Challenge-Response Transformation as a General Reasoning Method in Formal Logic and in Education
Michal Vojtas, Peter Vojtas
In this work we present the «Challenge-Response Transformation» (CRT) model as a way of approaching challenging situations by finding bidirectional relations to other acceptable models, experiences or experiments. In order to understand the situation and find clues for appropriate responses we present both formal and applied models. We show that the CRT approach can shed new light into educational and organizational situations and unify many past and contemporary approaches to learning and to educational problem solving. While demonstrating that the CRT model goes beyond analogical thinking in formal logic, we propose both linear and systemic models of its use in education.
Keywords
Epistemology, heuristics, formal logic, educational model, learning organization.