Brandom on Practical Reason

Robert Brandom claims that language expressing pro-attitudes makes explicit proprieties of practical inference. This thesis is untenable, especially given certain premises which Brandom himself endorses. Pro-attitude vocabulary has the wrong grammatical structure; other parts of vocabulary do the job he ascribes to pro-attitude vocabulary; the thesis introduces implausible differences between the inferential consequences of desires and intentions, and distorts the interpretation of conditional statements. Rather, I suggest, logical vocabulary can make proprieties of practical inference explicit, just as the inferentialist says it can for theoretical inference.     

Brandom on Singular Terms

Philosophical Studies -     

Brandom and the brutes

Brandom’s inferentialism offers, in many ways, a radically new approach to old issues in semantics and the theory of intentionality. But, in one respect at least, it clings tenaciously to the mainstream philosophical tradition of the middle years of the twentieth century. Against the theory’s natural tendencies, Brandom aligns it with the ’linguistic turn’ that philosophy took in the middle of the last century by insisting, in the face of considerable opposing evidence, that intentionality is the preserve of those who can offer and ask for reasons and thus of language users alone. In this paper, I argue that there is no good reason for giving inferentialism a linguistic twist, and that, in doing so, Brandom is forced to make claims which are implausible in themselves and lead him, in the attempt to mitigate them, to a number of doubtful expedients.     

Brandom on the Normativity of Meaning

Brandom's "inferentialism"–his theory that an expression's or state's contentfulness consists in its use or occurrence being governed by inferential norms–proves dubiously compatible with his own deflationary approach to underwriting the objectivity of intentional content (an approach that is one of the theory's essential presuppositions). This is because a deflationist argument, adapted from the case of truth to that of correct inference , undermines the key criterion of adequacy Brandom employs in motivating inferentialism. Once that constraint is abandoned, furthermore, Brandom is left vulnerable to the charge that his inferential norms are unavailable to play the meaning-constituting role he claims for them. Yet Brandom's account of meaning tacitly intertwines inferentialism with a separate explanatory project, one that in explaining the pragmatic significance of meaning-attributions does yield a convincing construal of the claim that the concept of meaning is a normative one.     

Brandom,Hegel and Inferentialism

In the course of developing a semantics with epistemological intent, Brandom claims that his inferentialism is Hegelian. This paper argues that, even on a charitable reading, Brandom is an anti-Hegelian.     

Brandom and the Second Person

Brandom is one of the main advocators of the idea that meaning is instituted within basic linguistic practices through mutual exchanges. The aim of this paper is to show that such framework cannot do the required job if the dynamics of mutual exchanges is understood in interpretational terms. After arguing that the interpretational framework does not work, the paper presents an alternative second-personal conversational model capable of meeting the challenge.     

Making it Implicit: Brandom on Rule Following

In Making it Explicit , Brandom aims to articulate an account of conceptual content that accommodates its normativity—a requirement on theories of content that Brandom traces to Wittgenstein's rule following considerations. It is widely held that the normativity requirement cannot be met, or at least not with ease, because theories of content face an intractable dilemma. Brandom proposes to evade the dilemma by adopting a middle road—one that uses normative vocabulary, but treats norms as implicit in practices. I argue that this proposal fails to evade the dilemma, as Brandom himself understands it. Despite his use of normative vocabulary, Brandom's theory fares no better than the reductionist theories he criticises. I consider some responses that Brandom might make to my charges, and finally conclude that his proposal founders on his own criteria.     

Farewell to Objectivity: A Critique of Brandom

I argue that Brandom's account of inconsistency in terms of the pragmatic notion of incompatibility, as originally set out in his Making It Explicit (1994) and defended in Articulating Reasons (2000), has the absurd consequence that all true claims are warranted. This is in obvious conflict with our ordinary conception of truth as objective, which is what Brandom intends to capture. My proof proceeds from two principles, extracted from Making It Explicit , that govern the notions of commitment and entitlement in terms of which the notion of incompatibility is being defined. If either of these principles is rejected, it will no longer be clear what the content of Brandom's thesis is.     

布兰顿：语言哲学中的哥白尼式转折

罗伯特·布兰顿是当今美国哲学的后起之秀,他的代表作《清晰阐释》(1994)被誉为"理论哲学中的里程碑"、当代语言哲学中的哥白尼式转折.本文参考了西方哲学界对布兰顿的评价,简要介绍了布兰顿的学术历程和学术贡献,把布兰顿的基本主张概括为推论性实践的三个论题,即理性主义论题、实用主义论题和推理主义论题.     

Abstract rationality in education: from Vygotsky to Brandom

Abstract rationality has increasingly been a target of attack in contemporary educational research and practice and in its place practical reason and situated thinking have become a focus of interest. The argument here is that something is lost in this. In illustrating how we might think about the issue, this paper makes a response to the charge that as a result of his commitment to the ‘Enlightenment project’ Vygotsky holds abstract rationality as the pinnacle of thought. Against this it is argued that Vygotsky had a far more sophisticated appreciation of reason and of its remit. The paper proceeds first by examining the picture of Vygotsky that is presented in the work of James Wertsch, and especially his claim that Vygotsky was an ambivalent rationalist, goes on to provide an account of Vygotsky that corrects this picture, and develops this in the light of the work of Robert Brandom, who shares Vygotsky’s inheritance of Hegel. The conclusion towards which this piece points is that the philosophical underpinnings of Vygotsky’s work provide a radically different idea of rationality and epistemology from that characterised as abstract rationality and that this has significance for education studies.