Abductive Reasoning

The aim of this article is to examine how first principles are developed into general theories by reviewing the roles that abduction, deduction, and induction play in the three primary steps of the scientific method: hypothesis generation, hypothesis testing, and theory generation. Kant's democratic peace theory is first used to illustrate this process, and the example is subsequently extended to show the secondary level of scrutiny that theories must undergo before they can be applied to the empirical world. The article concludes by considering the strengths and weaknesses of scientific theories, particularly in the field of social sciences.

This chapter focuses on Twitter and the unique challenges associated with data collection and analysis on this microblogging platform. Specifically, many big data approaches that are popular for studying tweets are tremendously useful, but are often ill-suited to more in-depth contextualized analysis of tweets. The chapter speaks to this issue and proposes alternative approaches to create a more balanced means of analysis. Further, the chapter proposes a framework to categorize tweets, addressing issues of ontology and coding. It draws on qualitative approaches, such as grounded theory, to demonstrate the value of a solid coding scheme for the qualitative analysis of tweets. To illustrate the value of this approach, the chapter draws on a case study, the Twitter response to the controversial song Accidental Racist, and shows examples of how this emergent coding of Twitter corpora can be done in practice. This case study illustrates how the proposed approaches offer ways to tackle themes such as racism or sarcasm, which have been traditionally difficult to interpret. Finally, the chapter draws some conclusions around a) Twitter as a platform for mixed methods approaches, and b) the value of relying on established approaches, like grounded theory, to inform Twitter analysis.

Resumen. Los procesos cognitivos involucrados en la conceptualización, la categorización, y sus implicaciones para áreas como la lingüística y la lógica, son un tema recurrente en la filosofía contemporánea de la mente y del lenguaje, como en las ciencias del conocimiento. El presente artículo es un estudio exploratorio y preliminar sobre la categorización en el contexto del corpus aristotelicum, y a partir del libro inicial del Órganon: Categorías y sus referentes en otras obras como: Primeros y Segundos Analíticos, Tópicos, Del Alma, Física y Metafísica. El eje articulador es el análisis del triple estatus de las categorías aristotélicas: ontológico, lógico y lingüístico, que permite a su vez explorar el concepto sobre los universales y sus implicaciones para la lógica y la matemática contemporáneas.
Abstract. The cognitive processes involved in conceptualization, categorization, and their implications for areas such as linguistics and logic, are a recurring theme in the contemporary philosophy of mind and language, as in the sciences of knowledge. The present article is an exploratory and preliminary study on the categorization in the context of the corpus aristotelicum, and from the initial book of the Organon: "Categories" and their referents in other works as Analytica Priora and Posteriora, Topics, De Anima, Physics and Metaphysics. The articulating axis is the analysis of the triple status of the Aristotelian categories: ontological, logical and linguistic, which allows in turn to explore the concept of universals and their implications for contemporary logic and mathematics

As software has become an integral part of most systems, so too have cyber threats become an expected attack vector. This has made the task of reverse engineering software an increasingly necessary and critical skill. Software systems are regarded as the most complex of human designed technologies. Software can be difficult to understand when the source code is provided, but a reverse engineer is restricted to machine code and often intentionally obscured machine code. This makes reverse engineering an extreme technical challenge. This work examines the reverse engineer's cognitive task as abductive reasoning. Abductive reasoning has received significant theoretical attention in the last decade resulting in a broader account of abduction types and methods. Abduction, as the only generative means of inference is essential to hard diagnostic tasks and scientific exploration that require non-deductive and non-inductive hypothesis generation. In particular, we explore manipulative abduction and meta-diagrammatic abduction employed by a reverse engineer to counter falsification of a hypotheses and surprise. With this basis, we are studying the work of reverse engineering with the dual goals of understanding the task and looking at ways AI systems can be constructed to augment reverse engineering. Process philosophy principles of panexperientialism and consciousness are used to form a critique of current AI approaches and some tenants of a novel abductive AI framework are justified.

Når jeg er på sporet av noe jeg ikke helt greier å få tak på i forskningen min, er det ofte gjennom skrivingen jeg finner frem til det. Slik blir skrivingen en uunnvaerlig del av forskningsmetoden. Likevel opplever jeg stadig at innsikten jeg fornemmer glipper unna når jeg forsøker å skrive den, som om fornemmelsen har berørt noe som ikke lar seg skrive. Likevel må jeg forsøke. Det er nettopp i spenningsfeltet mellom det jeg ikke har ord for og vissheten om at jeg må skrive det for å forstå det, at de mest interessante innsiktene oppstår. Dette er feltet vi skal gå inn i her.

