Logic Education in an Era of Diversity: A Theoretical Inquiry toward Constructing “Personal Logic”

Abstract

Referring to the critique of logic in Kantian philosophy, this study presents a theoretical inquiry into logic education in an era of diversity from the perspective of Japanese language education. Previous research characterizes logic primarily as a linguistic competence for communicating social and interpersonal messages within the domain of “explanatory texts.” In recent years, however, the need to reconsider such conceptions to envision education suited to an era of diversity has arisen.

Via the reexamination of rational reasoning in Critique of Pure Reason, this study reveals that logic underlies all cognition, and that logical reasoning can extend indefinitely without ensuring objective validity. Accordingly, logic is reconceptualized as a two-layered structure comprising a foundational “personal logic” and an applied “social logic,” ultimately demonstrating that the formation of the latter presupposes the former.