Resumen

YUREN CAMARENA, María Teresa; RODRIGUEZ ROA, Elena  y  DE LA CRUZ REYES, Miriam. Induction and Analogy in Applied Ethics in Socio-Educational Projects. Sophia [online]. 2025, n.38, pp.137-161. ISSN 1390-8626.  https://doi.org/10.17163/soph.n38.2025.04.

The objective is to highlight the advantages of articulating induction and analogy with applied ethics in socio-educational projects. The review of articles shows that principlist ethics underpinned by deductive logic predominate in social projects, but some studies reveal dialogic and critical applied ethics structured with induction and analogy. Theoretical positions on the status of applied ethics are examined, confirming that induction and analogy are present both in the casuistry that culminates in the construction of maxims or prudential criteria, and in procedures that require the participation of those involved in each concrete case, and in the circle of critical hermeneutics with its dialectics. Using an analytical-synthetic procedure, 12 socio-educational projects carried out in a non-formal modality are examined. As a result, four combinations are distinguished: 1) prescriptive ethics and deductive logic; 2) ethics of recognition and alternate logics; 3) dialogic ethics and logic of discovery; and 4) prudential ethics of critical hermeneutics and dialectical logic. It is concluded that, by including induction and analogy in the ethics applied in socio-educational projects, a contribution is made to the improvement of learning and the production of behavioral patterns and moral convictions in accordance with the respective context.

Palabras clave : Social Education; Ethics; Logic; Morals; Induction; Social Learning.

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