scholarly journals HISTORIA DEL DESARROLLO DE LA DIDÁCTICA DE LA MATEMÁTICA UN ESTUDIO REALIZADO CON LOS MEDIOS TEÓRICOS DE LA EOS (ENFOQUE ONTO-SEMIÓTICO)

PARADIGMA ◽  
2020 ◽  
pp. 130-150
Author(s):  
Bruno D’Amore ◽  
Martha Isabel Fandiño Pinilla
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
General Framework ◽  
Scientific Discipline ◽  
Point Of View ◽  
Theoretical Frameworks ◽  
Palabras Clave ◽  
Semiotic Approach ◽  
History Of ◽  
Characteristic Features

En este trabajo se presentan y se sintetizan diversas reflexiones sobre las bases teóricas del Enfoque ontosemiótico del conocimiento matemático y de la enseñanza de la matemática, en el marco general de la progresiva consolidación de la Didáctica de la Matemática como disciplina científica. Se comienza presentando algunas características del conocimiento científico en general, los requisitos que se le exigen a la didáctica para su consideración como ciencia y el problema de la proliferación de marcos teóricos. Seguidamente, se describen algunos rasgos característicos desde el punto de vista ontológico y semiótico como una base constitutiva de la Didáctica de la Matemática. Finalmente se hace referencia a otros marcos teóricos y sus conexiones con el enfoque ontosemiótico. Palabras clave: bases de la didáctica de la matemática, bases del EOS, relaciones entre teorías, didáctica de la matemática como ciencia. HISTORY OF THE DEVELOPMENT OF THE MATHEMATICS EDUCATION  A STUDY CONDUCTED BY THEORETICAL MEANS OF EOS (ENFOQUE ONTO-SEMIOTICO)Abstract. In this paper we summary and extend various reflections on the theoretical bases of the onto-semiotic approach to mathematical knowledge and instruction, in the general framework of the progressive consolidation of Didactic of Mathematics as a scientific discipline. We first present some characteristics of scientific knowledge, the requirements for didactics to be considered as a science, and the problem of proliferation of theoretical bases. Then, we describe some characteristic features of the ontological and semiotic point of view, as a constitutive basis for Didactic of Mathematics. Finally, some reference to other theoretical frameworks and their connections with the onto-semiotic approach is made. Keywords: bases of didactic of mathematics, bases of OSA, relations between theories, didactic of mathematics as science.

scholarly journals HISTORIA DEL DESARROLLO DE LA DIDÁCTICA DE LA MATEMÁTICA UN ESTUDIO REALIZADO CON LOS MEDIOS TEÓRICOS DE LA EOS (ENFOQUE ONTO-SEMIÓTICO)

PARADIGMA ◽  
2020 ◽  
pp. 130-150
Author(s):  
Bruno D’Amore ◽  
Martha Isabel Fandiño Pinilla
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
General Framework ◽  
Scientific Discipline ◽  
Point Of View ◽  
Theoretical Frameworks ◽  
Palabras Clave ◽  
Semiotic Approach ◽  
History Of ◽  
Characteristic Features

En este trabajo se presentan y se sintetizan diversas reflexiones sobre las bases teóricas del Enfoque ontosemiótico del conocimiento matemático y de la enseñanza de la matemática, en el marco general de la progresiva consolidación de la Didáctica de la Matemática como disciplina científica. Se comienza presentando algunas características del conocimiento científico en general, los requisitos que se le exigen a la didáctica para su consideración como ciencia y el problema de la proliferación de marcos teóricos. Seguidamente, se describen algunos rasgos característicos desde el punto de vista ontológico y semiótico como una base constitutiva de la Didáctica de la Matemática. Finalmente se hace referencia a otros marcos teóricos y sus conexiones con el enfoque ontosemiótico. Palabras clave: bases de la didáctica de la matemática, bases del EOS, relaciones entre teorías, didáctica de la matemática como ciencia. HISTORY OF THE DEVELOPMENT OF THE MATHEMATICS EDUCATION  A STUDY CONDUCTED BY THEORETICAL MEANS OF EOS (ENFOQUE ONTO-SEMIOTICO)Abstract. In this paper we summary and extend various reflections on the theoretical bases of the onto-semiotic approach to mathematical knowledge and instruction, in the general framework of the progressive consolidation of Didactic of Mathematics as a scientific discipline. We first present some characteristics of scientific knowledge, the requirements for didactics to be considered as a science, and the problem of proliferation of theoretical bases. Then, we describe some characteristic features of the ontological and semiotic point of view, as a constitutive basis for Didactic of Mathematics. Finally, some reference to other theoretical frameworks and their connections with the onto-semiotic approach is made. Keywords: bases of didactic of mathematics, bases of OSA, relations between theories, didactic of mathematics as science.

