Abstract
The notion of perspective is often used in Human Sciences, and some authors such as Bruner (1996) refers explicitly to a perspectivist epistemology. Yet, the general idea of such epistemology is to consider that several perspectives on the same object or phenomena can produce more relevant knowledge than one only. Yet, such epistemology is rarely theorized, which raises interesting questions: What is a perspective? Can we describe a particular perspective on something? Answering such question requires more than a philosophical standpoint or credo, none less than an empirical epistemology. Piaget and his team approached such questions empirically in Genetic Epistemology, starting from the study of actual thinking. However, formal logic of his time was not fitted for providing description of the construction of meaning. Grize later theorized and extended unconventional uses of logic within a logic of action representing the thinking of actors within irreversible time without abstracting it from particular situations and contents. Grize’s logic is about singularity—a concrete operational logic—and yet about semiotics, about meaning making. In this sense, Natural Logic may provide researchers studying knowledge with an instrument for including perspectives and points of view. As such, it can contribute to a theory of knowledge taking into account the diversity of points of view and the process of meaning making, based on a perspectivist epistemology.
Similar content being viewed by others
Notes
Original in French: “Enfin, il n’est. pas exclu que la classe ne soit pas plus la réalité psychologique dernière que la théorie des ensembles n’est. le dernier mot du fondement des mathématiques”.
In Grize’s terms “une langue d’usage.”
Translated from French “le chariot le plus lourd car il n’attire pas le sol avec sa lourdeur.”
Translated from French “le chariot le plus lourd car le poid augmente la vitesse en présence d’une force de soutien comme un planché, un sol (ex.: dans un bobsley, si la pers. qui la conduit est. plus lourd qu’une autre, elle a plus de chance d’arriver en bas en premier)”
The syntagmatic stacking has been represented with word wrap in order to emphasize the structure of the oral discourse, and according to the short pause in the course of the conversation, indicated with a dot.
References
Atkinson, C., (1983, 2006). Making sense of Piaget. Routledge, London, New York.
Bertalanffy, L. v. (1973). Théorie générale des systèmes. Paris: Dunod.
Beth, E. W., Grize, J. B., Matalon, B., Naess, A., Martin, R., & Piaget, J. (1962). Implication, formalisation et logique naturelle. Paris: Presses universitaires de France.
Bruner, J. (1996). The culture of education. Cambridge, London: Harvard University Press.
Gigerenzer, G. (1997). Bounded rationality: models of fast and frugal inference. Swiss Journal of Economics and Statistics, 133, 201–218.
Gigerenzer, G., & Todd, P. M. (1999). Simple heuristics that make us smart. New York: Oxford University Press.
Grize, J.-B. (1984). Langues naturelles et langages formels. Revue européenne des sciences sociales, XXII, 231–241.
Grize, J.-B. (2005). Time of soft ideas. In A.-N. Perret-Clermont (Ed.), Thinking time. Göttingen: Hogrefe & Huber Publishers.
Grize, J.-B. (2010). Logique, analogie et identité. Travaux du Centre de Recherches Sémiologiques, 68, 91–98.
Grize, J.-B. (1982). De la logique à l’argumentation. Genève: Librairie Droz.
Grize, J.-B. (1996). Logique naturelle & communications. Paris: PUF.
Grize, J.-B., & Bonniec, G. P.-L. (1983). La contradiction. Paris: Presses Universitaires de France.
Halbwachs, F., & Torunczyk, A. (1985). On Galileo’s writing on mechanics: An attempt at a semantic analysis of Viviani’s scholium. Synthese, 62, 459–484.
Hermans, H. J. M., & Hermans-Konopka, A. (2010). Dialogical self theory: positioning and counter-positioning in a globalizing society. Cambridge: Cambridge University Press.
Inhelder, B. (1962). Some aspects of Piaget’s genetic approach to cognition. Monographs of the Society for Research in Child Development, 27(2), 17–31.
Inhelder, B., & Piaget, J. (1955). De la logique de l’enfant à la logique de l’adolescent. Paris: Presses Universitaires de France.
Johnson-Laird, P. N. (2006). How we reason. Oxford: Oxford University Press.
Kohler, A. (2015). Elements of natural logic for the study of unnoticed misunderstanding in a communicative approach to learning. Argumentum Journal of the Seminar of Discursive Logic, Argumentation Theory and Rhetoric, 13, 80–96.
Kohler, A., Lordelo, L., & Carriere, K. (2017). Researching research: three perspectives for a hint of Perspectivism. In: Sullivan, G. (Ed.), Proceedings of the 16th Meeting of The International Society for Theoretical Psychology (pp. 215–223). Coventry: Captus University Publication.
