近代以来我国逻辑教育的中国化问题及对策研究  

On Sinicization of Logic Education and Its Countermeasures in China since Modern Times

作　　者：颜中军[1] 吴智 YAN Zhong-jun;WU Zhi(Faculty of Humanities, Hunan University of Science and Technology, Xiangtan Hunan411201,China)

机构地区：[1]湖南科技大学人文学院

出　　处：《贵州工程应用技术学院学报》2019年第2期50-54,共5页Journal of Guizhou University Of Engineering Science

基　　金：湖南科技大学教改项目“面向创新型人才培养的批判性思维教育现状、问题与对策研究——以湖南高校为例”,项目编号:911-G31823;湖南省社会科学成果评审委员会项目“面向自然语言信息处理的分枝量词逻辑研究”,项目编号:XSP18YBZ126;湖南省教育厅重点资助项目“面向自然语言信息处理的博弈论语义学研究”,项目编号:16A077

摘　　要：自近代以来,我国的逻辑教育基本上沿袭西方的体例与内容,主要传授演绎与归纳。这种教育方式在一定程度上确实有助于学习西方逻辑知识,弥补国人思维之短板。但是,这种拿来主义和全盘吸收的做法存在诸多弊端,对西方逻辑缺乏批判和反思,把西方逻辑当作唯一选择,忽视了逻辑的文化相对性以及逻辑自身多元化发展。因此,应该树立正确的逻辑观念,结合中国文化来批判地吸收西方逻辑,并且将中国文化所蕴涵的主导推理类型纳入教学之中,促成其现代化转型与创新性发展。Since modern times, the logic education in China has basically followed the western style and content, which mainly teaches deduction and induction. This education method really helps to learn western logic knowledge and make up for the shortcoming of Chinese logic.However,the bringism and wholesale west. ernization in logic education have many drawbacks. It’s lack of criticism and reflection of western logic, put the western logic as the only option, ignored the cultural relativity of logic and the diversified development of logic itself.Therefore,we should establish a correct concept of logic,combined with the Chinese culture to criti. cally absorb the western logic,and add the dominant type of reasoning contained in the Chinese culture into the logic teaching which contribute to its modern transformation and innovation development.

关 键 词：逻辑教育 广义论证 逻辑的文化相对性 逻辑教育中国化 

分 类 号：B81[哲学宗教—逻辑学]