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Mastering as an inferentialist alternative to the acquisition and participation metaphors for learning

Taylor, Samuel D., Noorloos, Ruebn, Bakker, Arthur (2017) Mastering as an inferentialist alternative to the acquisition and participation metaphors for learning. Journal of Philosophy of Education, 51 (4). pp. 769-784. ISSN 0309-8249. E-ISSN 1467-9752. (doi:10.1111/1467-9752.12264) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:83124)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
https://dx.doi.org/10.1111/1467-9752.12264

Abstract

A tension has been identified between the acquisition and participation metaphors for learning, and it is generally agreed that this tension has still not been adequately resolved. In this paper, we offer an alternative to the acquisition and participation metaphors for learning: the metaphor of mastering. Our claim is that the mastering metaphor, as grounded in inferentialism, allows one to treat both the acquisition and participation dimensions of learning as complementary and mutually constitutive. Inferentialism is a semantic theory which explains concept formation in terms of the inferences individuals make in the context of an intersubjective practice of acknowledging, attributing, and challenging one another's commitments. We first introduce the key concepts of inferentialism and consider the perspective on learning that inferentialism inspires. Then, we condense the lessons of the inferentialist concepts into a single mastering metaphor for learning and argue that learning consists in the process by which learners come to master concepts and practices. We conclude by discussing how the mastering metaphor could be put to work in a theoretical reconciliation of the cognitive and sociocultural dimensions of learning.

Item Type: Article
DOI/Identification number: 10.1111/1467-9752.12264
Uncontrolled keywords: learning
Subjects: B Philosophy. Psychology. Religion > B Philosophy (General)
Divisions: Divisions > Division of Arts and Humanities > School of European Culture and Languages
Depositing User: Samuel Taylor
Date Deposited: 25 Sep 2020 12:05 UTC
Last Modified: 16 Feb 2021 14:15 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/83124 (The current URI for this page, for reference purposes)
Taylor, Samuel D.: https://orcid.org/0000-0002-8139-5109
Noorloos, Ruebn: https://orcid.org/0000-0003-3261-3234
Bakker, Arthur: https://orcid.org/0000-0002-9604-3448
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