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This book examines the nature and operation of social thought and language as used in everyday life, and looks at social thinking through the complex patternings and functions of discourse. It is based on extensive empirical evidence about the language of contemporary racism and nationalism, drawn from the vast corpus of the discourse of Swiss racism gathered by the author from a variety of written and spoken sources. Three principal investigations, of sociocentrism, causality and the perception of time, are used to sinuate and define the nature and working of everyday speech and reasoning. First published in English in 1990, Speech and Reasoning in Everyday Life is a major contribution to the analysis of the discourse of contemporary ideology and politics. Its theoretical contribution makes this work richly deserving of an introduction to an English-speaking audience of sociologists, social psychologists and anthropologists.
This book builds on decades of research and provides contemporary theoretical foundations for practical applications to intelligent technologies and advances in artificial intelligence (AI). Reflecting the growing realization that computational models of human reasoning and interactions can be improved by integrating heterogeneous information resources and AI techniques, its ultimate goal is to promote integrated computational approaches to intelligent computerized systems. The book covers a range of interrelated topics, in particular, computational reasoning, language, syntax, semantics, memory, and context information. The respective chapters use and develop logically oriented methods and techniques, and the topics selected are from those areas of logic that contribute to AI and provide its mathematical foundations. The intended readership includes researchers working in the areas of traditional logical foundations, and on new approaches to intelligent computational systems.
Science educators have come to recognize children’s reasoning and problem solving skills as crucial ingredients of scientific literacy. As a consequence, there has been a concurrent, widespread emphasis on argumentation as a way of developing critical and creative minds. Argumentation has been of increasing interest in science education as a means of actively involving students in science and, thereby, as a means of promoting their learning, reasoning, and problem solving. Many approaches to teaching argumentation place primacy on teaching the structure of the argumentative genre prior to and at the beginning of participating in argumentation. Such an approach, however, is unlikely to succeed because to meaningfully learn the structure (grammar) of argumentation, one already needs to be competent in argumentation. This book offers a different approach to children’s argumentation and reasoning based on dialogical relations, as the origin of internal dialogue (inner speech) and higher psychological functions. In this approach, argumentation first exists as dialogical relation, for participants who are in a dialogical relation with others, and who employ argumentation for the purpose of the dialogical relation. With the multimodality of dialogue, this approach expands argumentation into another level of physicality of thinking, reasoning, and problem solving in classrooms. By using empirical data from elementary classrooms, this book explains how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.
This book develops the theoretical perspective on visuospatial reasoning in ecocultural contexts, granting insights on how the language, gestures, and representations of different cultures reflect visuospatial reasoning in context. For a number of years, two themes in the field of mathematics education have run parallel with each other with only a passing acquaintance. These two areas are the psychological perspective on visuospatial reasoning and ecocultural perspectives on mathematics education. This volume examines both areas of research and explores the intersection of these powerful ideas. In addition, there has been a growing interest in sociocultural aspects of education and in particular that of Indigenous education in the field of mathematics education. There has not, however, been a sound analysis of how environmental and cultural contexts impact visuospatial reasoning, although it was noted as far back as the 1980s when Alan Bishop developed his duality of visual processing and interpreting visual information. This book provides this analysis and in so doing not only articulates new and worthwhile lines of research, but also uncovers and makes real a variety of useful professional approaches in teaching school mathematics. With a renewed interest in visuospatial reasoning in the mathematics education community, this volume is extremely timely and adds significantly to current literature on the topic.
Clinical reasoning is the foundation of professional clinical practice. Totally revised and updated, this book continues to provide the essential text on the theoretical basis of clinical reasoning in the health professions and examines strategies for assisting learners, scholars and clinicians develop their reasoning expertise. key chapters revised and updated nature of clinical reasoning sections have been expanded increase in emphasis on collaborative reasoning core model of clinical reasoning has been revised and updated
Stringently reviewed papers presented at the October 1992 meeting held in Cambridge, Mass., address such topics as nonmonotonic logic; taxonomic logic; specialized algorithms for temporal, spatial, and numerical reasoning; and knowledge representation issues in planning, diagnosis, and natural langu
Professional Reasoning in Healthcare A guide to decision-making and critical thinking in diverse healthcare practice contexts. Professional reasoning is an essential component of health practice. To thrive in a world that demands constant change where there is not necessarily a right or wrong answer, strong frameworks are needed to support effective decision making. Critical to safe, ethical and culturally responsive practice decisions is the ability to integrate information from research evidence, the client, and the context/environment. Practitioners draw from these elements, along with the expertise of others, and through integration of the information with who they are, what they know, and how they operate. This creates a way forward that is right for the client, applicable to the context, and a good fit with themselves. This book provides such a framework. Professional Reasoning in Healthcare: Navigating Uncertainty Using the Five Finger Framework aims to drive a revolution in professional decision-making and critical analysis among healthcare professionals. Built around an innovative framework for fostering thinking, this book illustrates the situated nature of learning and the uniqueness of practice decisions to individual practitioners and clients. The simplicity of the Five Finger framework belies the complexity of reasoning it stimulates. Written using narratives, the reader is able to imagine the situation as the thinking is made visible. It provides simple yet effective tools and techniques for promoting reflective and reflexive thinking and for integrating the evidence into effective decisions. It promises to help readers develop habits of critical thinking that lead to healthier, more effective decision-making processes. Readers will find: Scenarios that bring the professional reasoning to life Tools and techniques to help translate theory into immediate practice Strategies to enhance reflective thinking skills, transformative learning, and sense-making Detailed discussion of topics including team culture, person-centred practice, social learning theory, cultural influences on reasoning, emotional intelligence, and more An overview of transdisciplinary thinking and a complexity-based view on ethics and values Professional Reasoning in Healthcare is ideal for healthcare professionals, managers, students, and educators who are charged with developing skills in making critical decisions in diverse practice contexts.