實踐推論語用教學法－以交通大學通識教學為例

二十世紀七○年代，美加地區的邏輯教育領域進行了一場教學革命，邏輯教室中的學生普遍懷疑，在大學時期的邏輯教室中所習得的形式邏輯理論，似乎不能協助學生批判性的檢視公共生活領域中的議題。為了補正這個邏輯教學上的空缺，提高邏輯在其實踐上的應用性，一門後來被稱為「非形式邏輯」但實則根源於古希臘智者與亞里斯多德《修辭學》的修辭論辯理論被系統地建立起來。簡言之，實踐邏輯研究的是人類實踐生活場域中的邏輯應用及其理論，而實踐邏輯的教學則以教導學生理解並應用邏輯在人類生活場域中的操作以及評價的原則為目的。與傳統形式邏輯不同的是，人類公共生活領域中的邏輯應用具有論證的多主體性、前提的開放性、論證模式與批判模式的多選擇性、論證過程的動態性、以及結論的可廢止性等特徵。在這種條件下，實踐邏輯的教學，無論就研習的對象以及研習的過程而言，傳統邏輯教室中以推論本身的語法以及語意的層面進行講解的方式是需要修正的，它必須以能進一步展示推論所涉及具體的人、推論所欲達成的目的以及推論所指向的行動等種種語用層面的特性為目的。在這種考量與需求下，透過近幾年發展出來的互動式的與動態性的論證軟體協助邏輯教學，是今日通識課程邏輯教學的一種令人期待的發展。筆者將透過在交通大學資訊學院通識課程中的教學成效，說明論證圖示軟體作為一種實踐推論的語用教學法，不僅可以就所探討的實踐推論的語用層面的結構與關聯模式有相當優異的展示性的作用；另一方面，學生也同時在運用軟體分析具體的日常推論過程中，透過軟體的操作，學生「分析」論證結構，「補充」缺隱命題，「選擇」論證模式，「考量」所有可能的批判，並「逐步修正」論證中較弱的環節，從中「觀察」日常生活中的論證的動態性，以及「理解」結論的可廢止性。筆者認為，這種具有「語用特色」的「以學生為中心」的邏輯學習法，在實踐推論的教學上以及學生未來的實際運用上，應是一個值得重視的發展方向。

關鍵字

實踐推論；非形式邏輯；論證軟體；語用學習法

並列摘要

In the 1970s, there was a teaching revolution about logical education in North America. At that time, quite a few students in logical classroom doubted that the more formal logic theories they learned, the less they could apply to practical life. To seal the gap between logical classroom and students' practical life, and elevate the practical applications of logic, a new trend of logic with an old origin named ”informal logic” was raised. In a word, this ”new” logic researches systematically the theories and practical applications of logic in humans' daily life. Unlike ”formal” logic, ”informal” logic studies the openness and multiplicities of premises, multi-subjectivities of argument agents, plurality of argumentation schemes, dynamical characters of burden of proof and burden of criticism, and the defeasible situation of conclusion. Under this circumstance, the traditional methods of teaching logic syntactically and semantically will not suit the purpose or demonstrate the characters of practical reasoning properly. There are some vivid pragmatic perspectives resided in the new logic which requires the specific agents involved, the effectiveness of the conclusion and the actions to be taken after the argumentation comes to its end. To meet the needs, this study aims to introduce and demonstrate the use of argument software and 124 students of National Chiao Tung University dedicated to the study. The author indicates that the use of argument software has a positive impact. This was done through the interactive interface and case studies, student ”analysis” argument structures, ”supply” implicit propositions, ”select” argumentation schemes, ”consider” the possible critical questions, ”correct” the weak linkages of the argument gradually, ”observe” the dynamical characters of daily life argument, and ”understand” the defeasible situation of conclusion. The author thinks, through this ”pragmatical” and ”student-centered” learning, there is a significant way of improving students' learning and understanding of practical reasoning.