Inferentialism at Work: The Significance of Social Epistemology in Theorising Education
Inferentialism at Work: The Significance of Social Epistemology in Theorising Education
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工作中的推理主义：社会认识论在理论化教育中的意义
DOI：
10.1111/1467-9752.12292
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发表时间：
2018
影响因子：
1
通讯作者：
Johann Bellmann
中科院分区：
文献类型：
--
作者：
H. Su;Johann Bellmann
在将教育理论与新实用主义的社会认识论联系起来时，我们开始将教育理解为知识实践，通过重述文化或明确文化中隐含的内容来产生“文化世界”。最近德国教育研究中对教育的整体理解的趋势表明，这样一个整体的，非代表性的框架是故意放置在传统程序之外的，仅仅是将在所谓的基础学科，如哲学，社会学或心理学中获得的知识应用于教育领域。通过建设性地将布兰德姆的非代表性推理主义与重新解读莫仑霍对文化在教育中的呈现和表现的区分联系起来，我们试图表明，布兰德姆的哲学也可以用来指出一种已经在教育理论中发挥作用的推理主义。总之，这加强了教育的社会理论帐户，探讨如何概念化知识在教育过程中的作用，在一个整体的认识论。
In connecting educational theory to a neo-pragmatist social epistemology, we set out to understand education as knowledge practices that yield ‘the cultural world again’ by retelling culture or by making explicit what is implicit in culture. Recent trends in German educational studies towards holistic understanding of education demonstrate that such a holistic, non-representationalist framework is deliberately placed outside the traditional procedure of merely applying knowledge gained in the so-called foundational disciplines such as philosophy, sociology or psychology to the field of education. By constructively relating Brandom's non-representational inferentialism to a re-reading of Mollenhauer's distinction of the presentation and representation of culture in and through education, we try to show that Brandom's philosophy can also be used to point out an inferentialism that is already at work in educational theory. Together, this strengthens a social theoretic account of education that explores how to conceptualise the role of knowledge in educational processes in terms of a holistic epistemology.