A HANDBOOK FOR SCRIPTURAL REASONING

The essay includes twelve “rules” to define the nature and goals of the practice of Scriptural Reasoning (SR). These rules are intended for heuristic and pedagogic purposes to introduce Scriptural Reasoning to those who have little experience in and knowledge of the practice of SR. The rules emerged from my observations of SR practice and, taken together, the rules are meant to be a guide or “handbook” for future SR practice.     

THE PROMISE OF SCRIPTURAL REASONING

This Response reintroduces Scriptural Reasoning as portrayed in the essays, showing their various readings and reasonings and how they shed light on SR, while also identifying some lacunae in and between them. The different strengths of these views interact with each other in a highly dynamic and sustaining practice of reading and reasoning Scriptures together, where there is a high degree of mutually responsible hospitality and the possibility of achieving a complex harmony. In conclusion, three tasks for the future of SR are identified: concentrating on the seminal features of the Abrahamic traditions, targeting them and auditing SR performance.     

SCRIPTURAL REASONING AND THE PHILOSOPHY OF SOCIAL SCIENCE

This essay explores of the relationship between religion and science using Max Weber's insights into the philosophy of social science, C. S. Peirce's philosophy of religion and the Qur’anic treatment of material reality. The Weber‐Peirce‐Qur’an conversation opens up the possibility of a (social) scientific affirmation of religion and a religious affirmation of science. Scriptural Reasoning (SR) has already demonstrated that it is capable of creating “mutual ground” between the different religious traditions. This exploration of the exchange between SR and the social sciences suggests that SR has the potential of contributing to the creation of mutual ground between the religious traditions and the “secular” academy.     

HEAVENLY SEMANTICS: SOME LITERARY-CRITICAL APPROACHES TO SCRIPTURAL REASONING

This essay i) shows how certain key virtues of the practice of Scriptural Reasoning (SR) offer correctives to a mode of western rationality that regards itself as “supra‐traditional” and universally valid; and ii) illuminates those virtues with the help of literary theory which shares SR's concern with how texts and their interpretation affect possibilities for human life in any given context. It identifies four “marks” of SR (particularity, provisionality, sociality and surprise) and works with three conversation partners who use literary theory (Hans Urs von Balthasar, Mikhail Bakhtin and John Beer), to offer a positive account of SR's traditioned, critically imaginative character.     

READING WITH OTHERS: LEVINAS' ETHICS AND SCRIPTURAL REASONING

This essay explores different frameworks for learning, progressing from a relatively basic model of acquiring information through first linguistic models, and then through social interaction, leading to textual practices, and culminating with reading with others from other traditions. For this sequence there is a parallel one concerning kinds of reasoning (and the relevant sciences). But the essay focuses on providing the best account of ethical responsibility for each practice of learning: the greater the social complexity and the respect for otherness, the richer the account of the ethics of learning.     

推理结论正确性判定标准再探

本文试图探求人们在进行三段论推理加工时是否存在形式和内容双重标准。由既掌握形式逻辑推理规则又知道构成推理题的两个前提是否正确的被试所进行的推理结果支持下述观点：人们在进行三段论推理过程中,在判定推理结论的正误时,存在着与试题结构相应的两种内在的判定标准,即“形式标准”和“内容标准”。     

SOTOMAYOR'S REASONING

Justice Sonia Sotomayor was vilified for arguing that one's social identity can contribute positively to judgment or public reason. This paper considers and expands on Sotomayor's arguments, showing that identity is relevant to snap judgments and to sensation transference that affects how speakers are assessed. It further develops a hermeneutic account of identity that can make sense of its epistemic relevance without foreclosing individual variation.     

中学生图形推理认知特征诊断

在前人的研究基础上进行口语报告分析,形成图形推理的认知成分模型。引进多策略多成分潜在特质模型（MLTM for MS）将图形推理的认知成分模型与心理测量模型加以整合,对235名中学生图形推理认知特征进行诊断。结果发现：（1）图形推理总能力相同的被试,各成分对应能力即视知觉识别能力、规则构建能力、规则应用能力不一定相同。（2）被试使用知觉分析策略和分析策略的正确作答概率较高,而使用猜测策略的正确作答概率较低。