scholarly journals Realism, Nominalism and How Probable the Disappearance of Accounting Profession is

2018 ◽  
Vol 5 (5) ◽  
pp. 85-90
Author(s):  
N. A. Mislavskaja
Keyword(s):  
Economic Theory ◽  
Professional Community ◽  
Point Of View ◽  
Contemporary History ◽  
Accounting Practice ◽  
Managerial Decisions ◽  
History Of ◽  
Characteristic Features ◽  
Evolution Of Science ◽  
False Idea

One of the characteristic features of twenty-year period of reforming the national system of accounting is that the new results of scientifc research opposing the principles of international fnancial reporting standards are not included in accounting practice. A false idea about the universal character of the IFRS, total conformism of accounting professional community and the shift to practically-oriented approach in the curricula of higher education institutions resulted in discrediting of accounting knowledge. Modern methodological approaches of economics in relation to accounting and fnancial reporting are inclined to consider the latter as applied secondary tool of generating fnancial information. From historical and objective point of view the very task of accounting was to provide such information that would aid in making educated and effective managerial decisions and later to increase or at least preserve the capital. Pursuing this goal the methodology (in addition to particular methods) has been going through changes depending on the goals set by the users of fnancial information. After the IFRS had been introduced the process of methodology transformation gained a one-way character — “everything should conform to the IFRS” —and consequently accounting as a tool which takes into account constantly changing goals, for example the goals set by the state, stopped working. This resulted in the compromise of accounting. In order to clarify the reasons of the above the article analyses the stages of the development of ideas, approaches and directions in economic theory, identifes its links with the evolution of science and retrospectively matches the peculiarities of the latter with such methodological directions of philosophy of science as nominalism and realism. The motivated rationale of the crucial importance to classify the stages of scientifc knowledge development determines the strategic choice of the methods of the research: deduction, information analysis; abstracting; dialectic logic of making conclusions and proposals. The result of the research is the rationale of the processes of historical development of accounting science, identifcation of logical correlation between the ideology of economic theory classical scholars and methodology of accounting knowledge. The author proposes to treat the contemporary history of the issue by introducing such terms as political and demagogical nominalism in conceptual construct.

scholarly journals Development of methodology in modern terminology science

2017 ◽  
pp. 22-28
Author(s):  
Sergey Grinev
Keyword(s):  
Human Mind ◽  
Point Of View ◽  
Systemic Approach ◽  
Parametric Approach ◽  
History Of Development ◽  
Semiotic Approach ◽  
History Of ◽  
Diachronic Analysis ◽  
Basic Features ◽  
Further Development

