Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning

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.

A Problem for Cognitive Load Theory—the Distinctively Human Life‐form

“…These include Causton (2019), McCrory (2015), Taylor et al . (2017) and Marabini and Moretti (2017). 25 This richer picture is lost in the way that cognitive load theory is currently being interpreted as applying to classroom practice 26…”

“…Several authors have attempted to address the pedagogical implications of a richer picture of knowledge and learning by approaching educational practice from an inferentialist perspective. These include Causton (2019), McCrory (2015), Taylor et al (2017) and Marabini and Moretti (2017). 25 This richer picture is lost in the way that cognitive load theory is currently being interpreted as applying to classroom practice.…”

Inferentialism in mathematics education: introduction to a special issue

“…In inferentialism, this process is understood in terms of reasoning arising within a social game of giving and asking for reasons. In line with the idea of sociomathematical norms that are established in a learning context (Yackel and Cobb 1996), inferentialism may offer important insights into the relation of social and individual aspects of learning Taylor et al 2017).…”

An inferentialist account of students’ collaboration in mathematics education

“…In placing norms (reasons of a special kind) at the heart of human experience, inferentialism can avoid the social and individual dichotomy (Noorloos et al 2017). Further, in relation to learning (theory), Taylor et al (2017) propose mastering as an alternative learning metaphor in inferentialism to close the epistemological gap between frameworks based on the individual-social dichotomy in mathematics education research. They argue that the mastering metaphor Bis one according to which learners sociocognitively acquire and participate at one and the same time^ (Taylor et al 2017, p. 769, emphasis in original).…”