ABDUCTIVE REASONING: A CONTRIBUTION TO KNOWLEDGE CREATION IN EDUCATION

Moscoso, Javier Nunez

doi:10.1590/198053145255

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ARTICLES • Cad. Pesqui. 49 (171) • Jan-Mar 2019 • https://doi.org/10.1590/198053145255 copy

ABDUCTIVE REASONING: A CONTRIBUTION TO KNOWLEDGE CREATION IN EDUCATION¹ 1 This paper is based on a paper published in French: NUNEZ MOSCOSO, Javier. Et si l’on osait une épistemologie de la découverte? La demarche abductive au service de l’analyse du travail enseignant. Penser l’Éducation, n. 33, p. 57-80, 2013.

RAISONNEMENT ABDUCTIF: UNE CONTRIBUTION À LA CRÉATION DES CONNAISSANCES EN ÉDUCATION

RACIOCÍNIO ABDUTIVO: UMA CONTRIBUIÇÃO PARA A CRIAÇÃO DO CONHECIMENTO NA EDUCAÇÃO

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Based on an epistemological discussion, this paper aims to show the contribution of abduction as a scientific procedure in the educational field. To that end, I explain how scientific research approaches and processes are founded on the three types of logical inference: deduction, induction and abduction, all of which underpin knowledge building and the role of both science and researchers. Firstly, I describe the specific features of abduction according to Peirce’s philosophical system. Then, I illustrate its implementation in a study on teaching. Finally, I underscore how abduction could contribute to build a broader scientific project in the intercept between basic and praxeological research.

EPISTEMOLOGY; RESEARCH; KNOWLEDGE; METHODOLOGY

RESEARCH APPROACH	PHASE/ PREMISE	DEDUCTIVE SYLLOGISM
Theory/Hypothesis	Rule	A. All the marbles in package X are white
Empirical study	Case	B. These marbles are from package X
Validation/Invalidation	Result	C. These marbles are white

DEDUCTIVE APPROACH	OPERATIONALIZATION	GOAL
Theory/Hypothesis	A priori theoretical framework	Proposing a theoretical-empirical relationship
Empirical study	Methodology according to the theory and pertinent to the empirical context	Finding indicators of that relationship
Validation/Refutation	Interpretation and argumentation favoring the hypothesis/theory	Proving the hypothesis/theory to be consistent

INVESTIGATION APPROACH	PHASE/PREMISE	INDUCTIVE SYLLOGISM
Empirical study	Cases	B: These marbles come from package X
Analysis/Arrangement of reality	Result	C: These marbles are white
Theory/Hypothesis	Rule	A: All the marbles from package X are white

INDUCTIVE APPROACH	OPERATIONALIZATION	GOAL
Empirical study	Methodology built in the empirical world	Establishing pathway indicators
Analysis/Arrangement of reality	Interpretation and identification of comprehensive/explanatory elements	Finding logical relationships that connect phenomena
Theory/Hypothesis	A posteriori theoretical framework	Stabilizing an explanation in the form of a hypothesis/theory

RESEARCH APPROACH	PHASE/PREMISE	ABDUCTIVE SYLLOGISM
Theory/Hypothesis	Rule	A: All the marbles in package X are white
Analysis/Arrangement of reality	Result	C: These marbles are white
Empirical study	Case	B These marbles come from package X

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[1] Translated by Laura Palacios^II

^II Language Proficiency Examination ONU, Freelance Translator; laurapalaciosa@gmail.com

INFERENCE	Explanatory or analytic	Deduction
	Expansive or synthetic	Induction
		Hypothesis (Abduction)

STAGES	PHASES	RESEARCH DIMENSION	INSTRUMENTS
ABDUCTION	Developing a hypothesis from the analysis of empirical data	Fundamental or heuristic	- Problematization - Theoretical orientations - Methodological device - Data collection - Analysis and hypothesis emergence
DEDUCTION	Dialogue/comparison between the hypothesis and existing theories	Fundamental or heuristic	- Discussion of theories conflicting or in line with the hypothesis - Analysis of the hypothesis implications and consequences
DEDUCTION	Transformative interface	Praxeological or transformative	- Translation of some elements of the fundamental research dimension to support intervention - Clues for training (support for political decision-making)
INDUCTION	Implementation of the training device	Praxeological or transformative	- Awareness raising for, and negotiation with decision makers and teachers - Creating the training device - Actors’ feedback - Analysis and comparison of results - Possibility to generalize the device or initiate the loop again