The paper discusses the history of terminology science from the point of view of evolution of methods of terminological research and ordering terminologies. Stages of development of terminology science are associated with predominant usage and perfecting of particular approaches – systemic, semiotic, parametric, typological, diachronic and anthropolinguistic – which makes it possible to view the history of terminology science as history of development of methods of investigating special vocabulary. Systemic approach to viewing terminology is based, firstly, on the principle that every science is founded on a system of concepts and may be represented as such, and, secondly, on the fact that the meaning of every word is defined by its lexical surrounding. Therefore the objects of study in terminology are not separate terms but terminologies. Semiotic approach was first applied to characteristics of term viewed as a sign and then was extended to classifying terminologies and their features. This approach made it possible not only to group terminological characteristics into semantic, formal and functional but also to discover other aspects of sign, such as their evolution and structure. At the end of the 1970-s a new, parametric approach started to be used in describing and analysing special vocabulary. The concept of terminological parameter was defined as a measurable characteristics showing a degree of manifestation of a certain feature. Introducing parametric approach to describing and comparing terminologies enabled terminologists to evaluate the existing state of terminological research and realise the need to turn from uncoordinated separate investigations to unified efforts to discover the most typical basic features of terminologies of various languages and branches of knowledge and terminology in general. Thus were elaborated typological methods of terminological research. Practical needs to perfect the process of translating terms enhanced comparative terminological studies. It was found that comparing terminologies of various languages presented in systemic way makes it possible to establish the exact terminological equivalents and discover the drawbacks of the existing translating dictionaries. The need to predict the ways of development of terminologies lead to understanding the importance of diachronic analysis of various terminologies. The next step in building awareness of the possible ways in development of terminologies was elaboration of anthropolinguistic approach to terminological research, which is characterised by trying to find the historical causes for changes in human mind as reflected in respective changes in vocabulary. As the result of elaborating, testing and applying various approaches to terminological studies at present we have created ample opportunities to analyse, correct and regulate further development of special vocabulary.

scholarly journals Méthodologies de recherche en didactique des mathématiques : Où en sommes-nous ? Research Methodologies in didactic of mathematics: Where Are We?

2021 ◽  
Vol 22 (3) ◽  
pp. 25-64
Author(s):  
Michèle Artigue
Keyword(s):  
Mathematics Education ◽  
Point Of View ◽  
Research Methodologies ◽  
Design Based Research ◽  
Didactique Des Mathématiques ◽  
Didactic Engineering ◽  
History Of ◽  
Technological Means ◽  
Education Research Methodology ◽  
The Relationship

RésuméDans cet article s’interrogeant sur les méthodologies de recherche en didactique, après une introduction resituant ce questionnement dans l’histoire de ce champ de recherche, et les méthodologies au sein des praxéologies de recherche, je m’intéresse dans un premier temps à l’ingénierie didactique, une méthodologie emblématique de la volonté des didacticiens d’élaborer des méthodes de recherche répondant à leurs besoins spécifiques. Je rappelle ses caractéristiques et montre aussi son évolution au contact de différentes théories. Dans un second temps, j’examine les relations entre ingénierie didactique et design-based research, en incluant le cas de l’ingénierie didactique coopérative. J’envisage ensuite diverses évolutions méthodologiques liées à l’évolution des problématiques et théories didactiques et à celle des moyens technologiques de la recherche, avant d’aborder dans une dernière section ces questions méthodologiques sous l’angle des rapports entre recherche et action didactique.      Mots clefs : Didactique des mathématiques, Méthodologie de recherche, Praxéologie de recherche, Ingénierie didactique, Design-based research, Ingénierie didactique coopérative.AbstractIn this article questioning research methodologies in mathematics education, after an introduction that situates this questioning in the history of this field of research, and the methodologies within research praxeologies, I first consider didactic engineering, a methodology that is emblematic of the willingness of didacticians to develop research methods meeting their specific needs. I recall its characteristics and also show its evolution in the contact with different theories. Secondly, I examine the relationship between didactic engineering and design-based research, including the case of cooperative didactic engineering. I then consider various methodological evolutions linked to the evolution of research problematics and theories and to the evolution of technological means of research, before addressing, in a last section, these methodological questions from the point of view of the relationship between research and didactic action.Key words: Didactics of mathematics, Mathematics education, Research methodology, Research praxeology, Didactic engineering, Design-based research, Cooperative didactic engineering.ResumenEn este artículo cuestionando las metodologías de investigación en didáctica de las matemáticas, después de una introducción que resitúa este cuestionamiento en la historia de este campo de investigación, y las metodologías dentro de las praxeologías de investigación, me intereso en primer lugar a la ingeniería didáctica, una metodología emblemática de la voluntad de los didactas de desarrollar métodos de investigación que respondan a sus necesidades específicas. Recuerdo sus características y también muestro su evolución en el contacto con diferentes teorías. En segundo lugar, examino la relación entre la ingeniería didáctica y la investigación basada en el diseño, incluyendo el caso de la ingeniería didáctica cooperativa. A continuación, considero diversas evoluciones metodológicas vinculadas a la evolución de las problemáticas y teorías didácticas y a la evolución de los medios tecnológicos de investigación, antes de abordar en una última sección estas cuestiones metodológicas desde la perspectiva de la relación entre la investigación y la acción didáctica. Palabras claves: Didáctica de las matemáticas, Metodología de investigación, Praxeología de investigación, Ingeniería didáctica, Investigación basada en el diseño, Ingeniería didáctica cooperativa.

