that, despite the denial by Dancy that proposed grounding properties with invariant moral valences may play a foundational role in morality, his own approach toward moral reasoning unknowingly assumes such foundational grounding properties. I argue that Dancy’s moral particularism is unknowingly directed toward moral absolutism, and, in making that argument, uncover reasons, admittedly inconclusive, to favor an absolutist ethic.

APA, Harvard, Vancouver, ISO, and other styles

15

Barrett, Cyril. "The Logic of Mysticism—II." Royal Institute of Philosophy Supplement 31 (March 1992): 61–69. http://dx.doi.org/10.1017/s1358246100002113.

Full text

Abstract:

To talk of a logic of mysticism may sound distinctly odd. If anything, mysticism is alogical; it would be uncharitable if not false, on mature consideration, to call it illogical—though many, without due deliberation, might be tempted to use that term. Wittgenstein comes close to calling it illogical. In his lecture on ethics he draws attention to the logical oddity of statements of absolute value (Wittgenstein 1965). But he does not accuse the mystics or prophets or religious teachers of contradicting themselves or of invalid reasoning. What he accuses them of may be something worse, namely, talking nonsense, of not giving sense to the words they use or the expressions they utter. Russell (1921) and Ayer (1936) come to much the same conclusion but by a different route.

APA, Harvard, Vancouver, ISO, and other styles

16

Babanov, Aleksey. "The phenomenon of consent with yourself." Философская мысль, no. 10 (October 2020): 59–71. http://dx.doi.org/10.25136/2409-8728.2020.10.33074.

Full text

Abstract:

This article is dedicated to analysis of the phenomenon of consent with yourself. Leaning on the ideas. H. Arend, the author analyzes various aspects of consent with yourself, as well as their interconnection. This phenomenon is viewed in three aspects: 1. attitude of a subject towards himself (psychology); 2. “Socratic” thinking as inner speech; 3. moral act. All three aspects of this phenomenon are based on the concept of “Socratic” thinking as an internal dialogue; therefore, special attention is turned to examination of its peculiarities. A comparative analysis is conducted on the “Socratic” thinking and other concepts of thinking, namely M. Heidegger’s. Consent with yourself in each corresponding aspect has the following meaning: 1. Positive attitude toward yourself reflected in self-regard. It is demonstrated that consent is only one-sided attitude, thus its more accurate characteristic would be self-regard, rather than “friendship with yourself”. Self-regard can stem from the experience of reasoning as a conversation with yourself on your thoughts and actions;  2. A condition of thinking, namely as consent in thought (non-contradiction) and with thought. Consent with yourself is not reduced to the logical law of non-contradiction. As a manifestation of existential process of thinking, it is not a formalized procedure and depends on the personal attitude and values of the subject. It is assumed that self-regard as a manifestation of consent is impossible without the judgment of internal dialogue; 3. Leaning on the ideas of H. Arendt, the author outlines the possible interpretation of consent in thinking as an ethical principle or internal standard of conscience, spreading to the actions of an individual. The conclusion is made that the phenomenon of consent with yourself has full significance only for the “Socratic” thinking, which makes responsible a thinker himself, rather than history, world spirit or being.

APA, Harvard, Vancouver, ISO, and other styles

17

Harari, David Y., and Robert C. Macauley. "Betting on CPR: a modern version of Pascal’s Wager." Journal of Medical Ethics 46, no. 2 (September 16, 2019): 110–13. http://dx.doi.org/10.1136/medethics-2019-105558.

Full text

Abstract:

Many patients believe that cardiopulmonary resuscitation (CPR) is more likely to be successful than it really is in clinical practice. Even when working with accurate information, some nevertheless remain resolute in demanding maximal treatment. They maintain that even if survival after cardiac arrest with CPR is extremely low, the fact remains that it is still greater than the probability of survival after cardiac arrest without CPR (ie, zero). Without realising it, this line of reasoning is strikingly similar to Pascal’s Wager, a Renaissance-era argument for accepting the proposition for God’s existence. But while the original argument is quite logical—if not universally compelling—the modern variant makes several erroneous assumptions. The authors here present a case of a patient who unwittingly appeals to Pascal’s Wager to explain his request for maximal treatment, in order to highlight the crucial divergences from the original Wager. In understanding the faulty assumptions inherent in the application of Pascal’s Wager to code status decisions—and identifying the underlying motivations which the Wager serves to confirm—providers can better ensure that the true values and preferences of patients are upheld.

