ARTICLES

Filter  
Active filters 0
Remove
  

Refine your searches by:

Collections
Philosophy
Pure sciences
History
Architecture and Urbanism
Social Sciences
Education
Sociology

Languages

Countries
Spain
Brazil
Chile
USA

Years
2017
2012
2009

Filter  
 
10  Articles
1 of 1 pages  |  10  records  |  more records»
How many notions of cause are there? The causality literature is witnessing a flourishing of pluralist positions. Here I focus on a recent debate on whether interpreting causality in terms of inferential relations commits one to semantic pluralism (Reiss,... see more

How many notions of cause are there? The causality literature is witnessing a flourishing of pluralist positions. Here I focus on a recent debate on whether interpreting causality in terms of inferential relations commits one to semantic pluralism (Reiss,... see more

It is often claimed that nominalistic programmes to reconstruct mathematics fail, since they willat some point involve the notion of logical consequence which is unavailable to the nominalist.In this paper we use an idea of Goodman and Quine to develop a ... see more

It is commonly thought that the prevalence of moral dissent poses a problem for the moral cognitivist, forcing her to diagnose either a lot of misunderstanding, or a lot of unexplained observational error. Since mere misunderstanding can be rule... see more

It is commonly thought that the prevalence of moral dissent poses a problem for the moral cognitivist, forcing her to diagnose either a lot of misunderstanding, or a lot of unexplained observational error. Since mere misunderstanding can be rule... see more

It is often claimed that nominalistic programmes to reconstruct mathematics fail, since they willat some point involve the notion of logical consequence which is unavailable to the nominalist.In this paper we use an idea of Goodman and Quine to develop a ... see more

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 ex... see more

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 ex... see more

Our article aims to show, on the one hand, the preeminence of the interactive paradigm as a determining element in the process of constitution of logical meaning and, on the other hand, to examine the contents of the linguistic expressions of pragmatic se... see more

1 of 1 pages  |  10  records  |  more records»