scholarly journals Research on HPM Teaching Supported by Hawgent Dynamic Mathematics Software: Take “The Recognition of Circle” as an Example

2021 ◽  
Vol 5 (8) ◽  
pp. 148-154
Author(s):  
Linfeng Han ◽  
Qian Tao
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
History Of Mathematics ◽  
Educational Value ◽  
Research Fields ◽  
Education Community ◽  
History Of ◽  
Dynamic Mathematics ◽  
Modern Mathematics ◽  
Mathematics Software

History and Pedagogy of Mathematics (HPM) is one of the important research fields in mathematics education, which has received widespread attention from the mathematics education community because of its educational value. Modern mathematics education technology plays an important auxiliary role in mathematics teaching. Hawgent is a dynamic mathematics software that can present abstract mathematical knowledge visually and static mathematical knowledge dynamically. In view of this, this research takes “the recognition of circle” as an example to conduct a research on HPM teaching supported by Hawgent Dynamic Mathematics Software in three aspects: analyze the contents and uncover the history of mathematics, make the products and show the history of mathematics, design the teaching and integrate the history of Mathematics.

scholarly journals Force in Nature, Freedom in History. Hegel and the neo-spinozistic project of a Natural Human History

2017 ◽  
Author(s):  
Edmundo Balsemao Pires
Keyword(s):  
Philosophy Of Religion ◽  
Philosophy Of History ◽  
Point Of View ◽  
Human History ◽  
Religious Traditions ◽  
Palabras Clave ◽  
El Sistema ◽  
History Of ◽  
The Difference ◽  
The One

