Professional Documents
Culture Documents
8609
8609
Assignment No.1 i
Contents
Q.1 What role is played by philosophy in the development of educational
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curriculum?
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Q.3 Compare the role of teacher supported by the philosophies of realism and
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naturalism?
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Q.4 How does existentialism criticize the philosophies of idealism and naturalism?
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(Q.1)
What role is played by philosophy in the development of educational
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curriculum?
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Purpose iof iEducation: iPhilosophy iprompts ieducators ito iponder ifundamental iquestions iabout ithe
ipurpose iof ieducation. iShould iit iprioritize itransmitting iknowledge, ifostering icritical ithinking,
ideveloping icharacter, ior ipreparing istudents ifor ispecific icareers? iDifferent iphilosophical
iperspectives ioffer idiverse ianswers, ishaping ithe ioverall iaims iand idirection iof ithe icurriculum.
Selection iof iContent: iWhat iknowledge iand iskills iare imost ivaluable? iPhilosophy ihelps iguide ithe
iselection iof isubjects iand itopics iby iweighing itheir icontribution ito iintellectual idevelopment,
Pedagogical iApproaches: iPhilosophy iinforms idecisions iabout ihow istudents ilearn ibest. iShould
ilearning ibe ipassive iand iteacher-directed, ior iactive iand istudent-centered? iShould iit iemphasize
imemorization ior ideep iunderstanding? iPhilosophical iideas iabout iknowledge, ilearning, iand ithe
imind iinfluence ithe ichoice iof iteaching imethods iand ilearning iactivities.
Critical iThinking: iPhilosophy, iat iits icore, iis iabout icritical ianalysis iand ireasoned iargument.
iStudying iphilosophy itrains istudents ito iquestion iassumptions, ievaluate ievidence, iand iconstruct
isound iarguments, iskills icrucial ifor isuccess iin iall iareas iof ilife.
Ethical iReasoning: iPhilosophy itackles icomplex iethical iquestions, iexposing istudents ito idiverse
iperspectives ion iright iand iwrong. iThis iequips ithem ito inavigate imoral idilemmas, imake iinformed
reflection, ihelping istudents iunderstand itheir iown ivalues, ibeliefs, iand ibiases. iThis ifosters
iintellectual ihumility, iopen-mindedness, iand ithe iability ito iengage iconstructively iwith iothers.
Overall iBenefits:
Preparation ifor ian iUncertain iFuture: iAs ithe iworld ichanges irapidly, iphilosophy iequips
istudents iwith ithe icritical ithinking iskills iand ibroad iperspectives ineeded ito iadapt, iinnovate,
Engagement iwith iBig iQuestions: iBy iexposing istudents ito ienduring iphilosophical
iquestions, ithe icurriculum icultivates iintellectual icuriosity iand ia ilifelong ilove iof ilearning.
Philosophy iplays ia icrucial irole iin ithe idevelopment iof ieducational icurriculum iby iproviding
ithe ifoundation iand iguiding iprinciples ithat ishape ithe igoals, icontent, iand imethods iof
ieducation. iHere iare isome ikey iways iin iwhich iphilosophy iinfluences ieducational
icurriculum:
Educational iGoals iand iValues: iPhilosophical iperspectives ihelp idefine ithe ioverarching
igoals iand ivalues iof ieducation. iDifferent iphilosophical ischools iof ithought, isuch ias
itransmission iof icultural iknowledge, iwhile ia iprogressivist iphilosophy imay ifocus ion
iwith ia ifocus ion ithe ihumanities iand iarts, iwhile ia iSTEM-oriented iphilosophy imight
Teaching iMethods: iPhilosophies iof ieducation ialso iguide ithe iselection iof iteaching imethods
iand iapproaches. iFor iinstance, ia iconstructivist iphilosophy imay iadvocate ifor istudent-
centered iand iinquiry-based ilearning imethods, iwhile ia ibehaviorist iphilosophy imight ilean
itowards imore istructured iand iteacher-directed iinstructional istrategies.