Påstander som: " ord strekker ikke til " eller " alt lar seg skrive " , er påstander både om språkets virkelighetskarakter og språkets forhold til virkeligheten for øvrig i. Vi kan ikke undersøke det ene uten å undersøke det andre. Denne undersøkelsen må også inkludere selve skrivingen, forstått både som ferdighet og hendelse. For å tydeliggjøre noen aspekter ved språkets natur som blir viktige når vi befinner oss på grensen av det som lar seg skrive, vil jeg belyse temaet i en virkelighetsforståelse inspirert av østasiatiske erkjennelsestradisjoner ii. Mitt utgangspunkt er den japanske kampkunsten aikido, med røtter både i buddhistisk og taoistisk tradisjon. Tomhet spiller en essensiell rolle i disse tradisjonene. Slik står de i en viss motsetning til den moderne vestlige og vitenskapsbaserte tendensen til å legge vekt på form. Satt på spissen kan vi si at vitenskapelig virkelighetsforståelse har en tendens til å betrakte alt, fra de minste partikler til de største systemer, som former og relasjoner mellom former. Den sentrale aksen går fra form til form:

Reasoning by analogy is one of the most frequently used techniques of legal argument. In this Article, Professor Brewer presents a detailed model of that reasoning process. With its focus on the special features of analogies that are offered as justificatory arguments, Professor Brewer's model provides clear criteria that lawyers, judges, students, and scholars can use critically to assess any given argument by analogy. Moreover, challenging a widely held view, Professor Brewer uses this model to argue that legal reasoning by analogy, like analogical argument in logic, mathematics, and the natural sciences, can have a great deal of rational force when properly executed. He explains that reasoning by analogy is a three-step rule-guided process that legal reasoners typically deploy when they are in doubt about the scope of a legal concept or rule and want to use an analysis of examples to help resolve that doubt. The three-step process consists of an inference (of the type known as "abduction") from chosen examples to a rule that could resolve the doubt; confirmation or disconfirmation, by a process of reflective adjustment, of the rule thus inferred; and application of the confirmed rule to the case that occasioned the doubt. Professor Brewer also highlights the interpretive criteria that readers of analogical arguments should use in trying to understand their exact structure and content. He maintains, for example, that analogical arguments offered by judges who endorse certain widely shared rule of law values should presumptively be interpreted as relying in a special way on deductively applicable rules within the broader three-step analogical reasoning process. His discussion locates issues regarding the proper interpretation of legal analogies within broader jurisprudential debates over the extent to which legal arguments can, do, and should satisfy rule of law values.

Many North Americans, especially in the Upper Midwest, have heard about a mysterious carved stone that was discovered in Douglas County, Minnesota, in 1898. It was incised with 207 Scandinavian letters (known as runes), three Latin letters (A V M), and twelve numeral characters (pentadic numerals). The stone can be seen in the Runestone Museum in Alexandria, Minnesota. Hereafter it is referred to as KRS (Kensington Rune Stone, after Kensington, a town near the farm where it was found). Opinions about this monument range from a resolute belief in its genuineness and significance (often stated as evidence of Viking presence in the fourteenth century), at one extreme, and scornful vilification as a clumsy hoax, at the other. My goal in this essay is not to support a “blind faith” in the authenticity of the KRS, but to emphasize that opinions on this issue vary widely, and that the decision between authenticity and forgery should not be based on an uncritical belief, in either direction, but on a sober and objective assessment of the evidence for and against. Respected scholars, such as Adolf Noreen, Erik Wahlgren, Theodore Blegen, and Einar Haugen, have written in favor of the hoax theory, while other equally esteemed academics, like Sivert Hagen, William Thalbitzer, Robert A. Hall Jr., and Alice Beck Kehoe, have argued that the scale tips toward authenticity. How then are we to decide? If the rejection of the KRS is based on a false objection, like the widely believed but long discredited notion that the text contained English words, is this not just as unsound as a “belief” in the KRS based on a false premise like ethnic pride? I suggest we put away all emotionally based reactions. The Kensington Rune Stone is an empirical problem, not a matter of belief or disbelief.

The ontological resonance between Peirce and Vygotsky is an area of increasing interest within cultural-historical activity theory, arguably deserving of considered scrutiny and elucidation. Premised on conceptual pluralism and variance in sociolinguistic and sociocultural perspectives, this article proposes a Peirce–Vygotsky synergy for multimodal analysis. Following a discussion of its theoretical basis, the logical fusion of deduction and abduction is designated to authorise this synergy. Through the word-image complementarity in a storybook, it exemplifies how this synergy can afford a profound account of semiotic mediation. Exploratory as it is, the article accentuates the Peirce–Vygotsky confluence in research into communication and representation.