Resumen: En esta contribución se explican las conexiones entre las líneas alemanas de la recepción de la Ethica y del Tractatus Teológico-Políticus y la formación de las Filosofías de la Historia de Herder, Schelling y Hegel. En este estudio, se indica a la Filosofía de la Unidad como una corriente principal, pero se articulan las líneas de la recepción de la Ethica con las dificultades procedentes de las explicaciones en el Tractatus de Spinoza para la multiplicidad de las tradiciones religiosas, como formas históricas divergentes de percibir el Uno. Las  de Hegel sobre Filosofía de la Religión fueran examinadas desde la perspectiva de su significado metódico general y también desde el punto de vista descriptivo. Aquí se encuentran las claves fundamentales para la comprensión de la perspectiva del filósofo con respecto al valor de Spinoza para el método especulativo y en la caracterización de las épocas en la Historia de las Religiones Bíblicas. La crítica de Hegel a la Filosofía de la Unidad personificada en la apropiación en Schelling del conatus de Spinoza fue retratada con el intento de localizar el núcleo de la idea de una homogénea Historia Natural y Humana. El texto aboga que en la crítica por Hegel del Espinosismo de Schelling se admitirán las líneas alemanas de recepción de Spinoza como las responsables de un concepto vago de lo Absoluto. Tal indeterminación explica la ausencia de claridad sobre la diferencia entre la Naturaleza y el Espíritu (Historia), en particular en el Absoluto de Schelling, y exige una configuración distinta de las «Filosofías Reales» en el sistema filosófico.   Palabras Clave: Filosofía de la Historia - Filosofía de la Naturaleza - Filosofía de la Religión - Conatus - Ímpetu - Diversidad Religiosa - Naturaleza - Espíritu - Spinoza; -Herder - Schelling - Hegel.Abstract: This contribution explains the connections between the German lines of the reception of the Ethica and the Tractatus Theologico-Politicus and the formation of Herder’s, Schelling’s and Hegel’s Philosophies of History. It refers to the Philosophy of Unity as a main current but articulates the lines of the reception of the Ethica with the difficulties raised by Spinoza’s explanations for the multiplicity of the religious traditions, as divergent historical ways to the One, in the Tractatus. Hegel’s Lectures on Philosophy of Religion were scrutinized from the angle of their general methodical significance and also from the descriptive point of view. Here, one finds critical keys for the understanding of the philosopher’s perspective regarding Spinoza’s meaning to the speculative method and for the characterisation of the epochs in the History of the Biblical Religions. Hegel’s critique of the Philosophy of Unity personified in Schelling’s appropriation of Spinoza’s conatus was envisaged in order to locate the pivotal point of the idea of an unbroken Natural and Human History. The paper argues that in Hegel’s critique of Schelling’s Spinozism the German lines of Spinoza’s reception were taken as responsible for a vague concept of the Absolute. Such vagueness explains the absence of clarity about the difference between Nature and Spirit (History), particularly in Schelling’s Absolute, and demands a different configuration of the «Real Philosophies» in the philosophical system.Key words: Philosophy of History - Philosophy of Nature - Philosophy of Religion - Conatus - Force - Religious Diversity - Nature - Spirit - Spinoza; Herder - Schelling - Hegel. 

scholarly journals História da Educação Matemática e a formação de professores primários: ensino de medidas

2018 ◽  
Vol 17 (1) ◽  
pp. 245
Author(s):  
Maria Célia Leme Da Silva
Keyword(s):  
Mathematics Education ◽  
21St Century ◽  
Mathematical Knowledge ◽  
History Of Mathematics ◽  
Historical Context ◽  
The Past ◽  
New Knowledge ◽  
History Of ◽  
National Literacy ◽  
Siglo Xix

O estudo busca responder às questões: De que maneira o conhecimento da história da educação matemática pode contribuir para as reflexões e desafios postos nos documentos atuais? Para tanto, analisa-se como a medida de superfícies em dois momentos históricos: final do século XIX, período caracterizado pela pedagogia moderna e início do século XXI no âmbito do Plano Nacional de Alfabetização. As fontes examinadas são: Caderno do PNAIC (2014), Parecer de Rui Barbosa (1883) e a Proposta de Gabriel Prestes (1895, 1896). Propõe-se pensar e conhecer os saberes matemáticos elementares do passado em seu contexto histórico, perceber que a institucionalização da expertise participa poderosamente da produção de novos saberes no campo pedagógico, porém seu processo de legitimação, de reconhecimento por seus pares é longo, complexo e conflituoso.Palavras-chave: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise. AbstractThe study seeks to answer the questions: How can the knowledge of the history of mathematics education contribute to the reflections and challenges posed in the current documents? To this end, it is analyzed as the measurement of surfaces in two historical moments: the end of the nineteenth century, a period characterized by modern pedagogy and the beginning of the 21st century within the scope of the National Literacy Plan. The sources examined are: Notebook of the PNAIC (2014), Opinion of Rui Barbosa (1883) and the Proposal of Gabriel Prestes (1895, 1896). It is proposed to think and know the elementary mathematical knowledge of the past in its historical context, to realize that the institutionalization of expertise participates powerfully in the production of new knowledge in the pedagogical field, but its process of legitimation, recognition by its couple is long, complex and conflicting.Keywords: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise.ResumenEl estudio busca responder a las preguntas: ¿De qué manera el conocimiento de la historia de la educación matemática puede contribuir a las reflexiones y desafíos planteados en los documentos actuales? Para ello, se analiza como la medida de superficies en dos momentos históricos: final del siglo XIX, período caracterizado por la pedagogía moderna e inicio del siglo XXI en el marco del Plan Nacional de Alfabetización. Las fuentes examinadas son: Cuaderno del PNAIC (2014), Dictamen de Rui Barbosa (1883) y la Propuesta de Gabriel Prestes (1895, 1896). Se propone pensar y conocer los saberes matemáticos elementales del pasado en su contexto histórico, percibir que la institucionalización de la expertise participa poderosamente de la producción de nuevos saberes en el campo pedagógico, pero su proceso de legitimación, de reconocimiento por sus pares es largo, complejo y complejo, conflicto.Palabras clave: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise.Recebido  

