Browsing by Subject "Inferentialism"

Now showing 1 - 3 of 3
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    Razonamiento y contenido conceptual en el papel de la obra de arte: un análisis de las nociones de representación, expresión e inferencia.
    (Ateneo Cantonal de Estudios Políticos (ACEP), 2019) Sambade Martínez, Mónica
    ¿Qué significa decir que en arte, un espectador reaccione ante la obra por razones? En primer lugar, se pone en cuestión la visión por la que la agencia de las obras pueda operar fuera de cualquier relación basada en conceptos. Si el arte es un trabajo de comprensión, entonces involucra un razonamiento conceptual, aunque ello requiera de una redefinición de los términos que envuelven dicho proceso. En segundo lugar, se introduce la búsqueda de qué sea un contenido conceptual, empleando las nociones de representación, expresión e inferencia. Se propone que la obra de arte se asimila al objeto ordinario en tanto que ambos son construcciones de tipo conceptual, y se diferencia de éste por alterar esencialmente el orden de las habilitaciones y compromisos inferenciales que uno está dispuesto a asumir.
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    The inferential meaning of controversial terms: the case of "terrorism"
    (Springer, 2023-01-20) Gascón, José Ángel; Filosofía
    The international community has not been able to agree on a definition of “terrorism,” which has been a controversial term for decades. In order to understand the controversy, here the meaning of “terrorism” is analysed by means of the inferentialist framework developed by Robert Brandom. It will be shown that there is wide agreement about (at least some of) the consequences of application of the term, whereas the conditions of application are precisely what is at issue. Three consequences of application will be distinguished: epistemic, evaluative, and programmatic. Evaluative and programmatic consequences of application of the term “terrorism” are widespread and very serious, even in the absence of a precise definition, and that explains why the conditions of application are a controversial matter. In the end, the controversy is best understood as a clash of interests regarding when the consequences of the term should apply.
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    Using a beginning history teacher's consideration of students' prior knowledge in a single lesson case study to reframe discussion of historical knowledge
    (2017-04-12) McCrory, Catherine
    Using the philosophy of inferentialism (Brandom, 2000), this article explores teachers' approach to students' conceptual development, arguing that asking what it is for a concept to have meaning affords new ways of framing both instructional design and explanations of variation in student learning. Through an inductive research strategy into a single lesson taught by a student-teacher, I show how semantic theory can help educators to discern and harness student knowledge building.