We hope you will find these thoughts of ours both interesting and useful." These are words spoken to express an intention, a bearing in the mind of a person toward an object which is yet to be achieved. The readiest moment of human life involves the interplay of signs, ideas, and objects-more explicitly, the interrelation of signifying expressions, states and dispositions of the mind or person, and objects or objectives either actual or potential. Our work designing instruments to enhance the play of inquiry has attuned us to the themes of interpretation and intentionality which every inquiry seems to involve. We hear what sounds like familiar strains reaching us from the hermeneutic quarter. The purpose of this essay is to trace to their sources a few of these potentially common themes, to draw out one line of their historical development, and to gather what consequences they inspire for educational practice and continued inquiry.

There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination – a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) presents arguments for using extant literature in the substantive field within a constructivist grounded theory, and (c) suggests data sensitizing principles in using literature, which are: theoretical agnosticism, theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness, memoing extant knowledge associations, and constant reflexivity.

“We hope you will find these thoughts of ours both interesting and useful.” These are words spoken to express an intention, a bearing in the mind of a person toward an object which is yet to be achieved. The readiest moment of human life involves the interplay of signs, ideas, and objects — more explicitly, the interrelation of signifying expressions, states and dispositions of the mind or person, and objects or objectives either actual or potential. Our work designing instruments to enhance the play of inquiry has attuned us to the themes of interpretation and intentionality which every inquiry seems to involve. We hear what sounds like familiar strains reaching us from the hermeneutic quarter. The purpose of this essay is to trace to their sources a few of these potentially common themes, to draw out one line of their historical development, and to gather what consequences they inspire for educational practice and continued inquiry.

This thesis concerns the relationship between research in experimental archaeology and the intangible of the past. Only a quarter of technological experiments in a sample of 100 studies addresses the intangible of technological practice, and this project sets out to explore if there are conceptual or practical obstacles for this low rate.
The thesis begins with an in-depth examination of experimental archaeology and the criteria, paradigms and theories that determine its practice. Through this study, elements of the dichotomy positivism//postmodernism are uncovered and discussed. To resolve this dualism, a third paradigm – philosophical pragmatism – is introduced as an alternative. This conceptual debate represents Part I, and is subsequently collated into a methodological framework for the creation of a typified experiment.
Part II consists of the experimental segment of this study, in search for practical obstacles for the exploration of the intangible. Through experimenting with Iron Age Bucket-shaped pots, Mesolithic faceted pebbles and Middle Palaeolithic birch bark tar production, different components of an experiment are highlighted for investigation. An element that comes forward as problematic is the relationship between experimental archaeologists and science ideals that is underscored by experimental tradition. Conclusively, the final discussion leaves the conceptual and practical barriers that may prevent archaeologists from studying the intangible aspects of technology overturned. In sum, this may enable experimental archaeologists to take a fuller view of their own practice and that of the people of the past.

This thesis attempts to offer a reconceptualization of translation analysis. It argues that there is a growing interest in examining translations produced outside the discipline‟s historical field of focus. However, the tools of analysis employed may not have sufficient flexibility to examine translation if it is conceived more broadly. Advocating the use of abductive logic, the thesis infers translators‟ probable understandings of their own actions, and compares these with the reasoning provided by contemporary theories. It finds that it may not be possible to rely on common theories to analyse the work of translators who conceptualize their actions in radically different ways from that traditionally found in translation literature. The thesis exemplifies this issue through the dual examination of Geoffrey Chaucer‟s use of translation in the Canterbury Tales and that of Japanese storytellers in classical Kamigata rakugo. It compares the findings of the discipline‟s most pervasive theories with those gained through an abductive analysis of the same texts, finding that the results produced by the theories are invariably problematic.
The thesis demonstrates that understandings of translation practice have been given to change over time, and vary substantially across cultures. Therefore, an individual theory is unlikely to be able to rationalize particular practices or features of translations irrespective of the cultural context in which they are found. Abductive logic aims to describe translations in particular, rather than translation in general. It can be used to infer factors that may have influenced translators‟ understandings of the roles their texts will take, and hence, their aims in translating. Many theories tend to be underpinned by inductive logic, which essentially restricts textual analysis to the application of pre-defined labels of translation phenomena. Abductive logic forms hypotheses based on the context in question, going far beyond this kind of textual categorization.