scholarly journals Urban Bridge Construction in the European Northwest of Russia as Part of the Country’s Modernization in the 19th – Early 20th Centuries

2021 ◽  
pp. 5-12
Author(s):  
Sergey Gulyaev ◽  
Keyword(s):  
Point Of View ◽  
Bridge Construction ◽  
Technical Literature ◽  
History Of ◽  
Northwest Of Russia ◽  
Characteristic Features ◽  
Modernization Process ◽  
State Archives ◽  
The Moment ◽  
Bridge Building

Urban bridge construction in Russia remains a largely unexplored topic. At the moment, the vast majority of studies devoted to the history of bridge building (mostly, specialized technical literature) do not consider this topic as a subject of historical research proper. Regional studies rarely focus on urban bridge building. Research into this topic as part of a large modernization process allows us to identify the characteristic features inherent in bridge building in Russia’s regional centres in the 19th and early 20th centuries. The purpose of this article is to study urban bridge construction in the European Northwest of Russia as part of the country’s modernization. The sources include records of the State Archives of the Arkhangelsk Region and published documents on the history of Vologda. The author applied the comparative historical and historical-systematic method, as well as modernization theory. The article analyses various modernization approaches to the study of Russian history, examines the development of bridge construction in the 19th century and its implementation in a number of cities in the European Northwest, highlighting the specifics of each case as well as general features typical of the country as a whole. In conclusion, the characteristic features of urban bridge building in Russia during the period under study and their connection with the country’s modernization are identified. It should be mentioned that this paper is one of the first attempts to analyse the development of bridge construction in Russia from the point of view of historical science. Its results can be used for research into the history of the modernization process in Russian regions, as well as in the preparation of specialized historical works on the development of bridge construction.

scholarly journals Interdisciplinarity and Collabo­rative Filmmaking in Anthropological Cinema

2018 ◽  
Vol 15 (6) ◽  
pp. 682-692
Author(s):  
Aleksandr E. Oganezov
Keyword(s):  
20Th Century ◽  
Collaborative Work ◽  
Scientific Discipline ◽  
Video Production ◽  
Visual Anthropology ◽  
Audiovisual Media ◽  
Anthropological Research ◽  
History Of ◽  
The Media ◽  
Characteristic Features

Anthropological cinema is the most representative form of visual anthropological research, due to which it can be considered a kind of calling card of visual anthropology. It is confirmed by facts from the history of the scientific discipline and by constant, continuous interest in anthropological films both from researchers and from the audience. This is caused by variety of different factors, though the key ones are the “visual turn” in the 20th century culture, the development of cinema and television, mostly in the second half of the 20th century, and the media-oriented socio-cultural direction in the period of postmodernism.We can see that the 20th century, despite a lot of negative events, was a fertile ground for the foundation and further development of visual anthropology. However, nowadays we can still observe new different trends in the development of this scientific direction. The increase in the number of interdisciplinary researches, the high degree of involvement in collaborative work of researchers from various scientific spheres, the advancing level of audiovisual media democratization and popularization, and the continuous development of filmmaking technologies — all these, clearly, are modern factors that determine the further direction and specificity of the development of visual anthropology and, in particular, anthropological cinema.This article considers and analyzes the above-mentioned characteristic features of the anthropological cinema of the postmodern period. Special attention is paid to the development of interdisciplinary contacts between visual anthropology and related scientific disciplines, the democratization of video production and the sphere of audiovisual media, and the direction of collaborative anthropological filmmaking.Study and analysis of these features of the anthropological cinema of the postmodern period can help to identify further ways for development of academic and applied visual anthropology in the socio-humanitarian sphere, to understand the nature of media relations within the framework of visual anthropological research, and to determine the role of author-researcher in contemporary visual anthropological discourse.

