Modes of Reasoning

AKA

Argumentation Theory

Focus

Strategies used to derive or validate insights based on established insights

Principal Metaphors

  • Knowledge is … scope of possible interpretation
  • Knowing is … considered thought and action
  • Learner is … a thinker (individual)
  • Learning is … reasoning
  • Teaching is … challenging (to think)

Originated

Ancient (entrenched in the language)

Synopsis

Modes of Reasoning refers to a range of conscious processes used to derive or validate assertions based on established understandings. It is most commonly associated with logical deduction, but humans actually use a range of strategies to generate their truths, including the following:
  • Abductive Reasoning (Abduction; Abductive Inference; Retroduction) – an explanation-oriented mode of reasoning that moves backward from facts/events to plausible explanations of those facts/events. It is concerned with reasonableness rather than certainty, and it might be described in terms of seeking simple and likely explanations.
  • Analogical Reasoning (Analogy) – an interpretation strategy that involves drawing (figurative) associations between a familiar phenomenon (the analog, source, or source domain) and a new phenomenon (the target, or target domain). Specific types of Analogical Reasoning include analogies, metaphors, similes, allegories, parables, and exemplification. (See Conceptual Metaphor Theory.)
  • Bounded Rationality – associated with Pragmatism, and about making good-enough (vs. optimal) decisions, taking into account such constraints as time pressures, problem complexity, resource availability, and cognitive limitations.
  • Commonsense Reasoning – highlighted by research into Artificial Intelligence, Commonsense Reasoning spans the fluid, flexible, but hard-to-mimic abilities to derive meaning, infer intention, and anticipate possibilities within complex situations, based on lifetimes of experiences using cultural tools to make sense of the physical world with others
  • Conditional Reasoning (If–Then Reasoning; Inferential Reasoning) – a mode of reasoning that moves from explicit premise to sensible inference (e.g., If my pen stops working, then it must be out of ink.)
  • Deductive Reasoning (Deductive Logic; Logical Deduction; Top-Down Logic) – a formal process of moving from premises to a logically certain conclusion. Specific rules apply. Prominent associated discourses include:
    • Logic – formally: the study and application of systems of rules used to assess the validity of conclusions that are based on sets of initial propositions.
    • Binary Logic (Bivalent Logic; Boolean AlgebraBoolean Logic; Two-Valued Logic) – While not entirely synonymous, the logics listed in this entry are all concerned with absolute true/false (1/0; Y/N; ON/OFF) statements and make use of limited operations (typically: AND, OR, NOT) to calculate the truth value of assertions.
    • Many-Valued Logic (Multiple-Valued Logic; n-Valued Logic) – an umbrella category that collects any formal system used to calculate the validity of assertions in which there is a finite number of more than two possible truth values (e.g., YES, POSSIBLY, NO).
  • Fallacious Reasoning (Fallacy; Fallacious Argument; Logical Fallacy; Specious Reasoning) – basing an argument on an error or a false move, thus giving a ring of truth when it is actually unsupported. Many dozens of types of Fallacious Reasoning have been catalogued, including “Straw Man Fallacy,” “Circular Argument,” “Ad Hominem Fallacy,” and “False Dichotomy.” (Note: Fallacious Reasoning is often confused with, but is distinct from, Cognitive Bias, which is about nondeliberate patterns of interpretation, such as errors of perception, habits of association, and uncritical generalizations.)
  • Fuzzy Logic (Lotfi Zadeh, 1970s) – a version of logic in which membership in a set isn’t a matter of yes/no (i.e., 1/0; T/F), but of degrees – that is, a phenomenon can both belong to a set to some degree and not belong to some degree. While Fuzzy Logic departs from classic logic, it is in many ways a better model of human thinking — by, for example, allowing for more exemplary instances (e.g., robins are more bird-like than ostriches) and partial membership (e.g., bats are somewhat bird-like)
  • Inductive Reasoning (Bottom-Up Logic) – making generalizations on the basis of specific examples. It occurs when, based on a pattern of events or premises, one anticipates future events or implications. Inductive Reasoning has to do more with expectation than certainty.
  • Moral Reasoning – any process by which one attempts to determine proper courses or action and/or to distinguish been “right” and “wrong,” typically by using some manner of Conditional Reasoning, Inductive Reasoning, or Analogical Reasoning.
  • Pragmatic Reasoning Schema Theory (Patricia Cheng, Keith Holyak, 1980s) – a model of Conditional Reasoning (see above) that spells out implicit and situation-specific rules of inference that are rooted in experience – whereby situations triggers rules, which become bases for reasoning
  • Probabilistic Thinking – based on an assumption that the universe obeys the laws of probability, Probabilistic Thinking is a model of reasoning and decision-making that involves calculating (or reasonably estimating) the likelihoods of identified outcomes to specific actions. Ironically, proponents of Probabilistic Thinking generally concede that, even among the small portion of people capable of calculating (or reasonably estimating) probabilities, just a tiny subset is able to act on those results.
  • Scientific Reasoning – a mode of reasoning that includes clearly specifying a problem, developing hypotheses, and conducting replicable tests of those hypotheses
There is broad debate over the relative importance of each of type of reasoning. Over the last century, among the most significant realizations about human thinking is that Analogical Reasoning is more than creative flourish. Rather, it is ubiquitous – and, in fact, infuses and enables the other modes. The social and cultural dimensions of Modes of Reasoning have also been acknowledged:
  • Polylogism (Ludwig von Mises, 1990s) – a recognition that preferred or privileged Modes of Reasoning may vary from one sociocultural group to another – depending on, for example, era, rates of literacy, levels of education, and prominence of religion

Commentary

The biggest issue with Modes of Reasoning is that they are notoriously difficult to study – since, to do so, they need to be applied to themselves. A simple fact that should give pause is it has only been recently that humanity has realized that what most defines our thinking capacities is not Deductive Reasoning (which is trivial with computers), but Analogical Reasoning (which is notoriously difficult to simulate). That development might be taken as an indication that there is still much to learn about how humans think.

Authors and/or Prominent Influences

Diffuse

Status as a Theory of Learning

Modes of Reasoning are properly understood as theories of learning. Each is a mode of generating and/or confirming new understandings – which is an interpretation of “learning” that fits across most discourses.

Status as a Theory of Teaching

Modes of Reasoning do not constitute a theory of teaching.

Status as a Scientific Theory

Modes of Reasoning are associated with extensive philosophical and empirical research.

Subdiscourses:

  • Abductive Reasoning (Abduction; Abductive Inference; Retroduction)
  • Analogical Reasoning
  • Binary Logic (Bivalent Logic; Boolean Logic; Two-Valued Logic)
  • Bounded Rationality
  • Commonsense Reasoning
  • Conditional Reasoning (If–Then Reasoning; Inferential Reasoning)
  • Deductive Reasoning
  • Fallacious Reasoning (Fallacy; Fallacious Argument; Logical Fallacy; Specious Reasoning)
  • Fuzzy Logic
  • Inductive Reasoning
  • Logic
  • Many-Valued Logic (Multiple-Valued Logic; n-Valued Logic)
  • Moral Reasoning
  • Polylogism
  • Pragmatic Reasoning Schema Theory
  • Probabilistic Thinking
  • Scientific Reasoning

Map Location



Please cite this article as:
Davis, B., & Francis, K. (2021). “Modes of Reasoning” in Discourses on Learning in Education. https://learningdiscourses.com.


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