[] Re: Peirce's Graphical Logic : Pedagogical Issues

Continuing my train of thought on pedagogical questions,
an example of what I'm talking about arose just recently
on the "MathOverFlow" (MOF) site:

http://mathoverflow.net/questions/9292/newbie-boolean-algebra-question

A inquirer was having difficulty with a very simple problem in
boolean algebra, too simple in substance for the moderators to
think it worthwhile asking there, but I found it worthwhile to
take it as an illustration of the kind of light that graphical
syntaxes in the Peirce tradition can throw on basest levels of
reasoning.

http://mathoverflow.net/questions/9292/newbie-boolean-algebra-question/9300#9300

You can see from the direction of the ensuing thumb-jerking just how much
resistance there is to thinking outside the all too familiar logical boxes.

Jon

Jon Awbrey wrote:
 >
> Sorry, I lost track of this thread due to a lot of
> "just (barely) in time" home and garden winterizing
> that I had to do before the storm that blew in today.
> 
> Somewhat disconnectedly, then, one of the things that I often
> think of on the pedagogical front is the tenor of discussions
> that I've had in some of the classical math discussion forums,
> where students tend to focus on their more immediate homework
> problems.  I notice, a bit sadly, that the run of the mill in
> logic education is leaving yet another generation of students
> struggling with basic logical hurdles that are wholly trivial
> when tackled with the right syntax.
> 
> Traveling the next couple of days, but I had to get that off my chest ...
> 
> Jon
> 
> Re: http://comments.gmane.org/gmane.comp.ai.conceptual-graphs/2911
> 
> JA: It might be time to examine why Peirce's logical graphs
>     have failed to capture the pedagogical and philosophical
>     imagination that many of us have long believed they ought?

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