FORMAL LOGIC IN SOSIAL SCIENCES AND HUMANITIES EDUCATION: FROM CLASSICAL DIDACTIC PROBLEMS TO CONTEMPORARY METHODOLOGICAL SOLUTIONS

Author(s): Suslov A.V.

Rubric: Methods and technologies of training and education

DOI: 10.21777/2500-2112-2026-3-87-96

Release: 2026-3 (56)

Pages: 87-96

Keywords: formal logic, teaching logic, critical thinking, didactic difficulties, argumentation mapping, contextualization of learning, Explicable Artificial Intelligence

Annotation: The relevance of the topic is determined by the role and significance of teaching formal logic to students in social sciences and humanities. The object of the study is the theoretical and practical problems of teaching a general logic course in higher education. The subject of the study comprises the typical didactic and psychological difficulties that arise when mastering the core topics of the course: from operations with concepts and the analysis of judgments to the construction of inferences and argumentation. The aim of the study is to examine the causes of these difficulties, including the specific nature of humanistic thinking (polysemy, contextuality, reliance on content), as well as the gap between the abstract formalism of logical structures and real-life speech practices. The research methods include pedagogical observation, which allows for the identification of real difficulties in the learning process; content analysis of students’ work as a basis for verifying hypotheses about typical “weak points” in mastering the course; and analysis and synthesis of scientific literature aimed at collecting proven methodological solutions. The scientific novelty of the study lies in the fact that, based on a synthesis of classical teaching methods (definition through genus and species, Euler circles, the logical square) and recent international approaches (argument mapping, contextualization, integration with Explicable Artificial Intelligence), it proposes ways to overcome the aforementioned difficulties. One of the main conclusions of the work is the substantiation of the argument mapping method as an effective tool for visualizing the structure of reasoning and for bridging logical theory with the practice of analyzing real-world texts (political speeches, legal documents, journalism). The area of application of the research results encompasses the theory and practice of teaching logic, philosophy, critical thinking, and argumentation theory within the system of contemporary Russian higher education.

Bibliography: Suslov A.V. FORMAL LOGIC IN SOSIAL SCIENCES AND HUMANITIES EDUCATION: FROM CLASSICAL DIDACTIC PROBLEMS TO CONTEMPORARY METHODOLOGICAL SOLUTIONS // Education Resources and Technologies. – 2026. – № 3 (56). – С. 87-96. doi: 10.21777/2500-2112-2026-3-87-96