Neopragmatismo y educación: Acerca del abordaje inferencialista del aprendizaje
In this article, we analyze the "inferentialist approach to learning" proposed by the education philosopher, Jan Derry, who brings the theory of semantic inferentialism developed by the neopragmatist philosopher Robert Brandom into the educational field. Although there are elements that ma...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2021
|
| Materias: | |
| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3977 |
| Sumario: | In this article, we analyze the "inferentialist approach to learning" proposed by the education philosopher, Jan Derry, who brings the theory of semantic inferentialism developed by the neopragmatist philosopher Robert Brandom into the educational field. Although there are elements that make this application feasible, as far as we are concerned, there are no papers that study this project. We highlight two specific limitations and one general limitation to this approach. Regarding the specific limitations, the inferentialist approach, first of all, offers a concept possession criterion and this is not comparable to a learning criterion; secondly, the essential practical-political dimension of learning is completely absent in this approach. The general limitation, on the other hand, is related to the pre-eminence of language over experience as a main feature of various contemporary neopragmatism. |
|---|
