Conceptual objectivity and its difficulties in Brandom's rationalist pragmatism
Conceptual objectivity and its difficulties in Brandom's rationalist pragmatism

Summary/Abstract: Even though philosophy of education is traditionally placed in the realm of practical philosophy and associated closely with topics in ethics and political philosophy, questions pertaining to epistemology, philosophy of language, and philosophy of mind are at least of equal importance to the philosophical examination of educational issues. Not only is the acquisition and transfer of knowledge one of the declared objectives of education, but learning, understanding, thinking – central concepts in the philosophy of mind – are fundamental to education as well. Furthermore, the educational situation itself is characteristically one that relies on and is shaped by language use. In this way, Robert Brandom’s 1994 magnum opus Making it Explicit, whose theoretical enterprise extends from an innovative theory of language to a theory of mind and logic, should be of great interest to any serious scholar and student of the philosophy of education.

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