Our brains make up a series of signs and are engaged in making or manifesting or reacting to a series of signs: through this semiotic activity they are at the same time engaged in “being minds” and so in thinking intelligently. An important effect of this semiotic activity of brains is a continuous process of “externalization of the mind” that exhibits a new cognitive perspective on the mechanisms underling the semiotic emergence of abductive processes of meaning formation. To illustrate this process I will take advantage of the analysis
of some aspects of the cognitive interplay between internal and external representations. I consider this interplay critical in analyzing the relation between meaningful semiotic internal resources and devices and their dynamical interactions with the externalized semiotic materiality suitably stocked in the environment. Hence, minds are material, “extended” and artificial in themselves. A considerable part of human abductive
thinking is occurring through an activity consisting in a kind of reification in the external environment (that originates what I call semiotic anchors) and a subsequent re–projection and reinterpretation through new configurations of neural networks and chemical processes. I also illustrate how this activity takes
advantage of hybrid representations and how it can nicely account for various processes of creative and selective abduction, bringing up the question of how multimodal aspects involving a full range of sensory modalities are important in hypothetical reasoning.

It has been said that the profession of the detective in the police force originates from Edgar Allan Poe's The Murders in The Rue Morgue, which was published in 1841. Inspired by the logician Charles Sanders Pierce, the detective was bestowed the skill of logical reasoning, or more specifically, deductive logic to solve criminal cases. By the end of the century, a new detective arose by the name of Sherlock Holmes. Sir Arthur Conan Doyle's character was famously known for his deductive reasoning skills as well. However, it could be argued that the kind of reasoning the original detectives used is not the same sort of reasoning used to solve criminal cases today. The skills of detection, as a real profession, were groomed by the practice of solving actual cases, which consequently groomed the fictional detective that would come in the not too distant future. Dana Stabenow's character, Kate Shugak, demonstrates a different kind of detective skills a century after Holmes. The Alaskan detective exhibits inductive reasoning that requires her to build her case from the ground up, through an accumulation of evidence provided by fieldwork, which she must then arrange, to complete the true chain of causation. The deductive detective, on the other hand, is presented a puzzle that has a few missing pieces, and those pieces are deduced from an armchair by considering the existing pieces in play. Since the laws of logic are no different than the laws of nature to the extent that they cannot be defied by anyone or anything, Holmes is able to acquire the missing pieces of the puzzle by simply considering the rest of the puzzle's logical consistency to conclude the complete chain of causal events. In short, the following will focus on contrasting The Adventure of The Speckled Band and A Cold Day For Murder...

This PhD dissertation explores and suggests ways to ‘unfuzz’ the progress mechanisms of design processes, focussing on ill-defined problems.

Based on empirical studies of 10 Master’s design students’ projects from industrial and fashion design, and by review and revision of existing design theory, the dissertation proposes a new way to conceptualise design as material 'information processing' instead of ‘problem solving’. This perspective holds potential to unify paradigmatic and disciplinary epistemic conflicts in design methodology, and provides a new terminology by which to talk about and comprehend design and its 'fuzziness'.

As a piece of basic research the dissertation contributes knowledge and new perspectives on design processes, which may be of value both within the field of design – in professional design practice and education – and beyond, when design thinking is used as a driver for innovation in other fields.

... Theorising and practitioners in HRD: the role of abductive reasoning. The Authors. Jeff Gold, Leeds Business School, Leeds, UK. John Walton, London Metropolitan University, London, UK. Peter Cureton, Liverpool John Moores University, Liverpool, UK. ...

The work of Luciano Floridi lies at the interface of philosophy, information science and technology, and ethics, an intersection whose existence and significance he was one of the first to establish. His closely related concepts of a philosophy of information (PI), informational structural realism, information logic (IL), and information ethics (IE) provide a new ontological perspective from which moral concerns

I start with Peirce's introduction of abduction in his 1901 article 'Logic of Abduction', then I jump backwards to the presocratics for the orgins of abductive inference and reasoning in Thales' assertion that everything is water. We also see then origins of deductive reasoning like modus tollens but the conjecture that this was a legitimate form of reasoning before the development of formal logic itself was abductive. We also see in Plato a quick jump from two or three examples to a generalization which is neither deductive nor inductive but abductive. Then I jump forward to Kant and argue that Kant's transcendental deduction is basically abductive inference. I conclude that abduction is a class of different types of inferences which are other than classical deduction and classical induction.