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iongoing, iformative iassessment imethods ithat ifocus ion ia istudent's igrowth iand
Inclusion iand iDiversity: iPhilosophical iperspectives iinform idecisions iabout ihow ito iaddress
idiversity iand iinclusion iwithin ithe icurriculum. iA iphilosophy igrounded iin isocial ijustice
imay iadvocate ifor iinclusive icurricular icontent ithat ireflects ia ivariety iof iperspectives iand
Ethical iand iMoral iEducation: iPhilosophy ialso iplays ia irole iin ishaping ithe iethical iand imoral
iaspects iof ieducation. iDifferent iphilosophical itraditions ioffer iinsights iinto ihow ivalues iand
iethics ishould ibe iincorporated iinto ithe icurriculum ito ipromote icharacter idevelopment,
In isummary, iphilosophy iserves ias ithe iunderlying iframework ithat ishapes ithe ipurpose, icontent, iand
imethods iof ieducation. iIt iprovides ia ireflective iand itheoretical ibasis ifor idecision-making iin
icurriculum idevelopment, ihelping ieducators ialign itheir ipractices iwith ia icoherent iset iof iprinciples
iand ivalues.
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(Q.2)
Discuss the aims of education provided by the philosophy of realism.
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Realism, ias ia iphilosophical iapproach ito ieducation, iemphasizes ithe iimportance iof ithe ireal iworld
iand ithe iacquisition iof iknowledge iand iskills ithat iare ipractical iand iuseful iin ieveryday ilife. iThe
iaims iof ieducation iprovided iby ithe iphilosophy iof irealism ican ibe isummarized ias ifollows:
Acquisition iof iKnowledge: iRealism iplaces ia istrong iemphasis ion ithe iacquisition iof iknowledge
ibased ion iobservable ifacts iand iempirical ievidence. iIt iaims ito iprovide istudents iwith ia
icomprehensive iunderstanding iof ithe iworld iaround ithem, iincluding ithe inatural iand isocial
Development iof iCritical iThinking iSkills: iRealism ipromotes ithe idevelopment iof icritical
ithinking iskills, iencouraging istudents ito ianalyze, ievaluate, iand iinterpret iinformation iin iorder ito
imake iinformed idecisions iand isolve iproblems ieffectively. iThis iinvolves iteaching istudents ihow ito
iquestion iassumptions, iidentify ibiases, iand ievaluate ithe ivalidity iof iarguments iand ievidence.
Preparation ifor iPractical iLife: iRealism iaims ito iprepare istudents ifor ipractical ilife iby iequipping
ithem iwith ithe iknowledge, iskills, iand icompetencies ineeded ito isucceed iin itheir ichosen icareers iand
icontribute ipositively ito isociety. iThis iincludes iteaching ipractical iskills isuch ias icommunication,
iproblem-solving, icollaboration, iand iadaptability, ias iwell ias ifostering ia istrong iwork iethic iand
Moral iand iEthical iDevelopment: iRealism irecognizes ithe iimportance iof imoral iand iethical
idevelopment iin ieducation, iaiming ito iinstill iin istudents ia isense iof iintegrity, icompassion, iand
isocial iresponsibility. iThis iinvolves iteaching ivalues isuch ias ihonesty, irespect, ifairness, iand
iempathy, iand iencouraging istudents ito iconsider ithe iethical iimplications iof itheir iactions iand
idecisions.
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Cultivation iof iIntellectual iVirtues: iRealism iseeks ito icultivate iintellectual ivirtues isuch ias
icuriosity, iopen-mindedness, iintellectual ihumility, iand iperseverance. iIt iencourages istudents ito
iengage iin ilifelong ilearning iand iintellectual iexploration, ifostering ia ilove iof ilearning iand ia
Overall, ithe iphilosophy iof irealism iaims ito iprovide istudents iwith ia iwell-rounded ieducation ithat
ienables ithem ito iunderstand iand inavigate ithe icomplexities iof ithe ireal iworld, idevelop icritical
ithinking iskills, iand ibecome iresponsible, iethical, iand iintellectually icurious iindividuals.
Aims iof iEducation iin iRealism: iPreparing ifor ithe iTangible iWorld
Realism, ias ia iphilosophical iperspective iin ieducation, iemphasizes ithe iobjective ireality iexisting
iindependent iof iour iminds. iThis ileads ito ispecific iaims ifor ieducational iprograms, ifocusing ion
ipreparing iindividuals ito inavigate iand isucceed iin ithis itangible iworld. iHere iare isome ikey iaims:
Knowledge iand iskills ifor ireal-world iapplication: iEducation ishould iequip istudents iwith
iknowledge iand iskills idirectly irelevant ito ipractical isituations ithey'll iencounter iin ilife. iThis imight
Emphasis ion iscience iand iempirical iobservation: iLearning ithrough iexperimentation, idata ianalysis,
iand iobservation iof ithe inatural iworld iis ivalued iin irealism. iThis iaims ito idevelop ia iscientific
imindset iand ithe iability ito imake iinformed idecisions ibased ion ievidence.
