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.
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| 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. |
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| 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] |
| Copyright of Teaching Philosophy is the property of Philosophy Documentation Center and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179042837 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 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. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Creller%2C+Aaron+B%2E%22">Creller, Aaron B.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teaching+Philosophy%22">Teaching Philosophy</searchLink>. Sep2024, Vol. 47 Issue 3, p365-373. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Comparative+education%22">Comparative education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-cultural+studies%22">Cross-cultural studies</searchLink><br /><searchLink fieldCode="DE" term="%22Logic%22">Logic</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophical+analysis%22">Philosophical analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Teaching Philosophy is the property of Philosophy Documentation Center and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179042837 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5840/teachphil2024722204 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 365 Subjects: – SubjectFull: Comparative education Type: general – SubjectFull: Educational objectives Type: general – SubjectFull: Cross-cultural studies Type: general – SubjectFull: Logic Type: general – SubjectFull: Philosophical analysis Type: general Titles: – TitleFull: 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. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Creller, Aaron B. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01455788 Numbering: – Type: volume Value: 47 – Type: issue Value: 3 Titles: – TitleFull: Teaching Philosophy Type: main |
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