My deep thanks to the editors of this symposium, Jim Fodor and Bill Cavanaugh, whose journal always serves as a home for hearth-to-hearth theological engagement. And my deep thanks also to the authors of these extraordinary response essays. Over the years, we participants in Scriptural Reasoning (SR) have spoken of SR sessions as giving birth to events of reasoning that are unique to the time, place, and participants of each session. When meeting to reflect on the reasoning of SR, we appear to participate in an additional mode of reasoning: a meta-reasoning that asks, "What is SR reasoning?" and that answers with analyses whose matter is our memories of individual sessions and whose form is something we construct, then and there, out of elements of our various intellectual disciplines. These rich and multi-leveled review essays suggest another type of meta-reasoning: a continuing process of reflecting on what participants might call the transcendental conditions of our practices of SR reasoning or, alternatively, on how shared scriptural study may engender unique practices of reasoning. 1 In this essay, I shall both celebrate each individual review essay and glean from it elements of some practice of SR meta-reasoning. In the process, I assemble an overall map of metareasonings that I label the Hearth of Hearths (HH). This assembly remains a play of imagination, of no value unless and until these authors subsequently join the play. In short, this essay is an experiment in multi-layered reasoning. There are scriptural texts (layer 1), received within traditions of scriptural commentary (layer 2), stimulating different individual readings around the SR table (layer 3) that stimulate dynamic processes of group reasoning (layer 4), which processes stimulate many kinds of meta-reasoning among SR thinkers (5+ layers), 2 including those displayed in Religion Without Violence, as reconstructed by the reviewers (layer 6). Reflecting on the reviews (layer 7), I try to imagine a resting place among these levels of reasoning, as if it were a final source and arbiter of SR meta-reasonings: what I call a "hearth." 3

Talk given in the ANTIDOTE project on Explainable AI (XAI) reading group at the Universidade Nova de Lisboa on 2021-9-22. It briefly summarizes Harman's influential paper and mentions some criticisms and food for thought (some of it might be hard to follow without the talk).

In his Retraction, Geoffrey Chaucer describes himself as a translator. However, while his texts clearly draw directly from antecedents, they do not easily align to the source-target parallels that are so familiar in translation studies. Using abductive reasoning, this article asks whether the evidence supplied by the constituent stories of the Canterbury Tales suggests that Chaucer’s understanding of translation was fundamentally based on the notion of excogitatio. It observes features of Chaucer’s translation practices that may appear surprising or idiosyncratic to a contemporary observer, and asks, whether an underlying conceptualisation of translation that actively avoids reflecting the source text would make these features a matter of course. The
article demonstrates that abductive reasoning is a useful tool for the first stages of analysing a text as a translation, allowing a researcher to ask how the translator may have perceived the act of translation.

More and more we hear the complaint that the gap between research and instruction is widening and a vital sense of motivation is falling between the cracks. It is our vision that intelligent computing systems will become a partner in the reintegration of discovery and learning within the inquiry process. We will address certain issues that must be faced if computer media are to have the characteristics necessary to support this integration. The development of the computer to date has required a careful attention to the syntax and semantics of the rather limited symbol systems we have induced them to use. A capacity for communicating in multiple modalities with non-uniform communities of symbol users — for sharing in the discovery of a pluralistic universe — will demand a quantum leap in our understanding of the pragmatic dimensions of symbol use. In the future the capacity for inquiry must permeate the living architecture of the computer system. A computer program that begins to embody these ideas will be discussed.