Preparation ifor icareers: iEducation iis iseen ias ia itool ifor ipreparing iindividuals ifor ispecific icareers
iwithin ithe iexisting isocial iand ieconomic istructures. iThis imight iinvolve itechnical itraining,
Individual iDevelopment:
Development iof ithe isenses iand iphysical icapabilities: iRealists iview ithe isenses ias icrucial itools ifor
iinteracting iwith ithe iworld. iPhysical ieducation, ipractical iactivities, iand iengagement iwith ithe
Personal iresponsibility iand iself-discipline: iRealists ibelieve iindividuals ihave iagency iand
iresponsibility iwithin ithe iexisting isocial iorder. iEducation ishould iinstill iself-discipline, iwork iethic,
Adaptation iand iresilience: iThe iworld iis iseen ias idynamic iand ichallenging. iEducation ishould iequip
iindividuals iwith ithe iability ito iadapt ito ichanging icircumstances, iovercome iobstacles, iand ibuild
Social iContribution:
Understanding iand iparticipation iin isociety: iEducation ishould iprovide istudents iwith
iknowledge iof isocial istructures, ipower idynamics, iand ihistorical icontext. iThis ifosters ian
Respect ifor irules iand iinstitutions: iRealists iview irules iand iinstitutions ias iessential ifor
imaintaining iorder iand istability iin isociety. iEducation ishould ifoster irespect ifor ithese
Problem-solving ifor ithe icommon igood: iEducation ishould iequip iindividuals iwith ithe iskills
ito icollaborate, iidentify iand ianalyze isocial iproblems, iand ipropose isolutions ithat icontribute
It's iimportant ito inote ithat ithese iare igeneral iaims, iand ispecific iinterpretations iwithin irealism ican
ivary. iAdditionally, irealism iin ieducation ihas ifaced icritiques ifor ipotentially ineglecting icreativity,
iimagination, iand iindividual iperspectives iin ifavor iof ia imore irigid ifocus ion iobjective ireality.
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(Q.3)
naturalism?
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iand inaturalism idiffers iin iseveral ikey iaspects, ireflecting ithe iunderlying ibeliefs iand iprinciples iof
Realism:
Authority iFigure: iIn irealism, ithe iteacher itypically iassumes ithe irole iof ian iauthority ifigure
iwho ipossesses iknowledge iand iexpertise iin ithe isubjects ibeing itaught. iThe iteacher iis iseen
ias ia iguide iand ifacilitator iof ilearning, iresponsible ifor iimparting iknowledge, iclarifying
Transmission iof iKnowledge: iThe iprimary irole iof ithe iteacher iin irealism iis ito itransmit
iknowledge ito istudents ithrough idirect iinstruction, ilectures, idemonstrations, iand istructured
ilearning iactivities. iThe iteacher ipresents iinformation iin ia isystematic iand iorganized
Encouragement iof iCritical iThinking: iWhile ithe iteacher iin irealism iplays ia icentral irole iin
iimparting iknowledge, ithere iis ialso ian iemphasis ion iencouraging icritical ithinking iskills iin
istudents. iTeachers iencourage istudents ito iquestion, ianalyze, iand ievaluate iinformation,
ifostering ia ideeper iunderstanding iof iconcepts iand ithe iability ito ithink icritically iabout ithe
Role: iExpert iand iTransmitter iof iKnowledge: iThe iteacher iholds ithe iexpertise iin iestablished
ifacts iand iobjective itruths. iTheir iprimary irole iis ito itransmit ithis iknowledge ieffectively ito
istudents.
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Student-Teacher iRelationship: iThere's ia ihierarchical istructure iwith ithe iteacher ias ithe
iauthority ifigure iguiding istudents itowards iunderstanding ithe ipre-existing ibody iof
iknowledge.
Assessment: iFocus ion imeasuring ifactual iknowledge iacquisition iand imastery iof iskills
ithrough istandardized itests iand iobjective iassessments.
Naturalism:
Facilitator iof iExperiences: iIn inaturalism, ithe iteacher itakes ion ithe irole iof ia ifacilitator iof
iexperiences irather ithan ian iauthority ifigure. iThe iemphasis iis ion icreating ia ilearning
ienvironment ithat iallows istudents ito iexplore iand idiscover iknowledge ithrough idirect
isolely ion itextbooks iand ilectures, ithe iteacher iencourages istudents ito iengage iwith itheir
Emphasis ion iSelf-Discovery: iIn inaturalism, ithe iteacher iencourages istudents ito itake ian
iactive irole iin itheir iown ilearning iand idiscovery iprocess. iRather ithan iproviding iall ithe
ianswers, ithe iteacher iguides istudents iin iasking iquestions, iconducting iexperiments, iand
iseeking iout ianswers iindependently, ifostering ia isense iof icuriosity iand iself-discovery.
