Nurturing Critical Minds: Interdisciplinary Perspectives in Education and the Workforce
We are delighted to invite you to our upcoming international conference on “Nurturing Critical Minds: Interdisciplinary Perspectives in Education and the Workforce”. The conference is interdisciplinary, it will cover a diverse range of fields and perspectives on the development of critical thinking skills in different academic fields at universities and labour market institutions. Showcasing the holistic approach, the conference aims to explore the vital role of critical thinking in diverse academic disciplines and its significance in the ever-evolving landscape of labour market institutions.
The conference aims to bridge the gap between universities and labour market institutions, fostering a culture of critical thinking that thrives in the classroom and enhances professional growth in the workplace. This conference will serve as a platform for educators, researchers, and labour market professionals from diverse fields to explore innovative strategies, and share best practices and collaborate on integrating critical thinking skills into educational curricula.
Keynote speakers
Alistair Starling
Co-Founder and Managing Director of the European DiplomatsLuís Sebastião
Associate Professor in the Department of Pedagogy and Education, Director of the Center for Research in Education and Psychology, University of ÉvoraDimitris Pnevmatikos
Professor in the Department of Psychology, School of Humanities and Social Sciences, University of Western MacedoniaErika Vaiginienė
Associate professor in the Department of Business, Faculty of Economics and Business Administration, Vilnius UniversityInga Jončienė
Head of Business Development at Alliance for RecruitmentAdam Mastandrea
Assistant Professor in the Department of Foreign Language Teaching and Research, Institute of Foreign Languages, Faculty of Philology, Vilnius UniversityDaiva Penkauskienė
Director of Modern Didactics Center, Associate Professor in the Institute of Educational Sciences and Social Work, Mykolas Romeris UniversitySandra Kairė
Associate Professor, Director of the Institute of Educational Sciences, Faculty of Philosophy, Vilnius UniversityKay Hemmerling
Dr Kay Hemmerling, Chairman at the Institute for Moral-Democratic Competence (IMDC e.V.)Programme
ProgrammeMykolas Lekevičius
The Role of Logic in Reasoning: An Argumentative Theory
The Role of Logic in Reasoning: An Argumentative Theory
Mykolas Lekevičius
The Faculty of Philosophy, Vilnius University, Lithuania
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Abstract
Reasoning and human reason is often held in high regard, although findings in cognitive psychology tend to contradict such an intuition. The famous Wason selection task depicting a practical use for Modus tollens and Modus ponens, where only 10% of subjects managed to find a correct solution is a perfect example. This raises questions: is reasoning really meant to improve our knowledge and decision-making? Is reasoning a superpower? H. Mercier and D. Sperber would answer both questions negatively and for that purpose they seek to reformulate the function of reasoning. Following the aforementioned authors, an evolutionary account of reasoning is given which is not at odds with the influence of the socio-cultural domain. They subscribe to a position stating that the function of reasoning is argumentative i.e. the role of reasoning is to persuade others. Reasoning is aligned more closely with intuitive inferences about reasons, where humans are very good at forming conclusions and coming up with reasons to support them (not the other way around) and are very good at evaluating if the conclusions others make follow from their premises. What is of note here is that the standard logical view of reasoning applies only when evaluating the reasoning of others. The upshot of my work is that I introduce the Adoption Problem which is an argument that some basic inferences must be logical in a certain sense (which is not in conflict with a position that reasoning is not logical). The argumentative theory of reasoning raises questions as “how do we teach critical thinking to subjects that don’t reason logically?” for it is clear that changes need to be made. The conclusion points to a common ground between reasoning and inference where logic still has an important role, yet the way reasoning must be understood is radically different.
Keywords: reasoning, inference, rule-following, argumentation, adoption problem
References
Allen, D., Bailin, S., Battersby, M., & Freeman, J. B. (2020) Critical Thinking. In G. Noblit (ed.), the Oxford Research Encyclopedia of Education (Fall 2020). Oxford University. http://doi.org/10.1093/acrefore/9780190264093.013.1179
Birman, R. (2024) The Adoption Problem and the Epistemology of Logic. Mind, 133(529), 37-60. doi:10.1093/mind/fzad009
Dutilh Novaes, C. (2018) The enduring enigma of reason. Mind & Language, 33(5), 513-524. doi:10.1111/mila.12174
Hitchcock D., (2022) Critical Thinking. In E. N. Zalta & U. Nodelman (eds.), The Stanford Encyclopedia of Philosophy (Winter 2022 ed.). Stanford University. http://plato.stanford.edu/archives/win2022/entries/critical-thinking
Koralus, P. (2023) Reason and Inquiry: The Erotetic Theory. Oxford: Oxford University Press
Kripke, S. (2024) The Question of Logic. Mind, 133(529), 1-36. doi:10.1090/mind/fzad008
Mercier, H., & Sperber, D. (2017) The Enigma of Reason. Cambridge, MA: Harvard University Press
Osta-Vélez, M (2020) Inference and the structure of concepts. [Doctoral dissertation, Ludwig-Maximilians Universität München] http://edoc.ub.uni-muenchen.de/27633/7/Osta_Velez_Matias.pdf
Padro, R. (2015) What the Tortoise Said to Kripke: the Adoption Problem and the Epistemology of Logic. [Doctoral dissertation, CUNY Academic Works] http://academicworks.cuny.edu/gc_etds/603
Pronin, E., Gilovich, T.,& Ross, L. (2004) Objectivity in the Eye of the Beholder: Divergent Perceptions of Bias in Self Versus Others. Psychological Review, 111(3), 781-799. doi:10.1037/0033-295X.111.3.781
Sperber, D. (2017, August 5). Cecilia Heyes on the social tuning of reason. Retrieved from http://cognitionandculture.net/blogs/dan-sperber/cecilia-heyes-on-the-social-tuning-of-reason/
Willingham, D. T. (2008) Critical Thinking: Why Is It So Hard to Teach? Arts Education Policy Review, 109(4), 21-32. doi:10.3200/AEPR.109.4.21-32
Biodata
M. Lekevičius has been studying philosophy for the past four years and during those studies pursued different topics in the field of logic. Recently M. Lekevičius has engaged deeply with a problem known as the Adoption Problem raised by S. Kripke and pursed, polished by R. Padró, which questions the nature of inference. In short, there is an argument to be made that logic has a special status in relation to other sciences. The problem concerns inferences we make prior to any logical theory. Eventually, this led to an interest in cognitive science and set a new focus on empirical evidence concerning reasoning and inferences.