Các dạng kéo rê thực hiện trên các biểu diễn toán động tỏ ra có hiệu quả trong việc hỗ trợ học sinh tiến hành các khảo sát nhằm đưa ra những giả thuyết ngoại suy. Nghiên cứu này khai thác các dạng kéo rê để hỗ trợ học sinh khảo sát trên các biểu diễn toán động nhằm phát triển các suy luận ngoại suy thông qua bài toán quỹ tích có điều kiện. Kết quả nghiên cứu cho thấy những suy luận ngoại suy nhằm đề xuất giả thuyết đã được thực hiện trong quá trình khảo sát và hợp tác giữa các học sinh, được tối ưu hoá và củng cố vững chắc nhờ các thao tác kéo rê. Từ khoá: kéo rê, suy luận ngoại suy, bài toán quỹ tích có điều kiện. 1. Mở đầu Vào cuối những năm 1990, Arzarello cùng với các cộng sự đã tiến hành nghiên cứu và phân loại tập hợp các phương thức kéo rê khác nhau được học sinh sử dụng trong suốt quá trình giải quyết các vấn đề hình học trên phần mềm hình học động (Arzarello & nnk, 2002). Các gói phần mềm hình học động đầu tiên là The Geometer's Sketchpad (GSP) và Cabri Geometry, sau này có thêm Geogebra, Cinderella. Trong những thập kỉ gần đây, việc cho học sinh tương tác trực tiếp trên Môi trường Hình học động (Dynamic Geometry Environment-DGE) nhằm kiến tạo kiến thức đang được nhiều nhà nghiên cứu giáo dục toán học trên thế giới quan tâm. Với sự hỗ trợ của các phần mềm như GSP, thì việc chuyển đổi từ môi trường đồ họa truyền thống dựa trên giấy–bút đến môi trường đồ họa " ảo " dựa trên các số liệu trên màn hình, thực hiện thông qua kéo rê chuột, có tiềm năng ảnh hưởng sâu sắc đến cách học sinh nhận thức và lý luận trong hình học. Năm 1994 nhà Triết học người Mỹ, C. S. Peirce (trích dẫn) đã sử dụng thuật ngữ " ngoại suy " để chỉ loại suy luận liên quan đến việc hình thành, xây dựng các giả thuyết để giải thích những hiện tượng, những quy luật quan sát được. Thuật ngữ này ít quen thuộc so với " suy diễn " , " quy nạp " trong toán học. Ngoại suy là một loại của suy luận có lý trong đó tạo nên những giả thuyết để giải thích các hiện tượng, kết quả, phát hiện với tính không chắc chắn. Từ đây, người ta bắt đầu quan tâm đến việc phát triển các suy luận ngoại suy của học sinh trong việc dạy học hình học. Đã có một số các nghiên cứu nói về kéo rê và ngoại suy như của Baccaglini-Frank và Mariotti (2010) nhằm xây dựng một mô hình kéo rê duy trì dựa trên các phương thức kéo rê trong " chương trình kéo rê " của Arazello (2002); ngoài ra có một số tác giả khác như Nguyễn Thị Khánh Phương (2011); Huỳnh Thị Ái Hằng (2015), Phạm Thị Hòa Nhi (2016). Nghiên cứu của chúng tôi kế thừa những nghiên cứu đã có ở trước, đồng thời chúng tôi tìm hiểu mối liên hệ giữa quá trình kéo rê và quá trình suy luận ngoại suy của học sinh trong khi giải quyết các bài toán hình phẳng. Nghiên cứu nhằm trả lời 2 câu hỏi sau: 1. Xây dựng các bài toán hỗ trợ các thao tác kéo rê như thế nào để học sinh có thể hình thành các giả thuyết ngoại suy? 2. Các giả thuyết ngoại suy của học sinh được hình thành và biến đổi như thế nào thông qua các thao tác kéo rê khi khảo sát trên các biểu diễn toán động? 2. Cơ sở lý thuyết của nghiên cứu

This essay is a critical analysis of Lipton’s model of Inference to the Best Explanation, focusing upon the criteria provided for assessing explanatory loveliness and the mechanism used to generate the “short list” of explanatory candidates. I argue that Lipton’s criteria for assessing loveliness are too vague to fulfill the duty they are assigned and that Lipton fails to provide an adequate explanation of how his “short list” is generated. Taken together, these criticisms demonstrate that Lipton’s account of IBE is more nebulous than he acknowledges.

Pupil ⇄ Pedagogue
Michael E. Skyer (2021)