Overall, iwhile iboth irealism iand inaturalism irecognize ithe iimportance iof ithe iteacher iin ithe
ieducational iprocess, ithey idiffer iin itheir iapproach ito iteaching iand ilearning. iRealism
iemphasizes ithe itransmission iof iknowledge ithrough idirect iinstruction iand icritical ithinking,
iwhile inaturalism ifocuses ion ihands-on ilearning iexperiences iand iself-discovery ithrough
Role: iFacilitator iand iGuide: iThe iteacher iacts ias ia iguide, icreating ian ienvironment ithat
iallows istudents ito idiscover iand ilearn inaturally ibased ion itheir iinterests iand iinclinations.
istudent-led idiscovery.
ijourney.
Assessment: iFocus ion iobserving iand ievaluating istudents' icritical ithinking, iproblem-
solving iskills, iand iunderstanding iof iconcepts ithrough iauthentic iassessments iand iprojects.
Key iDifferences:
Content iFocus: iRealism iemphasizes iestablished iknowledge, iwhile inaturalism ivalues iindividual
iexploration iand idiscovery ibased ion iinherent iinclinations.
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Instructional iStyle: iRealism ileans itowards idirect iinstruction, iwhile inaturalism ifavors istudent-led
iexploration iand ipersonalized ilearning.
(Q.4)
How does existentialism criticize the philosophies of idealism and naturalism?
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Existentialism, ias ia iphilosophical iapproach ito ieducation, ioffers icriticisms iof iboth iidealism iand
inaturalism, ialbeit ifrom idifferent iangles. iHere's ihow iexistentialism icritiques ieach iof ithese
iphilosophies:
iexperience iand ifreedom. iExistentialists icontend ithat ithe iindividual's iexistence iprecedes iessence,
imeaning ithat ihuman ibeings icreate itheir iown imeanings iand ivalues ithrough itheir ichoices iand
iactions, irather ithan iconforming ito ipreconceived iideas ior iuniversal iprinciples.
Alienation ifrom iAuthentic iExperience: iIdealism's ifocus ion itranscendent itruths iand ispiritual
irealities ican ilead ito ia isense iof ialienation ifrom ithe iconcrete, ilived iexperiences iof iindividuals.
iExistentialists iargue ithat iidealistic iphilosophies imay ioverlook ithe iimportance iof iindividual
iauthenticity iand ipersonal iexperience, iinstead ipromoting iconformity ito iabstract inorms iand iideals
Neglect iof iIndividuality: iIdealism itends ito ifocus ion iuniversal itruths iand ishared imeanings,
ioverlooking ithe iunique istruggles iand ichoices ifaced iby iindividuals. iExistentialism iargues ithat
ieach iperson iconstructs itheir iown imeaning iand iexistence iis iinherently isubjective.
Emphasis ion iPredetermined iOrder: iIdealistic iphilosophies ioften iposit ia ipre-existing iorder ior
iessence ifor iall ithings, iincluding ihumans. iExistentialism irejects ithis inotion, iarguing ithat iexistence
iprecedes iessence i– iindividuals icreate itheir iown iidentities ithrough ifree ichoices iand iactions.
Passive iAcceptance iof iReality: iIdealism ican isometimes iencourage ipassive iacceptance iof iexisting
istructures iand irealities. iExistentialism iemphasizes iindividual iresponsibility iand iactive
iengagement iwith ithe iworld, ieven iif iit's iabsurd ior imeaningless.
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ioften iemphasize ithe irole iof igenetics, ienvironment, iand isocial iconditioning iin ishaping ihuman
ibehavior, ipotentially ioverlooking ithe iindividual's icapacity ifor ifreedom, ichoice, iand iself-
determination.
Neglect iof iExistential iQuestions: iNaturalism's ifocus ion iempirical iobservation iand iscientific
iinquiry imay ineglect iexistential iquestions iconcerning ithe imeaning iof ilife, ifreedom, iauthenticity,
iand ipersonal iresponsibility. iExistentialists iargue ithat inaturalistic iapproaches ito ieducation imay
iprioritize itechnical iskills iand ifactual iknowledge iat ithe iexpense iof iaddressing ithe ideeper
iexistential iconcerns iand iexistential ianxieties ithat iindividuals imay igrapple iwith iin itheir ilives.
