Skip to main content

Introduction to Abduction in Education and Human Sciences

  • Reference work entry
  • First Online:
Handbook of Abductive Cognition

Abstract

Studies on abduction in the field of Education and Human Sciences are recent. However, this does not mean that this concept has not been present in these disciplines. In the middle of the last century, abduction was a poorly defined tool to address various theoretical and practical problems. Usually, it has been introduced through Pragmatism. One of the main objectives of using this philosophical theory has been to define a meta-perspective that contemplates the social and cultural dimensions of inquiry. A relevant factor of abduction is that it articulates Pragmatism so that it is possible to consider how facts and values interrelate in human praxis and define reality. Focusing on society, a concern for converting individual action into a transformative tool that extends humanistic values appears. Science Education may have been the area most concerned with the relationship between Human Sciences and the Formal and Experimental Sciences. The underlying issue in these debates is that the project of educating and teaching individuals in society compels reflection on the various ways to achieve the goal such that both Human Sciences and Formal and Experimental Sciences are imbricated toward a usually prescriptive purpose: to improve the world. Abduction represents an ideal mechanism to explain the adaptation of knowledge to the circumstances of the learning subjects. The process of teaching requires synthesizing general issues to particular facts and, likewise, needs to be able to generalize particular facts to other resemblances to make them more comprehensible. For this reason, teaching models and methods must be in constant development and change. The present section aims to show the current status of the application of abduction in Education and Human Sciences in the light of Cognitive Science. With interest in defining different aspects of the mind and its interaction with the environment and other entities in the world, more and more discussions are emerging about the prescriptive forms of these relationships. These advances are providing tools to support theories about the social and cultural dimensions of being human.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 599.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 649.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Apel, K.-O. (2016). Der Denkweg von Charles S. Peirce. Eine Einführung in den amerikanischen Pragmatismus. Suhrkamp Verlag.

    Google Scholar 

  • Bergman, M. (2012). Pragmatism as a communication-theoretical tradition: An assessment of Craig’s proposal. European Journal of Pragmatism and American Philosophy, 4(1), 208–221.

    Google Scholar 

  • Cooren, F. (2014). Pragmatism as ventriloquism: Creating a dialogue among seven traditions in the study of communication. Language Under Discussion, 2(1), 1–26. https://doi.org/10.31885/lud.2.1.239

    Article  Google Scholar 

  • El-Hani, C. N., & Mortimer, E. F. (2007). Multicultural education, pragmatism, and the goals of science teaching. Cultural Studies of Science Education, 2, 657–702. https://doi.org/10.1007/s11422-007-9064-y

    Article  Google Scholar 

  • Hintikka, J. (2007). Socratic epistemology. Cambridge University Press.

    Book  Google Scholar 

  • James, W. (1978). Pragmatism. In Pragmatism and the meaning of truth (pp. 1–166). Harvard University Press.

    Google Scholar 

  • James, W. (1991). The will to believe and other essays in popular philosophy. In psychology: Briefer course, the will to believe, talks to teachers and to students, essays (pp. 445–704). Library of America.

    Google Scholar 

  • Myers, G. E. (1997). Pragmatism and introspective psychology. In R. A. Putnam (Ed.), The Cambridge companion to William James (pp. 11–24). Cambridge University Press.

    Chapter  Google Scholar 

  • Paavola, S. (2021). Practical abduction for research on human practices: Enriching rather than testing a hypothesis. In J. R. Shook & S. Paavola (Eds.), Abduction in cognition and action. Studies in applied philosophy, epistemology and rational ethics. Springer. https://doi.org/10.1007/978-3-030-61773-8_2

    Chapter  Google Scholar 

  • Peirce, C. S. (1958). In C. Hartshorne, P. Weiss, & A. W. Burks (Eds.), Collected papers of Charles Sanders Peirce (pp. 1931–1935). Harvard University Press.

    Google Scholar 

  • Peterson, T. (2016). Contemporary approaches to a pedagogy of process. Semiotica, 2016(212), 7–26. https://doi.org/10.1515/sem-2016-0129

    Article  Google Scholar 

  • Polkinghorne, D. (1988). Narrative knowing and the human sciences. State University of New York Press.

    Google Scholar 

  • Prawat, R. S. (1999). Dewey, Peirce, and the learning paradox. American Educational Research Journal, 36(1), 47–76. https://doi.org/10.3102/00028312036001047

    Article  Google Scholar 

  • Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. https://doi.org/10.1111/1467-9620.00181

    Article  Google Scholar 

  • Sans Pinillos, A. (2022). Neglected pragmatism: Discussing abduction to dissolute classical dichotomies. Found Sci, 27, 1107–1125. https://doi.org/10.1007/s10699-021-09817-x

  • Schiller, F. C. S. (1907). Studies in humanism. Macmillan and co., limited.

    Google Scholar 

  • Sundin, O., & Johannisson, J. (2005). Pragmatism, neo-pragmatism and sociocultural theory: Communicative participation as a perspective in LIS. Journal of Documentation, 61(1), 23–43. https://doi.org/10.1108/00220410510577998

    Article  Google Scholar 

  • West, C. (1989). The American evasion of philosophy: A genealogy of pragmatism. The University of Wisconsin Press.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Alger Sans Pinillos .

Editor information

Editors and Affiliations

Section Editor information

Rights and permissions

Reprints and permissions

Copyright information

© 2023 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Sans Pinillos, A. (2023). Introduction to Abduction in Education and Human Sciences. In: Magnani, L. (eds) Handbook of Abductive Cognition. Springer, Cham. https://doi.org/10.1007/978-3-031-10135-9_88

Download citation

Publish with us

Policies and ethics