Some of the common types of reasoning used by many in today’s world are the logic-based reasoning (LWB), the inductive-based reasoning (IBR), the inductive-recursive reasoning (IRR), the deductive-based reasoning (DGR) and the deductive-empirical reasoning (DER). In short, each type of reasoning has a foundation to it that makes it easy for the student to grasp the concept. These foundations include examples, real life scenarios, formal and informal learning, cross-cultural issues, and abstract and symbolic thinking.
The LWB, in particular, is a technique where a student is given a problem and then tries to deduce the solution from the given information. This is done using the tools of inductive reasoning, namely deductive logic and inductive-recursive logic. Once the student has already learned the concept in inductive reasoning, he can proceed to the second phase, i.e., inductive-empirical reasoning.
In inductive-recursive reasoning, the student first learns the logical structure of the problem, the meaning of the parts of the problem (a part of the problem that is independent of the whole problem), the relations between the parts of the problem, and their order, and how to use the structure to infer the conclusion. Once he has learned all these, he can move to the third phase of inductive reasoning, i.e., inductive-empirical reasoning. This phase allows him to use concrete facts to conclude the problem.
In the deductive-based reasoning, students learn logical structures from formal and informal learning. For example, in formal learning, they study the rules and principles of deductive logic, i.e., the laws of induction; they also understand the concepts of modus ponens, i.e., “I think therefore I know,” and inductive syllogistic logic, i.e., “I see therefore I believe.” They further know how to use these concepts to infer the conclusion based on the information they have learned from formal learning.
The concept of inductive-empirical reasoning, on the other hand, is the application of deductive reasoning to the study of the human mind, and its processes. It is an easy, intuitive method that relies on concrete experiences to build concepts. In inductive-empirical reasoning, the learner learns to use concrete data to understand the way that the mind processes data.
Another method of using this method is in cross-cultural situations. In cross-cultural situations, students will be given two or more written texts and asked to analyze the texts using only information from the source(s) in the texts. Students must demonstrate how they would have come up with the same conclusions given in the two texts. This is often done by showing them the differences in their answers to questions posed in both the two texts.
Verbal Reasoning is a complex process that requires a certain level of intellectual ability. It is useful in both formal and informal learning. Verbal reasoning helps students become better writers, judges, readers, and communicators. and it enables students to communicate with people of different cultures, ethnic groups, age groups, and genders.
This is one of the simplest ways that students can express their ideas and to prove what they are saying by using verbal reasoning. They do not have to actually write down their arguments. Instead, they just explain what their conclusion is. Verbal Reasoning is one of the oldest forms of logic, as it is easy to learn and understand. However, it is one of the most difficult methods to use in formal learning because it requires very little formal training and the students need to make a logical argument.
Using verbal reasoning is not difficult in formal learning, but it is quite difficult when it comes to informal learning. Students should remember that, unlike formal learning, informal learning depends on observation and experience to understand the ways in which people do things.
When students understand how to use formal learning, they can apply it to informal learning, thus learning to communicate with others using oral and written communication. And, they will be able to communicate with people who are not from their own culture.
