Bibliographic Details
| Title: |
Cross-Cultural Logic and the Limits of Comparative Pedagogy: A Case Study Considering (Why Not to Include) Jain Logic as Part of an Introduction to Logic Course. |
| Authors: |
Creller, Aaron B. |
| Source: |
Teaching Philosophy. Sep2024, Vol. 47 Issue 3, p365-373. 9p. |
| Subject Terms: |
*Comparative education, *Educational objectives, Cross-cultural studies, Logic, Philosophical analysis |
| Abstract: |
There is a tension between the pedagogical aim of comparative and cross-cultural inclusion and teaching an introductory-level deductive logic course. On the one hand, those who are interested in including non-"Western" sources are doing so in order to expand the philosophical content under consideration in their courses. On the other, it seems that the student learning objectives for deductive logic classes aimed at novices are narrow and specific for the purpose of developing a particular skill. This paper highlights the challenge of teaching logic cross-culturally by arguing that it is inadvisable to do so. Using Jain logic as a case study, it illustrates that even though there is depth available in the content, the contextual support needed to compare logics without being reductive would interfere with the amount of time needed to develop deductive logic skills in students in the first place. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
