abduction

  • Correlative thinking: From abduction to Ars Contextualis in early Chinese cosmology

    Author: Roger T. Ames
    Institution: Beijing University
    Year of publication: 2020
    Source: Show
    Pages: 17-35
    DOI Address: https://doi.org/10.15804/ap202001
    PDF: ap/23/ap2301.pdf

    The items available for ars contextualis can be characterized in terms of the focal point from and to which the lines of divergence and convergence attributable to them move and find resolution, and the field from which and to which those same lines proceed and have influence. To take Confucius himself as a concrete example, we would have to allow that he is corporate in the sense that the lines of divergence and convergence that constitute his focus and meaning move throughout the entire field of the Chinese cultural tradition. Confucius is both focus and China as a focused field.

  • Abduction in Teaching: Results of a Qualitative Research

    Author: Kálmán Sántha
    Institution: Kodolányi János University, Székesfehérvár, Hungary
    ORCID: https://orcid.org/0000-0003-1983-9255
    Author: Edit Gyeszli
    Institution: Nemesszalók Elementary School, Nemesszalók, Hungary
    Year of publication: 2022
    Source: Show
    Pages: 173-185
    DOI Address: https://doi.org/10.15804/tner.22.68.2.14
    PDF: tner/202202/tner6814.pdf

    The paper discovers the presence of abduction in teachers’ activities and emphasises the role of trichotomous systems (abduction, deduction, induction) in discovering human reality. The paper focuses on the presence of abduction in education sciences research, and its main goal is to detect abduction in teaching activities and classroom interaction. Abduction is a type of reasoning requiring philosophical, logical, and psychological background, distinct from induction and deduction, and it contributes to a viewpoint in social research that strives to make research in human reality easier to understand. The qualitative study involved explores the presence of abduction in teachers’ communication based on unstructured observation. The observation was carried out in a primary school. The objects of observation were the Geography, Art, and PE classes of the same teacher. The data of the class observation were recorded verbatim. The records were processed using an inductive, data-driven method after the classes. The reliability of the process was ensured by intracoding. The results of the observations reflect the presence of abduction in classroom interaction. The results showed that abduction appeared in the Geography, Art, and PE classes observed, and every class witnessed right and wrong abductive conclusions. The paper is relevant to anybody interested in the appearance of abduction in education sciences research and aims at completing the arsenal of tools available for analysing teachers’ activities.

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