I conducted a qualitative study about teaching deaf students to learn how and why deaf educators use visual discourses in their teaching. Across the lifespan, deaf learners are usually at an educational disadvantage because proportionately, there are few deaf students and because knowledge about deaf pedagogy is not widespread. There can be better or worse results when teachers and students interact in deaf education; I wanted to figure out how to make these interactions better and reduce problems where they occur. I found that an ethical approach to harm reduction in deaf education is to increase visual and multimodal interactions.
I identified six people who had the knowledge I needed. All of them are experienced deaf educators who are deaf themselves. I interviewed and observed them and analyzed products of educational interactions from their classrooms. This produced enormous data. I organized it using classifications and theories ranging in size. I found that as teachers increased visuality in teaching, they also increased other accessible discourses and become increasingly multimodal. Both outcomes are good because they enable beneficial, growth-oriented interactions that benefit deaf students and deaf faculty. My work is useful for teachers and researchers. For teachers, I provide concepts, tools, and methods that can be immediately put into practice to resolve practical problems or to invigorate pedagogical creativity. For researchers, I synthesized new directions for study and generated new visual and multimodal methods.
Problem: This dissertation confronts value conflicts in deaf education. Because deaf students comprise .17% of the population of US public schools (or 1.2% of all disabled students), they are often minoritized and harmed in deaf education. I wanted to address the lack of theory about visuality in deaf pedagogy because what is available is insufficient for teachers. To do so, I analyzed interactions between deaf faculty and students in contexts where visual discourses were located. I also investigated how deaf faculty think about, plan for, and reflect on teaching. I viewed these issues through the lens of axiology and focused on forces like development and power.
Process: I used two primary research designs. 1) Case Study focuses on particularities of local realties and 2) Grounded Theory creates knowledge that is potentially transferable into other settings. Together, these allowed me to describe and theorize deaf visual pedagogy. My sample is representative of the site and reflects the diversity of deaf populations. It is comprised of six experienced deaf educators across STEM and Humanities fields, all of whom are deaf. I used qualitative data collection and analysis methods borrowing from both research designs and created new methods where it was necessary or desirable. I used the literature and abductive reasoning to solve practical methodological problems.
Products: This three-year project generated extensive data and products intended for my primary audience: teachers of deaf students. The methodologically complex work should also assist my secondary audience: researchers of deaf education. Research outputs included:
A topology of four paradigms of deaf research, which contrasts among three established approaches to theory and synthesizes one new approach. This work was supported by:
a generative literature review, which legitimized the subjects under study, and
a methodological synthesis, which rationalized choices in the research design.

Six individual case study descriptions, one for each participant, which describe key aspects of each participants’ pedagogical theories and data about interactions of visual teaching and learning. These are supported by multimodal data. The cases include:
Sarah Jo – A Helper who focused on deaf critical literacy and the power of ASL.
Edward – A Lamplighter who focused on visual metacognition in the curriculum.
Astoria – A Change Agent who focused on sociopolitical activism and writing.
Louis – An Autodidact who focused on empirically valid multimodal pedagogy.
Howard – An Engager who focused on humanistic and accessible interactions.
Tessa Rose – A (Curious) Crow who focused on artistry and multimodal rhetoric.

Six taxonomies and compendia, each of which organize voluminous data into discernable and meaningful classifications that systematize data themes. These include:
(1) Three systems of interactions that align domains of philosophy with data.
(2) Sensory systems (3) and a corresponding compendium of modes that link perception and discourses.
(4) Classes and genres of visual tools that name and describe their variations.
(5) Discourses, divided and subdivided, to illustrate relationships between modes.
(6) Knowledge/reality interactions that synthesize, illustrate, and evaluate over 100 observed teaching and learning methods and outcomes in deaf education.

I also constructed two main theories that are supported by textual, visual, and multimodal data.
The theory of interactions describes the grain of analysis, whose categories include:
Agents as people who act independently and in relation to forces.
Subjects and processes as bodies of knowledge that are applied over time.
Modes and discourses as the forms and means of information exchange.
Objects as the material inputs and outputs of deaf education interactions.
Locations as the spaces (real, digital, or imagined) that interactions occur in. And,
Forces, which are attributes of capacity affecting causal or dynamic change.

The five grounded theories, which include:
Deaf umwelt in development – cooperative, creative work capacitates interactions.
Deaf gaze – space, time, and the body delimit and enable gaze interactions.
Deaf pedagogical adaptation – pedagogic aesthetics modulate and reify ethics.
Deaf pedagogies of multimodal transduction – MT changes knowledge and reality and enhances perceptual access in growth-oriented interactions.
Deaf Multimodal-Visual Pedagogies – DMVP is characterized by change and is comprised of forces and power flows. Deaf pedagogics use forces ethically by increasing visuality and multimodality; however, interactions need interpretation.

Conclusion:
I theorized the interactions between teachers, students, and mutually perceptible modes which are often visual in form. While I initially focused on the aesthetics of visuality my final analyses centers on the ethics of multimodality. Rather than theorize deaf pedagogy as a political problem, it should be analyzed as an ethical scenario in which aesthetics are a lever of power. Deaf educators who increase visuality and multimodality reduce harm and create beneficence.

The aim of this paper is to briefly examine the role of abduction as a mode of inference in school scientific explanations and argumentations. We assume that abductive reasoning plays a major role in the production of scientist’s science, and therefore we want to suggest that it should be accorded central importance in science teaching: in the transmission of the scientific content, in the teaching of scientific modelling as a competence, and in the treatment of what is called the “nature of science” (NOS). Our focus in this paper is the discussion of abductive thinking with prospective and inservice science teachers.