APA, Harvard, Vancouver, ISO, and other styles

18

Gampa, Anup, Sean P. Wojcik, Matt Motyl, Brian A. Nosek, and Peter H. Ditto. "(Ideo)Logical Reasoning: Ideology Impairs Sound Reasoning." Social Psychological and Personality Science 10, no. 8 (March 5, 2019): 1075–83. http://dx.doi.org/10.1177/1948550619829059.

Full text

Abstract:

Beliefs shape how people interpret information and may impair how people engage in logical reasoning. In three studies, we show how ideological beliefs impair people’s ability to (1) recognize logical validity in arguments that oppose their political beliefs and (2) recognize the lack of logical validity in arguments that support their political beliefs. We observed belief bias effects among liberals and conservatives who evaluated the logical soundness of classically structured logical syllogisms supporting liberal or conservative beliefs. Both liberals and conservatives frequently evaluated the logical structure of entire arguments based on the believability of arguments’ conclusions, leading to predictable patterns of logical errors. As a result, liberals were better at identifying flawed arguments supporting conservative beliefs and conservatives were better at identifying flawed arguments supporting liberal beliefs. These findings illuminate one key mechanism for how political beliefs distort people’s abilities to reason about political topics soundly.

APA, Harvard, Vancouver, ISO, and other styles

19

Tsukimoto, Hiroshi. "Pattern reasoning: Logical reasoning of neural networks." Systems and Computers in Japan 32, no. 2 (2001): 1–10. http://dx.doi.org/10.1002/1520-684x(200102)32:2<1::aid-scj1>3.0.co;2-o.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Rimoldi, Horacio J. A., and Elsa Inés Bei de Libonatti. "Logical and Psychological Reasoning." Perceptual and Motor Skills 83, no. 3_suppl (December 1996): 1127–38. http://dx.doi.org/10.2466/pms.1996.83.3f.1127.

Full text

Abstract:

The performance of 30 subjects when solving problems built around logical connectives (Conjunction, Inclusive Disjunction, Exclusive Disjunction, Conditional, and Biconditional) was compared with the results obtained when the same logical connectives were presented using a multiple-choice approach. The processes followed by the subjects in solving 20 problems were evaluated in terms of information theory, making it possible to investigate (a) the processes followed by the subjects and (b) the quality of the final answer Analysis indicated that the problem-solving processes do not necessarily provide the same information as that obtained by the final answers. The knowledge obtained by examining the questions subjects ask is different from the knowledge obtained when examining the answers to multiple-choice items.

APA, Harvard, Vancouver, ISO, and other styles

21

Lehmann, D. "Stereotypical reasoning: logical properties." Logic Journal of IGPL 6, no. 1 (January 1, 1998): 49–58. http://dx.doi.org/10.1093/jigpal/6.1.49.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Richards, Barry. "Constructivism and logical reasoning." Synthese 65, no. 1 (October 1985): 33–64. http://dx.doi.org/10.1007/bf00484886.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Linder, G. Fletcher, Allison J. Ames, William J. Hawk, Lori K. Pyle, Keston H. Fulcher, and Christian E. Early. "Teaching Ethical Reasoning." Teaching Ethics 19, no. 2 (2019): 147–70. http://dx.doi.org/10.5840/tej202081174.

Full text

Abstract:

This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action (ERiA)—designed to increase ethical reasoning skills in a variety of situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life.

APA, Harvard, Vancouver, ISO, and other styles

24

Abdolmohammadi, Mohammad J., and M. Francis Reeves. "Does Group Reasoning Improve Ethical Reasoning?" Business and Society Review 108, no. 1 (February 21, 2003): 127–37. http://dx.doi.org/10.1111/1467-8594.00001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Bronkhorst, Hugo, Gerrit Roorda, Cor Suhre, and Martin Goedhart. "Logical Reasoning in Formal and Everyday Reasoning Tasks." International Journal of Science and Mathematics Education 18, no. 8 (December 26, 2019): 1673–94. http://dx.doi.org/10.1007/s10763-019-10039-8.