scholarly journals Sociología de la moda, un punto de vista privilegiadoThe Sociology of Fashion. A privileged point of view

2017 ◽  
pp. 171
Author(s):  
Pedro Mansilla Viedma
Keyword(s):  
Twentieth Century ◽  
A Priori ◽  
Point Of View ◽  
The Other ◽  
A Posteriori ◽  
Art Object ◽  
Palabras Clave ◽  
History Of Art ◽  
History Of ◽  
Siglo Xx

Como el título sugiere, el artículo pretende reflexionar sobre el punto de vista de la sociología sobre la moda, exagerando irónicamente lo específico de su punto de vista hasta elevarlo a “privilegiado”. Utilizo esa exageración para llamar la atención sobre la doble dimensión teórica de esa mirada. Una primera, fácil de entender, y quizás de aceptar, subraya la lectura sociológica de una moda ya pasada, como puede hacerlo la historia del arte, del traje o de la moda. Otra segunda, atreviéndose a reflexionar, o a invitarnos a reflexionar, sobre su otro punto de vista. Aquel que condicionaría el nacimiento mismo de la moda desde la sociología. La moda a posteriori es analizada, la moda a priori también, y aquí, donde la moda es efecto de una causa sociológica, y no al revés, es donde radicaría el verdadero interés de mi artículo. ¿Son antes los pantalones femeninos, el traje femenino, el smoking femenino –robados psicoanalíticamente al hombre durante el siglo XX– o la emancipación de la mujer? ¿Apareció siempre la minifalda después de la liberaciónsexual femenina o alguna vez, en algún país, fue al revés? ¿El movimiento hippie creó siempre una moda hippie o la imitación de la moda hippie invitó, en su onda expansiva mundial, a un estilo de vida consecuente con ese cambio de ropa? Estamos acostumbrados a que la moda sea un efecto, ¿puede ser una causa? Estamos acostumbrados a que la sociología explique un fenómeno, ¿aceptaríamos que a veces se pueda convertir en su causa?PALABRAS CLAVE: sociología, moda, causa, objeto de arte, contexto.ABSTRACTAs the title suggests, this article aims to reflect on the sociological viewpoint on fashion, ironically exaggerating the specifics of its point of view to elevate it to the point of “privilege”. I use this exaggeration to draw attention to the theoretical double dimension of that viewpoint. A first one, easy to understand and perhaps to accept, highlights the sociological reading of past fashion trends, as may History of Art, Costume or Fashion. A second one would dare to reflect, or to invite us to reflect, on this other point of view, one that would condition the very birth of Fashion from Sociology. Fashion is analyzed both a posteriori and a priori, and here, where Fashion is the effect of a sociological cause, and not the other way round, is where the true interest of my article would lie. Do women’s trousers, women’s tailored suits, women’s tuxedos –psychoanalytically robbed from men during the twentieth century– precede the emancipation of women or is it the other way around? Didthe miniskirt always appear after women’s sexual liberation, or was it the other way around in some countries? Did the hippie movement give rise to the hippie clothes style or did the hippie style, in its worldwide expansion, invite participation in a lifestyle consistent with that change in clothing? We are used to seeing Fashion as an effect. Could it be a cause? We are used to Sociology explaining a phenomenon, would we be willing to accept that it can at times be the cause of it?KEY WORDS: sociology, fashion, cause, art object, context.

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