KFU. Card publication. The Aristotelian law of the excluded middle and the language “Pitfalls” of modern scientific pedagogical dialogue

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THE ARISTOTELIAN LAW OF THE EXCLUDED MIDDLE AND THE LANGUAGE &LDQUO;PITFALLS&RDQUO; OF MODERN SCIENTIFIC PEDAGOGICAL DIALOGUE

Form of presentation

Articles in international journals and collections

Year of publication

2022

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Authors, employees of KFU

Bayanova Almira Rubisovna, author

Bibliographic description in the original language

Korzhuev, A.V., Bayanova, A.R., Dautova, S.B., Dmitrichenkova S.V., Akhmedova, M.G. (2022). The Aristotelian law of the excluded middle and the language “Pitfalls” of modern scientific pedagogical dialogue. XLinguae, 15(1), 179-193. ISSN 1337-8384, eISSN 2453-711X 179

Annotation

Modern dialogue in the semantic context of educational sciences plays an extremely important role as a tool for making science-based decisions as a means of assessing the efficiency of innovations proposed by various authors. However, the practice of modern scientific discussions in pedagogy reveals a lot of problems. Analysis of the research topic literature shows that the core of this problem is the failure to observe the rules of logically correct discourse by the dialogue participants. In the pedagogical dialogues, in particular, there is a simplified application of the logical law of the excluded middle introduced by Aristotle, which does not reflect the rich assortment of the educational field. It has a solid methodological basis in mathematics, in the humanities though (and in pedagogy, in particular), it is often used to analyze phenomena, objects, and scientific facts that go beyond the area of its adequate applicability. It is often used: a) for vague classification forms; b) for insufficiently and accurately defined objects; c) for pairs of events that are not opposite (in terms of probability theory) and mutually exclusive. It results in dialogues participants: a) solving the problems of choosing conceptual foundations and practical decisions for implementation in education incorrectly; b) coming to rigid, rigorous conclusions; c) unjustifiably abandoning many educational traditions, replacing them with insufficiently verified innovations. The problem is exacerbated by the fact that the participants in pedagogical dialogues lack mastery of stylistic resources, the use of which allows the inceptors of pedagogical ideas to achieve an adequate understanding of their inferences and conclusions made by other participants. These circumstances, supported by the provisions of the European researchers of education, determine the relevance of the chosen topic. The purpose of this article is: a) to find ways to conduct a logically correct pedagogical dialogue that actively uses the Aristotelian law of the excluded middle (both in a constructive format and in terms of prohibition criteria); b) to find stylistic resources of such a dialogue, combining the scientific rigor of the humanitarian logical form and stylistic aesthetic appeal. The results of the conducted research are the conclusions that an effective pedagogical dialogue using the law of the excluded middle is conditioned by: a) replacement of dichotomous, rigid forms in the logic “either – or” with a concomitant format of combination of “both the one and the other at the same time; but neither one nor the other separately”; b) appropriate stylistic tools, including: stylistic gradation, metaphor, oxymoron, and emphatic transposition. As negativity that must be overcome in every possible way, there are the “traps” of pedagogical dialogues that require constructive and prohibiting formats of the excluded middle principle: a) incorrect “play” on a high degree of uncertainty of the original

Keywords

The Aristotelian law of the excluded middle, the language of scientific dialogue, linguistic representation, stylistic clichés, problems of choice, logical-semantic explicitness of the conclusions of the dialogue initiator, tradition and innovation

The name of the journal

XLinguae

URL

https://www.scopus.com/record/display.uri?eid=2-s2.0-85124488772&origin=resultslist&sort=plf-f

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=262376&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Bayanova Almira Rubisovna	ru_RU
dc.date.accessioned	2022-01-01T00:00:00Z	ru_RU
dc.date.available	2022-01-01T00:00:00Z	ru_RU
dc.date.issued	2022	ru_RU
dc.identifier.citation	Korzhuev, A.V., Bayanova, A.R., Dautova, S.B., Dmitrichenkova S.V., Akhmedova, M.G. (2022). The Aristotelian law of the excluded middle and the language “Pitfalls” of modern scientific pedagogical dialogue. XLinguae, 15(1), 179-193. ISSN 1337-8384, eISSN 2453-711X 179	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=262376&p_lang=2	ru_RU
dc.description.abstract	XLinguae	ru_RU
dc.description.abstract	Modern dialogue in the semantic context of educational sciences plays an extremely important role as a tool for making science-based decisions as a means of assessing the efficiency of innovations proposed by various authors. However, the practice of modern scientific discussions in pedagogy reveals a lot of problems. Analysis of the research topic literature shows that the core of this problem is the failure to observe the rules of logically correct discourse by the dialogue participants. In the pedagogical dialogues, in particular, there is a simplified application of the logical law of the excluded middle introduced by Aristotle, which does not reflect the rich assortment of the educational field. It has a solid methodological basis in mathematics, in the humanities though (and in pedagogy, in particular), it is often used to analyze phenomena, objects, and scientific facts that go beyond the area of its adequate applicability. It is often used: a) for vague classification forms; b) for insufficiently and accurately defined objects; c) for pairs of events that are not opposite (in terms of probability theory) and mutually exclusive. It results in dialogues participants: a) solving the problems of choosing conceptual foundations and practical decisions for implementation in education incorrectly; b) coming to rigid, rigorous conclusions; c) unjustifiably abandoning many educational traditions, replacing them with insufficiently verified innovations. The problem is exacerbated by the fact that the participants in pedagogical dialogues lack mastery of stylistic resources, the use of which allows the inceptors of pedagogical ideas to achieve an adequate understanding of their inferences and conclusions made by other participants. These circumstances, supported by the provisions of the European researchers of education, determine the relevance of the chosen topic. The purpose of this article is: a) to find ways to conduct a logically correct pedagogical dialogue that actively uses the Aristotelian law of the excluded middle (both in a constructive format and in terms of prohibition criteria); b) to find stylistic resources of such a dialogue, combining the scientific rigor of the humanitarian logical form and stylistic aesthetic appeal. The results of the conducted research are the conclusions that an effective pedagogical dialogue using the law of the excluded middle is conditioned by: a) replacement of dichotomous, rigid forms in the logic “either – or” with a concomitant format of combination of “both the one and the other at the same time; but neither one nor the other separately”; b) appropriate stylistic tools, including: stylistic gradation, metaphor, oxymoron, and emphatic transposition. As negativity that must be overcome in every possible way, there are the “traps” of pedagogical dialogues that require constructive and prohibiting formats of the excluded middle principle: a) incorrect “play” on a high degree of uncertainty of the original	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	The Aristotelian law of the excluded middle	ru_RU
dc.subject	the language of scientific dialogue	ru_RU
dc.subject	linguistic representation	ru_RU
dc.subject	stylistic clichés	ru_RU
dc.subject	problems of choice	ru_RU
dc.subject	logical-semantic explicitness of the conclusions of the dialogue initiator	ru_RU
dc.subject	tradition and innovation	ru_RU
dc.title	The Aristotelian law of the excluded middle and the language “Pitfalls” of modern scientific pedagogical dialogue	ru_RU
dc.type	Articles in international journals and collections	ru_RU