Kohler, A. (unpublished). Approches psychologiques de situations de malentendu dans des activités de didactique des sciences. Thèse de Doctorat, Institut de psychologie et éducation, Université de Neuchâtel, Suisse.
Kohler, A., Lordelo, L., and Carriere, K. (2017). Researching research: three perspectives for a hint of Perspectivism. In: Sullivan, G. (Ed.) Proceedings of the 16th Meeting of The International Society for Theoretical Psychology, xx-xx.
Koyré, A. (1968). Etudes newtoniennes. Paris: Gallimard.
Mounoud, P. (2000). Le développement cognitif selon Piaget. Structures et points de vue. In O. Houdé & C. Meljac (Eds.), L’esprit piagétien: hommage international à Jean Piaget. Paris: PUF.
Papert, S. (1963). Sur la logique piagétienne. In L. Apostel, J.-B. Grize, S. Papert, & J. Piaget (Eds.), La filiation des structures (pp. 107–129). Paris: Presses Universitaires de France.
Perret-Clermont, A.-N. (1979). La construction de l’intelligence dans l’interaction sociale. Berne: Peter Lang.
Perret-Clermont, A.-N., Muller Mirza, N., Haüsermann, G., Iannaccone, A., Kohler, A., Padiglia, S., Perret, J.-F., Pochon, L.-O., & Tateo, L. (2008). Chapter 8: Description of the experimentations in Switzerland and in Italy. In B. Schwarz (Ed.), Escalate: the white book. Jerusalem: Hebrew University of Jerusalem.
Perret-Clermont, A., Carugati, F., and Oates, J. (2004). A socio-cognitive perspective on learning and cognitive development. In: Oates, J., and Grayson, A. (Ed.), Cognitive and Language Development in Children (pp. 303–332). Oxford: The Open University & Blackwell Publishing.
Piaget, J. (1968). Genetic Epistemology. A series of lectures delivered by Piaget at Columbia University (translated by Eleanor Duckworth). New York: Columbia University Press.
Piaget, J. (1937/1967). La construction du réel chez l’enfant. Lausanne: Delachaux et Niestlé.
Piaget, J. (1967). Logique et connaissance scientifique. Paris: Editions Gallimard.
Piaget, J. (1970). Genetic epistemology. Columbia: Columbia University Press.
Piaget, J. (1971). Essai de logique opératoire. Paris: Dunod.
Piaget, J., & Garcia, R. (1987). Vers une logique des significations. Genève: Murionde.
Psaltis, C., & Zapiti, A. (2014). Interaction, communication and development. Psychological development as a social process. London: Routledge.
Rebuschi, M., Batt, M., Heinzmann, G., Lihoreau, F., Musiol, M., & Trognon, A. (Eds.). (2016). Interdisciplinary Works in Logic, Epistemology, Psychology and Linguistics. Dialogue, Rationality, and Formalism. New York: Springer.
Salgado, J., Cunha, C., & Bento, T. (2013). Positioning microanalysis: studying the self through the exploration of dialogical processes. Integrative Psychological and Behavioral Science, 47, 325–353.
Smith, L. (Ed.). (1992). Jean Piaget: critical assessments. London: Routledge.
Tartas, V., Perret-Clermont, A.-N., & Baucal, A. (2016). Experimental micro-histories, private speech and a study of children’s learning and cognitive development Microhistorias experimentales, habla privada y un estudio del aprendizaje y el desarrollo cognitivo en los niños. Infancia y Aprendizaje/Journal for the Study of Education and Development, 39, 772–811.
Trognon, A., Batt, M., Schwartz, B., Perret-Clermont, A., & Marro, P. (2006). Logique interlocutoire de la résolution en dyade d’un problème d’arithmétique. Psychologie Française, 51, 171–187.
van Eemeren, F. H., Garssen, B., Krabbe, E. C. W., Snoeck Henkemans, F. A., Verhei, B., Wagemans, J. H. M. (2014). Handbook of argumentation theory. Dordrecht: Springer.
van Eemeren, F. H., Greco Morasso, S., Grossen, M., Perret-Clermont, A. N., & Rigotti, E. (2009). Argupolis: a doctoral program on argumentation practices in different communication contexts. Studies in Communication Sciences, 9, 289–301.
Weil-Barais, A. (1993). L’homme cognitif. Paris: PUF.
Zittoun, T., & Iannaccone, A. (Eds.). (2014). Activities of thinking in social spaces. New York: Nova Science Publishers Inc..
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Kohler, A. From the Logic of the Child to a Natural Logic: Perspectives as Knowledge. Hu Arenas 1, 97–111 (2018). https://doi.org/10.1007/s42087-018-0007-9
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s42087-018-0007-9