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Table of Contents
Intro
Preface
Contents
Chapter 1: Introduction. Logical Skills: Social-Historical Perspectives
1.1 Exploring the Social and Political Issues Raised by Logic Throughout History
1.2 Historical Sociology and Anthropology of Logic: The Logical Skills Issue
1.3 Presentation of the Contributions: The Scales of Logic
References
Part I: "Primitives" and Civilized Men
Chapter 2: Decolonizing "Natural Logic"
2.1 Introduction
2.2 Natural Logic and Human Development
2.3 The Colonizing Implications of Natural Logic
2.4 Structuralism and Natural Logic
2.5 A Decolonial Alternative
References
Chapter 3: Natural Logic, Anthropological Antilogies, and Savage Thought in the Nineteenth Century
3.1 Introduction
3.2 The Psychic Unity of the Living World
3.3 Rough Drafts of Humanity
3.4 The Law of Opposites
3.5 Conclusion
References
Chapter 4: Referring to Logical Skills to Assess the Rationality of an Ethnic Group: The Zande Case in the History of the Social Sciences
4.1 Introduction
4.2 Social Scientists' Views on Logic
4.3 Equating "Being Logical" with "Being Coherent."
4.4 Some Rather Unconstraining Formal Rules
4.5 Portraying Logic as Being Subjugated to Institutions and Circumvented by Informal Thinking
4.6 Conclusion: Do Social Scientists Refer to Logic with Great Care?
References
Chapter 5: "Some Stages of Logical Thought": From Native Certainties to Acquired Doubts
5.1 Introduction
5.2 Peirce: Rationality as the Fixation of Belief
5.3 Dewey's Evolutionary Account of Thinking
5.3.1 The Denial of Doubt and the Logic of Judgment
5.3.2 Thinking as a Logic of Discussion
5.3.3 Thinking as the Logic of Standardized Reasoning and Proof
5.3.4 Experimental Reason or the Inferential Logic of Discovery
5.4 Conclusion: The Pleasure of Doubting
References
Part II: Educated and Disabled Men
Chapter 6: The Rise of Logical Skills and the Thirteenth-Century Origins of the "Logical Man"
6.1 Introduction
6.2 Logical Skills in the Thirteenth Century: The Rise of Logical Education
6.2.1 The Pervasiveness of Logical Education: The Faculty of Arts as a "Faculty of Logic"
6.2.2 The Pervasiveness of Logical Education: Mendicant Policies of Logic
6.2.3 The Logical Modality of Teaching and Graduating at University
6.3 Theories of "Logician Practices"
6.3.1 The Advent of the "Syllogistic Disputation" and the "Syllogization" of Exegesis
6.3.2 Logical Skills and "Logician Practices"
6.3.3 Theories of Logic
6.3.4 Anthropology of Logic
6.4 Social Uses of Logic
6.4.1 Usefulness, Value, Instrumentality
6.4.2 Studies, Degrees, and Skills
6.4.3 What to Do with Logic? General Culture and Pastoral Care
6.5 Conclusion
References
Chapter 7: Anti-dialecticians in the Middle Ages: Historiographic Myth or Reality?
Preface
Contents
Chapter 1: Introduction. Logical Skills: Social-Historical Perspectives
1.1 Exploring the Social and Political Issues Raised by Logic Throughout History
1.2 Historical Sociology and Anthropology of Logic: The Logical Skills Issue
1.3 Presentation of the Contributions: The Scales of Logic
References
Part I: "Primitives" and Civilized Men
Chapter 2: Decolonizing "Natural Logic"
2.1 Introduction
2.2 Natural Logic and Human Development
2.3 The Colonizing Implications of Natural Logic
2.4 Structuralism and Natural Logic
2.5 A Decolonial Alternative
References
Chapter 3: Natural Logic, Anthropological Antilogies, and Savage Thought in the Nineteenth Century
3.1 Introduction
3.2 The Psychic Unity of the Living World
3.3 Rough Drafts of Humanity
3.4 The Law of Opposites
3.5 Conclusion
References
Chapter 4: Referring to Logical Skills to Assess the Rationality of an Ethnic Group: The Zande Case in the History of the Social Sciences
4.1 Introduction
4.2 Social Scientists' Views on Logic
4.3 Equating "Being Logical" with "Being Coherent."
4.4 Some Rather Unconstraining Formal Rules
4.5 Portraying Logic as Being Subjugated to Institutions and Circumvented by Informal Thinking
4.6 Conclusion: Do Social Scientists Refer to Logic with Great Care?
References
Chapter 5: "Some Stages of Logical Thought": From Native Certainties to Acquired Doubts
5.1 Introduction
5.2 Peirce: Rationality as the Fixation of Belief
5.3 Dewey's Evolutionary Account of Thinking
5.3.1 The Denial of Doubt and the Logic of Judgment
5.3.2 Thinking as a Logic of Discussion
5.3.3 Thinking as the Logic of Standardized Reasoning and Proof
5.3.4 Experimental Reason or the Inferential Logic of Discovery
5.4 Conclusion: The Pleasure of Doubting
References
Part II: Educated and Disabled Men
Chapter 6: The Rise of Logical Skills and the Thirteenth-Century Origins of the "Logical Man"
6.1 Introduction
6.2 Logical Skills in the Thirteenth Century: The Rise of Logical Education
6.2.1 The Pervasiveness of Logical Education: The Faculty of Arts as a "Faculty of Logic"
6.2.2 The Pervasiveness of Logical Education: Mendicant Policies of Logic
6.2.3 The Logical Modality of Teaching and Graduating at University
6.3 Theories of "Logician Practices"
6.3.1 The Advent of the "Syllogistic Disputation" and the "Syllogization" of Exegesis
6.3.2 Logical Skills and "Logician Practices"
6.3.3 Theories of Logic
6.3.4 Anthropology of Logic
6.4 Social Uses of Logic
6.4.1 Usefulness, Value, Instrumentality
6.4.2 Studies, Degrees, and Skills
6.4.3 What to Do with Logic? General Culture and Pastoral Care
6.5 Conclusion
References
Chapter 7: Anti-dialecticians in the Middle Ages: Historiographic Myth or Reality?