Full text

Abstract:

AbstractLogical reasoning is of great societal importance and, as stressed by the twenty-first century skills framework, also seen as a key aspect for the development of critical thinking. This study aims at exploring secondary school students’ logical reasoning strategies in formal reasoning and everyday reasoning tasks. With task-based interviews among 4 16- and 17-year-old pre-university students, we explored their reasoning strategies and the reasoning difficulties they encounter. In this article, we present results from linear ordering tasks, tasks with invalid syllogisms and a task with implicit reasoning in a newspaper article. The linear ordering tasks and the tasks with invalid syllogisms are presented formally (with symbols) and non-formally in ordinary language (without symbols). In tasks that were familiar to our students, they used rule-based reasoning strategies and provided correct answers although their initial interpretation differed. In tasks that were unfamiliar to our students, they almost always used informal interpretations and their answers were influenced by their own knowledge. When working on the newspaper article task, the students did not use strong formal schemes, which could have provided a clear overview. At the end of the article, we present a scheme showing which reasoning strategies are used by students in different types of tasks. This scheme might increase teachers’ awareness of the variety in reasoning strategies and can guide classroom discourse during courses on logical reasoning. We suggest that using suitable formalisations and visualisations might structure and improve students’ reasoning as well.

APA, Harvard, Vancouver, ISO, and other styles

26

Ni'mah, Lathifatun, Iwan Junaedi, and Scolastika Mariani. "MATHEMATICAL LITERACY’S VOCATIONAL STUDENTS BASED ON LOGICAL AND NUMERICAL REASONING." Infinity Journal 6, no. 2 (September 12, 2017): 95. http://dx.doi.org/10.22460/infinity.v6i2.p95-110.

Full text

Abstract:

The research aims is (1) to obtain learning quality of CTL model to students mathematical literacy, (2) to obtain mathematical literacy description based on logical reasoning, (3) to obtain mathematical literacy description based on numerical reasoning and (4) to obtain mathematical literacy description based on logical and numerical reasoning. The research type is descriptive study. The subject is XI AK SMK NU Lasem were taken 6 students high, medium and low logical reasoning, 6 students high, medium, and low numerical reasoning, 6 students high, medium, and low logical and numerical reasoning, 2 students high logical and medium numerical reasoning, 2 students medium logical and high numerical reasoning. The research result is (1) CTL models learning quality for mathematical literacy is good, (2) student mathematical literacy based on high logical reasoning level 4 and 5, medium level 3, low level 1 and 2, (3) student mathematical literacy based on high numerical reasoning level 5, medium level 4, low level 2 and 3, (4) student mathematical literacy based on high logical and numerical reasoning level 5, medium level 3 and 4, high logical and medium numerical reasoning or medium logical and high numerical reasoning level 4 and 5, low level 1 and 2.

APA, Harvard, Vancouver, ISO, and other styles

27

Schleifer, Michael. "Training Teachers in Logical Reasoning." Paideusis 4, no. 1 (November 16, 2020): 14–18. http://dx.doi.org/10.7202/1073390ar.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Jansson, Lars C. "Logical Reasoning Hierarchies in Mathematics." Journal for Research in Mathematics Education 17, no. 1 (January 1986): 3–20. http://dx.doi.org/10.5951/jresematheduc.17.1.0003.

Full text

Abstract:

Ordering theory was used ro empirically determine hierarchies of developmental precedence for Piager's 16 logical combinations. In two studies carried out in the Netherlands, subjects were tested in individual interviews. In Study 1, 94 subjects responded to statements about odd and even numbers; in Study 2, 30 subjects responded to statements about line segments. For each study, a hierarchy of operations was produced from the responses. The two hierarchies were similar to each other and to a hierarchy from a previous study in which a nonmathematical task was used. Different linguistic forms for the same logical operation appeared to yield greater differences in performance than differences in tasks.

