Classical and Fuzzy Logic in the Training of Students: A Methodological Aspect of Analyzing Socio-Legal Norms

Abstract

The article examines the methodological potential of classical and fuzzy logic in the training of students through the analysis of socio-legal norms. The study proceeds from the fact that traditional teaching of "logic" is mainly based on classical binary reasoning, which separates true and false, permitted and prohibited, correct and incorrect. This approach is necessary for forming logical culture, understanding concepts, judgments, inferences and arguments, and detecting contradictions. However, the analysis of real legal norms, especially selected provisions of the Civil Code of Ukraine, shows that many legal categories cannot be fully explained only by formal logic. The article focuses on evaluative and context-dependent concepts such as fairness, good faith, reasonableness, moral foundations of society, sufficient grounds, ordinary circumstances, low value, and depth of suffering. These concepts have no fixed boundaries and require interpretation according to the circumstances of a case and the degree of manifestation of a relevant feature. The aim of the article is to substantiate the methodological possibilities of using classical and fuzzy logic in education and to show the didactic value of socio-legal norms for developing logical, critical and interpretative thinking. The research methods include theoretical analysis, comparison, generalization, logical modeling and interpretation of legal norms. The results demonstrate that the Civil Code of Ukraine contains both norms with a predominantly clear logical structure and norms based on fuzzy evaluative categories. Provisions concerning a natural person, legal capacity, full civil capacity, participants in civil relations and methods of legal protection may be used to explain classical logical operations. In contrast, provisions concerning general principles of civil legislation, limits of exercising civil rights, self-defense, moral damage, minor household transactions and sufficient grounds for restricting a minor's rights require fuzzy-logical interpretation. The study proves that fuzzy logic does not deny classical logic but expands its explanatory capacity through degrees of membership, evaluative scales and context-sensitive reasoning. The proposed approach strengthens interdisciplinary logic education and contributes to forming flexible, critical and legally oriented thinking in students.