El lenguaje como condición de cognoscibilidad del mundo: aproximación a la necesidad de un lenguaje referencial normalizado y sus repercusiones en la educación formal

Abstract

Referentiality largely configures the relationship that the cognitive subject has with the sensitive world in which it operates, that is, starting from a positive approach, the human being is able to codify his sensory experience so that he can order it, classify it and then to methodize it by making access to information effective, soon and using the necessary reliability for the advancement of knowledge, whether it is the individual's own or in a second moment in the epistemological advance of any field in which the work heuristics allow the development of a correct and reliable content. It is for this reason that the effort to find the proper way to codify the referential world has an epistemological and educational validity in itself. The way in which this issue is present is the individual's language and ability to discern concretely the referential elements with which he has or will have to cope, for this a brief tour is presented through Wittgenstein's proposals and his configuration of the world through language and meaningful propositions, through the complementary proposals of Russel and his logical atomism, leading to an in-depth analysis of Frege's referentiality theory and concluding with contributions from Kripke and Puttnam in order to give him a practical and applicable extension to the theory of referentiality proposed in this article.