We-thinking and 'double-crossing': frames, reasoning and equilibria

The idea of we-thinking, or we-reasoning, is increasingly drawing the attention of more and more economists. The two main contributors are Bacharach and Sugden, and they approach the topic in two different ways. Sugden's aim is to show that we-reasoning is a consistent and logical way of thinking, but he does not face the problem of how we-reasoning can arise. Bacharach's theory is based on frames and his never reached aim (because of his death) was to explain we-thinking in terms of Variable Frame Theory. But some of his intuitions conflict with the logical analysis he proposes. In the present paper, I take a different approach to the way in which we-thinking works. Based on a not fully developed intuition of Bacharach's, i.e. the `double-crossing' problem in Prisoners' Dilemma (PD) game, I propose a framework in which a person is allowed to have both I-thoughts, when she is we-reasoning, and we-concepts, when she is I-reasoning, and develop my analysis in terms of equilibrium concepts.we-thinking, frames, we-equilibria

The Effect of Inquiry Training Learning Model and the Logical Thinking Ability on Science Process Skill of Students

The purpose of this research was to analyze science process skill of students taught by training inquiry learning model better than taught by conventional learning, science process skill of students who have the logical thinking ability above the average better than students who have the logical thinking ability below the average and analyze interaction between learning model and the logical thinking ability of students in influencing the science process skill of students. The research type was quasi experiment. The population was students Class X SMA Negeri 1 Tambangan Kabupaten Mandailing Natal. The cluster random class technique was used in choosing the research sample. The instruments were consists of the test of science process skill and the test of logical thinking ability of students. The used test to obtain the data was essay test. The data in this research was analyzed by using the two ways ANAVA analysis. The research result showed that science process skill of students taught by training inquiry learning model was better than students taught by conventional learning, science process skill of students who have the logical thinking ability above the average was better than students who have the logical thinking ability below the average, and there was interaction between learning model and logical thinking ability of students in influencing the science process skill of students

PROBLEM SOLVING LEARNING APPROACH USING SEARCH, SOLVE, CREATE AND SHARE (SSCS) MODEL AND THE STUDENT’S MATHEMATICAL LOGICAL THINKING SKILLS

The purpose of this research is to analyze the mathematical logical thinking skill who are taught by problem solving approach using search, solve, create and share (sscs) model and conventional learning and to analyze the difference mathematical logical thinking skill between students who are taught by problem solving approach using search, solve, create and share (sscs) and students taught by conventional learning. The research was conducted at SMPN 178 Jakarta. The method used in this research is quasi experimental method with Randomized Control Group Posttest Only design, involve 68 students as sample. The data collection after treatment conducted with test of the students’ mathematical logical thinking skill. The result of research that the student’s mathematical logical thinking skills who are taught by problem solving approach using search, solve, create and share (sscs) model is higher than students taught by conventional learning. This matter visible from the mean score of the results test students’ mathematical logical thinking who taught with problem solving approach using search, solve, create and share (sscs) model is 70,09 and who taught with conventional learning have mean score of the test students’ mathematical logical thinking is 54,9

The Effect Model Inquiry Training Media and Logical Thinking Ability to Student\u27s Science Process Skill

The aim of the research is to analyz : student\u27s science process skill using inquiry training learning model is better than konvesional learning.Student\u27s science process skill who have logical thinking ability above average are better than under average,and the interaction between inquiry training media and logical thinking ability to increase student\u27s science process skill.The experiment was conducted in SMP 6 Medan as population and class VII-K and VII-J were chosen as sample through cluster random sampling.Science prosess skill used essay test and logical thinking used multiple choice as instrument.Result of the data was analyzed by using two ways ANAVA.Result show that : student\u27s science process skill using inquiry training learning model is better than konvesional learning,student\u27s science process skill who logical thinking ability above average are better than under average and the interaction between inquiry training learning model media and logical thinking ability to increase student\u27s science process skill

Hubungan Antara Tingkat Penalaran Formal Dan Tingkat Perkembangan Konsep Geometri Siswa

This study examined the level of students' logical thinking ability and the level of students' understanding in geometry, and also the relationship between the students' level of logical thinking and students' level of understanding in geometry. The tests of logical thinking and geometry concept development level were administered to 387 students of the third year science classes selected from 10 State Senior High Schools in Jember, East Java. The results indicated that 8.01%, 24.81%, 29.97%, 37.21% students were respectively at concrete, transition, early formal, and formal levels; and 14.47%, 31.52%, 40.05%, 13.44%, 0.52%, 0% were at previsualization, visualization, analysis, informal deduction, deduction, and rigor respectively. There was a significant relationship between students' level of logical thinking ability and their level of understanding in geometr

Arnošt Kolman’s Critique of Mathematical Fetishism

Arnošt Kolman (1892–1979) was a Czech mathematician, philosopher and Communist official. In this paper, we would like to look at Kolman’s arguments against logical positivism which revolve around the notion of the fetishization of mathematics. Kolman derives his notion of fetishism from Marx’s conception of commodity fetishism. Kolman is aiming to show the fact that an entity (system, structure, logical construction) acquires besides its real existence another formal existence. Fetishism means the fantastic detachment of the physical characteristics of real things or phenomena from these things. We identify Kolman’s two main arguments against logical positivism. In the first argument, Kolman applied Lenin’s arguments against Mach’s empiricism-criticism onto Russell’s neutral monism, i.e. mathematical fetishism is internally related to political conservativism. Kolman’s second main argument is that logical and mathematical fetishes are epistemologically deprived of any historical and dynamic dimension. In the final parts of our paper we place Kolman’s thinking into the context of his time, and furthermore we identify some tenets of mathematical fetishism appearing in Alain Badiou’s mathematical ontology today

THE EFFECT OF DISCOVERY LEARNING ON STUDENTS’ LOGICAL THINKING SKILLS OF GRADE X MIA SMA MUHAMMADIYAH 1 SURAKARTA ACADEMIC YEAR 2013/2014

The purpose of the research was to determine effect of Discovery Learning on student’s logical thinking skills of grade X MIA SMA Muhammadiyah 1 Surakarta academic year 2013/2014. The study was a quasi experimental research with a Posttest-only Nonequivalent Control Group Design. The population was all students of class X MIA SMA Muhammadiyah 1 Surakarta academic year 2013/2014. The sampling technique was cluster sampling. Data collection techniques using test and non-test methods. Hypothesis testing using independent sample t-test. The result of hypothesis testing has a significance of 0.048. The average value of logical thinking test on control class is 4.41 while the experimental class is 5.19. The conclusion was Discovery Learning significant effect on student’s logical thinking skills of grade X MIA SMA Muhammadiyah 1 Surakarta academic year 2013/2014. Keywords: Discovery Learning, logical thinking skills, conventional learnin