逻辑通识课的现状与未来:“新文科”与“大逻辑观”  

The Present and Future of General Logic Courses:The“New Liberal Arts”and the“Great Logic View”

作　　者：欧阳文川 Ouyang Wenchuan

机构地区：[1]新疆师范大学政法学院,乌鲁木齐830017

出　　处：《新文科教育研究》2022年第4期129-140,144,共13页NEW LIBERAL ARTS EDUCATION RESEARCH

基　　金：国家社会科学基金青年项目“新时代科技创新方法论研究”(编号:22CZX007)阶段性成果。

摘　　要：建设新文科与加强逻辑学通识教育关系密切。逻辑学的基础性和工具性地位尚未被充分认识、师资力量薄弱不均衡以及教学改革方向不明确等关涉逻辑学通识教育的问题理应得到重视。当前我国逻辑学通识教育改革在教学内容设计上面临以现代逻辑为主还是非形式逻辑为主的问题。关键在于一方面,要把握好我国逻辑学通识教育的发展阶段、逻辑学本身的实践向度和非形式逻辑的论辩特性,另一方面,要认清逻辑应用的趋势和新文科建设的目标与要求,它们都同时指向一种新的“大逻辑观”。以之为依据,以非形式逻辑为主开展逻辑学通识教育更符合我国教学实际。The construction of a “new liberal arts” is closely related to the strengthening of general education in logic. It is vital to pay attention to these issues, such as the basic and instrumental status of logic not being fully recognized, the faculty being weak and unbalanced, the direction of teaching reform being unclear, and other problems related to general education in logic. At present, the reform of general education in logic in China faces the problem of whether to focus on modern logic or informal logic in the design of teaching content. The key is that on the one hand, we should grasp the development stage of general logic education, the practical orientation of logic itself, and the argumentation character of informal logic;on the other hand, we should recognize the trend of logic application and the target and requirements of the construction of new liberal arts, all of which point to a new “great logic view”. According to this, it is more suitable for our teaching practice to develop general education of logic mainly by informal logic.

关 键 词：应用逻辑学 通识教育 非形式逻辑 批判性思维 实践转向 

分 类 号：G642.3[文化科学—高等教育学] B81-4[文化科学—教育学]