In iessence, iexistentialism icriticizes iidealism ifor iits iemphasis ion iabstract iideals iand iuniversal
itruths ithat imay ialienate iindividuals ifrom itheir isubjective iexperiences, iand iit icriticizes inaturalism
ifor iits ireductionistic itendencies iand ineglect iof iexistential iquestions iconcerning ihuman iexistence
iand ifreedom. iInstead, iexistentialism iemphasizes ithe iimportance iof iindividual iauthenticity,
Existentialism ioffers ia iunique iperspective ithat istands iin icontrast ito iboth iidealism iand inaturalism.
iHere's ihow iit icriticizes ithese iphilosophies
Reductionism iof iHuman iExperience: iNaturalism iviews ihumans ias isolely iproducts iof
inatural iforces iand ibiological iprocesses, ipotentially ireducing icomplex iemotions, ivalues,
iand ichoices ito imere iphysical ireactions. iExistentialism iemphasizes ithe isubjective
iexperience iand ifreedom iof iconsciousness ias icentral ito ihuman iexistence.
ithis ideterminism, iemphasizing ithe iindividual's ifreedom iand iresponsibility ito idefine itheir
Neglect iof iMeaning-Making: iNaturalism igenerally iavoids iquestions iof iinherent imeaning
ior ipurpose, ifocusing ion iscientific iexplanations. iExistentialism iconfronts ithe iinherent
iabsurdity iof iexistence iand ichallenges iindividuals ito iactively icreate itheir iown imeaning iand
ivalues.
It's iimportant ito inote ithat ithese iare isimplified icritiques, iand ispecific iphilosophers iwithin
ieach ischool iof ithought imay ihold inuanced iviews. iAdditionally, iexistentialism iitself iis inot ia
icriticisms. iOverall, ithe icore iof iexistentialist icritique ilies iin iits iemphasis ion iindividual
ifreedom, isubjective iexperience, iand ithe iactive iconstruction iof imeaning iin ia iseemingly
iabsurd iworld.
Similarities:
Both iidealism iand inaturalism ican ibe iseen ias ioffering icomfort iby iproviding ia ipre-determined
iframework ifor iunderstanding ithe iworld.
Both ican ibe icriticized ifor ipotentially ilimiting iindividual ifreedom iand iresponsibility.
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Differences:
Idealism iemphasizes ithe irole iof imind iand iideas, iwhile inaturalism iemphasizes ithe irole iof iphysical
ilaws iand ienvironment.
Existentialism istands iin iopposition ito iboth, iemphasizing ithe iindividual's iability ito icreate imeaning
iand ichoose itheir iown ipath iin ia iworld ithat imay iseem imeaningless ior ipredetermined.
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(Q.5)
What is deductive reasoning? How does it correspond to rationalism?
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Deductive ireasoning iis ia ilogical iprocess iin iwhich iconclusions iare idrawn ifrom ia iset iof ipremises ior
iassumptions ithrough ithe iapplication iof ivalid ilogical irules ior iprinciples. iIn ideductive ireasoning, iif
ithe ipremises iare itrue iand ithe ilogic iis ivalid, ithen ithe iconclusion imust inecessarily ifollow. iIt iis ia
itop-down iapproach iwhere igeneral iprinciples ior ipremises iare iused ito iderive ispecific iconclusions.
Deductive ireasoning icorresponds iclosely ito irationalism, iwhich iis ia iphilosophical iposition ithat
iemphasizes ithe irole iof ireason iand iinnate iideas iin iacquiring iknowledge. iRationalism iholds ithat
icertain itruths ican ibe iknown ia ipriori, ior iindependently iof isensory iexperience, ithrough ithe iuse iof
ireason ialone. iDeductive ireasoning ialigns iwith irationalism iin iseveral iways:
Emphasis ion iReason: iBoth ideductive ireasoning iand irationalism iemphasize ithe iimportance iof
ireason ias ia imeans iof iacquiring iknowledge iand iunderstanding ithe iworld. iIn ideductive ireasoning,
ilogical irules iare iapplied ito iderive iconclusions ifrom ipremises, iwhile iin irationalism, ireason iis iused
Deduction ias ia iMethod: iDeductive ireasoning iis ioften iemployed ias ia imethod iof ireasoning iin
irationalist iphilosophies. iRationalists imay iuse ideductive ilogic ito iderive iimplications ifrom iinnate
iideas ior iprinciples, idemonstrating ithe ilogical icoherence iand inecessity iof itheir ipositions.