The following paper presents the ties between general institutions of administrative proceedings in light of judicial achievements of the Supreme Administrative Tribunal - a Polish court, which in period between 1922 and 1928 before the codification and unification of provisions of administrative proceedings, created its fundamental rules and principles by judicial law-making.

In order to eliminate legal gaps, it complemented existing legislation with detailed regulation imposing standards adequate for a state ruled by law. This paper presents selected judgments of the Supreme Administrative Tribunal in order to reconstruct the court's methodology, show its historical justifications and analyse the reasoning applied in the court's practice.
As presented in the outlined conclusions, the Tribunal used specific form of abductive reasoning. Its reconstruction as an element of inference presents the best explanation of existing ties between procedural rules and functions they perform as a part of institutions of procedural law. This in turn allows us to better understand the provisions of Code of administrative proceedings currently in force.

Niniejszy artykuł przedstawia wzajemne powiązania między wybranymi ogólnego instytucjami postępowania administracyjnego w świetle orzeczniczego dorobku Najwyższego Trybunału Administracyjnego. Sąd ten w latach 1922-1928 to jest w okresie poprzedzającym unifikację i kodyfikację postępowania administracyjnego w Polsce, w drodze prawotwórczego orzecznictwa powołał do życia podstawowe zasady i reguły tego postępowania. Dążąc do usunięcia istniejących luk uzupełnił on obowiązujące regulacje prawne o szczegółowe reguły postępowania, narzucając administracji standardy działania adekwatne dla rzeczywistości ustrojowej państwa prawnego. Niniejszy tekst przedstawia wybrane orzeczenia Najwyższego Trybunału Administracyjnego, dążąc do rekonstrukcji przyjętej przez ten sąd metody prawniczej, wskazania jej uzasadnienia historycznego oraz analizy dokonywanych rozumowań. W myśl przedstawionych wniosków, Trybunał posługiwał się szczególnego rodzaju wnioskowaniami abdukcyjnymi. Ich rekonstrukcja jako elementu wnioskowania do najlepszego wyjaśnienia istniejących powiązań między normami postępowania oraz funkcjami, jakie pełnią one w ramach instytucji prawa procesowego pozwala na lepsze zrozumienie obecnie obowiązujących przepisów Kodeksu postępowania administracyjnego.

We claim that abduction should primarily be studied from the perspective of its use. The big question "What is abduction?" is most often interpreted substantively and this distracts attention from the instrumental aspect of this form of reasoning. We propose to address the problem by asking "How abduction is used?". As a result of our approach we see the fact that abduction needs to be construed as concerned with both generation and evaluation of hypotheses, and, furthermore, that abduction is a compound form of reasoning.

บทความชิ้นนี้เสนอภาพกว้างของ “ฮิวริสติกส์” ในฐานะสหวิทยาการของศัพท์ทางปรัชญา, จิตวิทยา, ฟิสิกส์ และคณิตศาสตร์ ซึ่งท้าทายต่อวาทกรรมที่ว่า “มนุษย์เป็นสัตว์ (หรือสัต) ที่มีเหตุผล” เพราะโดยตัวมันเองแล้ว ฮิวริสติกส์ทำให้เกิดคำถามที่สำคัญตามมา คือ โดยเนื้อแท้แล้วมนุษย์เป็นสัตว์ (หรือสัต) ที่มีเหตุผลจริงหรือ? บทความนี้อภิปรายเกี่ยวกับฮิวริสติกส์ในฐานะของอัชฌัตติกญาณที่อยู่นอกขอบเขตของการอ้างเหตุผลตามปกติหรือจะเรียกว่า “การอ้างเหตุผลแบบอยู่นอกนัย” และถึงแม้จะไม่เป็นไปตามกฎทั่วไปของการอ้างเหตุผลก็ตาม บางรูปแบบของฮิวริสติกส์กลับช่วยทำให้เกิดความคิดสร้างสรรค์ เป็นต้น บางการค้นพบทางวิทยาศาสตร์ แต่ในอีกด้านหนึ่งฮิวริสติกส์ได้ทำให้เกิดความเอนเอียงทางประชานซึ่งให้ผลกระทบทางลบเช่นกัน บทความนี้มิได้ตัดสินฮิวริสติกส์ว่ามีผลทางบวกหรือลบ หากแต่พยายามศึกษาเพื่ออภิปรายฮิวริสติกส์ให้สามารถจุดประกายการศึกษาฮิวริสติกส์แบบสหวิทยาการ