Poly-Logic Thinking in Education: Fostering Dialogic Learning

Resolution Matrix Semantics (RMS) proposes a new modal logic approach to model poly-logic cognition—the capacity to reason through multiple logical perspectives concurrently—leveraging indeterminate truth values and sub-interpretations. Inspired by Vladimir Bibler’s dialogic logic, RMS captures the pluralistic, dynamic essence of human thought, blending logical, emotional, and contextual dimensions to address ambiguity. In contrast to conventional education’s mono-logic, textbook-centric methods, RMS advocates for poly-logic pedagogical strategies, such as Socratic dialogues, exploratory discussions, and open-ended inquiries, to align with natural cognitive processes. Empirical support from dialogic teaching studies underscores RMS’s potential to foster critical thinking, cognitive adaptability, and student engagement, equipping learners for complex real-world issues. Furthermore, RMS informs the development of educational technologies, enabling adaptive systems to process diverse interpretive threads, thus reimagining learning as a dynamic, dialogic process.