Universality iof iKnowledge: iBoth ideductive ireasoning iand irationalism itend ito iprioritize
iknowledge ithat iis iuniversal iand inecessary, irather ithan icontingent ion iparticular iempirical
iobservations. iDeductive ireasoning iallows ifor ithe iderivation iof iconclusions ithat iare inecessarily
itrue iif ithe ipremises iare itrue, ialigning iwith ithe irationalist ibelief iin ithe iexistence iof iuniversal itruths
Certainty iand iClarity: iDeductive ireasoning iaims ito iproduce iconclusions ithat iare icertain iand
ilogically isound, ibased ion ithe ipremises iprovided. iSimilarly, irationalists iseek ito iestablish
iknowledge ithat iis iclear, idistinct, iand icertain, ioften ithrough ithe iuse iof ideductive imethods ito iderive
Overall, ideductive ireasoning iand irationalism ishare ia icommon iemphasis ion ithe irole iof ireason iin
iacquiring iknowledge, ithe iuse iof ilogical imethods ito iderive iconclusions, iand ithe ipursuit iof
iuniversal itruths ithat ican ibe iknown iindependently iof isensory iexperience.
Deductive iReasoning:
It's ia ilogical iprocess iof idrawing iconclusions ifrom iestablished itruths i(premises) ithat inecessarily
ifollow iand icannot ibe ifalse iif ithe ipremises iare itrue.
Think iof iit ias imoving ifrom igeneral ito ispecific. iYou istart iwith ibroad, iaccepted istatements iand iuse
ithem ito ireach ispecific iconclusions iguaranteed ito ibe itrue iwithin ithe ilogical iframework.
Example: iAll imen iare imortal i(premise). iSocrates iis ia iman i(premise). iTherefore, iSocrates iis
imortal i(conclusion).
Rationalism:
It's ia iphilosophical itheory iemphasizing ireason ias ithe iprimary isource iof iknowledge iand
ijustification.
Rationalists ibelieve ithat iclear iand ilogical ithinking ican ilead ius ito iobjective itruths iabout ithe iworld,
iindependent iof isensory iexperience ior iemotions.
They isee ireason ias iinnate ito ihumans iand iview iits iproper iapplication ias icrucial ifor iunderstanding
ireality iand isolving iproblems.
Correspondence:
Deductive ireasoning iprovides ia iformal istructure ifor iapplying ireason, iensuring iconclusions
ilogically ifollow ifrom iinitial iassumptions.
Rationalism ielevates ideductive ireasoning ias ithe iideal imodel ifor iacquiring iknowledge iand iforming
ibeliefs.
Key iPoints:
While ideductive ireasoning ioffers istrong iguarantees iwithin iits iframework, ithe itruth iof iits
iconclusions idepends ion ithe itruth iof iits ipremises.
Rationalism, iwhile iemphasizing ireason, ifaces ichallenges iin iaddressing isubjective iexperiences iand
idealing iwith isituations iwhere iperfect iknowledge iand iabsolute icertainty iare iimpossible.
Both ideductive ireasoning iand irationalism irepresent ivaluable itools ifor icritical ithinking iand
ianalysis, ieven iif itheir iscope iand ilimitations ishould ibe iacknowledged.
P a g e i| i18
References i
1. Wagner-Egger, iPascal i(1 iOctober i2007). i"Conditional ireasoning iand ithe iWason iselection itask:
iBiconditional iinterpretation iinstead iof ireasoning ibias". iThinking i& iReasoning. i13 i(4): i484–505.
2. iChater, iNick; iOaksford, iMike; iHahn, iUlrike; iHeit, iEvan i(1 iJanuary i2011). i"Inductive iLogic iand
iEmpirical iPsychology". iInductive iLogic. iHandbook iof ithe iHistory iof iLogic. iVol. i10. iNorth-Holland. ipp.
3. iArreckx, iFrederique i(2007). i"2. iExperiment i1: iAffirmative iand inegative icounterfactual iquestions".
iCOUNTERFACTUAL iTHINKING iAND iTHE iFALSE iBELIEF iTASK: iA iDEVELOPMENTAL iSTUDY
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iJohnson-Laird, iPhilip iN. i(November i2002). i"Mental iModels iin iDeductive iReasoning". iThe iSpanish
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