APA, Harvard, Vancouver, ISO, and other styles

29

Jansson, Lars C. "Logical Reasoning Hierarchies in Mathematics." Journal for Research in Mathematics Education 17, no. 1 (January 1986): 3. http://dx.doi.org/10.2307/749315.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Tsakanikos, Elias. "Logical reasoning in schizotypal personality." Personality and Individual Differences 37, no. 8 (December 2004): 1717–26. http://dx.doi.org/10.1016/j.paid.2004.03.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Goel, Vinod, Angela Bartolo, David St. Clair, and Annalena Venneri. "Logical reasoning deficits in schizophrenia." Schizophrenia Research 66, no. 1 (January 2004): 87–88. http://dx.doi.org/10.1016/s0920-9964(02)00499-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Barwise, Jon. "Everyday reasoning and logical inference." Behavioral and Brain Sciences 16, no. 2 (June 1993): 337–38. http://dx.doi.org/10.1017/s0140525x00030314.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Jansson, Lars C., Harvey D. Williams, and Robert J. Collens. "Computer Programming and Logical Reasoning." School Science and Mathematics 87, no. 5 (May 6, 1987): 371–79. http://dx.doi.org/10.1111/j.1949-8594.1987.tb11722.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Falk, Ruma. "Probabilistic Reasoning Is Not Logical." Mathematics Magazine 81, no. 4 (October 2008): 268–75. http://dx.doi.org/10.1080/0025570x.2008.11953561.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Obeid, Nadim, and Raymond Turner. "Logical foundations of nonmonotonic reasoning." Artificial Intelligence Review 5, no. 1-2 (1991): 53–70. http://dx.doi.org/10.1007/bf00129535.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Buchsbaum, Arthur, Tarcisio Pequeno, and Marcelino Pequeno. "A logical expression of reasoning." Synthese 154, no. 3 (February 9, 2007): 431–66. http://dx.doi.org/10.1007/s11229-006-9128-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Davies, Paul Sheldon, James H. Fetzer, and Thomas R. Foster. "Logical reasoning and domain specificity." Biology & Philosophy 10, no. 1 (January 1995): 1–37. http://dx.doi.org/10.1007/bf00851985.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Das, S. K. "A logical reasoning with preference." Decision Support Systems 15, no. 1 (September 1995): 19–25. http://dx.doi.org/10.1016/0167-9236(94)00028-q.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Besson, Corine. "Logical knowledge and ordinary reasoning." Philosophical Studies 158, no. 1 (December 3, 2010): 59–82. http://dx.doi.org/10.1007/s11098-010-9672-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Frolova, Alla. "Ecological reasoning: Ethical alternatives." Ecological Economics 24, no. 2-3 (February 1998): 169–82. http://dx.doi.org/10.1016/s0921-8009(97)00141-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Uustal, Diann B. "Enhancing Your Ethical Reasoning." Critical Care Nursing Clinics of North America 2, no. 3 (September 1990): 437–42. http://dx.doi.org/10.1016/s0899-5885(18)30803-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Mancini, Elena, and Roberta Martina Zagarella. "Il concetto di “diagnosi fuzzy”: una applicazione alla malattia di Anderson-Fabry* / The concept of “fuzzy diagnosis”: an application to the Anderson-Fabry disease." Medicina e Morale 67, no. 5 (December 11, 2018): 507–24. http://dx.doi.org/10.4081/mem.2018.554.

Full text

Abstract:

Per garantire un’elevata affidabilità diagnostica, la classificazione tradizionale delle malattie si basa su due criteri fondamentali: la presenza di caratteristiche peculiari che identificano una malattia distinguendola dalle altre e l’individuazione delle cause o della correlazione multifattoriale. Questa concezione si basa su regole che rimandano ai principi della logica classica, la quale, tuttavia, non può considerarsi uno strumento adeguato in medicina. Essa potrebbe rivelarsi uno strumento utile di fronte a quelle manifestazioni della malattia “prototipiche”, ma non per molte patologie che si presentano come fenomeni complessi e incoerenti, ovvero caratterizzati, sul piano eziologico, da un insieme interrelato di possibili cause e fattori scatenanti e, sul piano clinico, da una elevata variabilità individuale. La diagnosi di tali malattie richiede una logica tramite la quale sia possibile categorizzare il mondo degli oggetti reali. L’articolo prende in esame la logica fuzzy come strumento per il ragionamento diagnostico, e in particolar modo i concetti di “fuzzy set” e “diagnosi fuzzy”, anche al fine di verificarne il possibile impiego nella diagnosi di una patologia rara ad eziologia complessa: la malattia di Anderson-Fabry. L’analisi svolta porta a soffermarsi sulla finalità pratica (e non conoscitiva) della diagnosi, che le conferisce una valenza etica. Muovendo da questa prospettiva, l’articolo propone, nell’ultima parte, alcuni criteri etici di orientamento nel complesso bilanciamento che il clinico effettua tra il rischio inerente alla formulazione di una ipotesi diagnostica di “tipo fuzzy” e i benefici per il paziente di una diagnosi precoce, soprattutto in considerazione della disponibilità di trattamenti farmacologici innovativi. ---------- To ensure high diagnostic reliability, the traditional classification of the diseases is based on two fundamental criteria: the presence of peculiar characteristics that identify a disease distinguishing it from the others; and the detection of causes or multifactorial correlation. This idea is based on rules that refer to the principles of classical logic, which however cannot be considered an appropriate tool in medicine. It may prove to be a useful tool in case of “prototypical” manifestations of a disease, but not for a lot of pathologies that appear as complex and inconsistent cases, or characterized (on the etiological plane) by an interrelation between possible causes and trigger factors, and (on the clinical plane) by an high individual variability. The diagnosis of such diseases requires a logic through which it is possible to categorize the world of real objects. The article examines the fuzzy logic as a tool for the diagnostic reasoning, and particularly the “fuzzy set” and “fuzzy diagnosis” concepts, in order to verify its possible use in the diagnosis of a rare disease with complex etiology: the Anderson-Fabry disease. Our analysis underlines the practical (and not theoretical) purpose of the diagnosis, which gives it an ethical value. From this point of view, the article suggests, in the last part, some ethical criteria in the balance carried out by the clinician between the risk concerning the formulation of a “fuzzy” diagnostic hypothesis and the advantages of an early diagnosis for the patients, especially considering the availability of innovative pharmacological treatments.

