The process of investigation/enquiry, when regarded as evidence-based, can be
profitably connected to the use of inferences (i.e. modes of reasoning or thinking)
that belong with abduction in its most general sense (cf. Adu´riz-Bravo 2001, 2003,
2005b). Thus, when working with teachers, it could be a particularly fruitful
strategy to draw an analogy between scientific reasoning and other activities that are
aimed at puzzle-or mystery-solving and make use of abductive patterns; among
those, detective, medical, forensic, and ‘gossipographic’ (i.e. garden-variety)
thinking seem of utmost interest. In all these fields, a parsimonious collection of
‘facts’ gathered under the guidance of a strong model can be used as premises of a
logically ‘ampliative’ reasoning process, which ‘ascends’ to general, abstract and
audacious conclusions with intended explanatory power.
The process of investigation/enquiry, when regarded as evidence-based, can beprofitably connected to the use of inferences (i.e. modes of reasoning or thinking)that belong with abduction in its most general sense (cf. Adu´riz-Bravo 2001, 2003,2005b). Thus, when working with teachers, it could be a particularly fruitfulstrategy to draw an analogy between scientific reasoning and other activities that areaimed at puzzle-or mystery-solving and make use of abductive patterns; amongthose, detective, medical, forensic, and ‘gossipographic’ (i.e. garden-variety)thinking seem of utmost interest. In all these fields, a parsimonious collection of‘facts’ gathered under the guidance of a strong model can be used as premises of alogically ‘ampliative’ reasoning process, which ‘ascends’ to general, abstract andaudacious conclusions with intended explanatory power.
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