APA, Harvard, Vancouver, ISO, and other styles

43

Mohamed, R., and Junzo Watada. "Logical method for logical operations based on evidential reasoning." International Journal of Knowledge Engineering and Soft Data Paradigms 1, no. 2 (2009): 151. http://dx.doi.org/10.1504/ijkesdp.2009.022721.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Tselishchev, Vitaly V. "Mathematical Reasoning." Epistemology & Philosophy of Science 57, no. 4 (2020): 74–86. http://dx.doi.org/10.5840/eps202057459.

Full text

Abstract:

The article is devoted to the comparison of two types of proofs in mathematical practice, the methodological differences of which go back to the difference in the understanding of the nature of mathematics by Descartes and Leibniz. In modern philosophy of mathematics, we talk about conceptual and formal proofs in connection with the so-called Hilbert Thesis, according to which every proof can be transformed into a logical conclusion in a suitable formal system. The analysis of the arguments of the proponents and opponents of the Thesis, “conceptualists” and “formalists”, is presented respectively by the two main antagonists – Y. Rav and J. Azzouni. The focus is on the possibility of reproducing the proof of “interesting” mathematical theorems in the form of a strict logical conclusion, in principle feasible by a mechanical procedure. The argument of conceptualists is based on pointing out the importance of other aspects of the proof besides the logical conclusion, namely, in introducing new concepts, methods, and establishing connections between different sections of meaningful mathematics, which is often illustrated by the case of proving Fermat’s Last Theorem (Y. Rav). Formalists say that a conceptual proof “points” to the formal logical structure of the proof (J. Azzouni). The article shows that the disagreement is based on the assumption of asymmetry of mutual translation of syntactic and semantic structures of the language, as a result of which the formal proof loses important semantic factors of proof. In favor of a formal proof, the program of univalent foundations of mathematics In. Vojevodski, according to which the future of mathematical proofs is associated with the availability of computer verification programs. In favor of conceptual proofs, it is stated (A. Pelc) that the number of steps in the supposed formal logical conclusion when proving an “interesting” theorem exceeds the cognitive abilities of a person. The latter circumstance leads the controversy beyond the actual topic of mathematical proof into the epistemological sphere of discussions of “mentalists” and “mechanists” on the question of the supposed superiority of human intelligence over the machine, initiated by R. Penrose in his interpretation of the Second Theorem of Goedel, among whose supporters, as it turned out, was Goedel himself.

APA, Harvard, Vancouver, ISO, and other styles

45

Smith, Kristen, Keston Fulcher, and Elizabeth Hawk Sanchez. "Ethical Reasoning in Action: Validity Evidence for the Ethical Reasoning Identification Test (ERIT)." Journal of Business Ethics 144, no. 2 (September 1, 2015): 417–36. http://dx.doi.org/10.1007/s10551-015-2841-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Africa, Aaron Don M. "Understanding Logical Reasoning Through Computer Systems." International Journal of Emerging Trends in Engineering Research 8, no. 4 (April 25, 2020): 1187–91. http://dx.doi.org/10.30534/ijeter/2020/38842020.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Bright, George W. "Teaching Mathematics with Technology: Logical Reasoning." Arithmetic Teacher 36, no. 2 (October 1988): 54–55. http://dx.doi.org/10.5951/at.36.2.0054.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Webb, June. "College Mathematics Achievement and Logical Reasoning." Perceptual and Motor Skills 61, no. 1 (August 1985): 15–22. http://dx.doi.org/10.2466/pms.1985.61.1.15.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Aikenhead, Glen. "Logical Reasoning in Science and Technology:." Bulletin of Science, Technology & Society 12, no. 3 (June 1992): 149–59. http://dx.doi.org/10.1177/027046769201200305.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Benzmüller, Christoph. "Universal (meta-)logical reasoning: Recent successes." Science of Computer Programming 172 (March 2019): 48–62. http://dx.doi.org/10.1016/j.scico.2018.10.008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Logical and ethical reasoning'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles