E.10.LRN:4.2 - Grammar does not settle the route
| Wording | What it foregrounds | What remains unresolved |
|---|---|---|
| “The teacher taught Mira to swim.” | Teaching Work, participants, and an intended capability result. | Whether Mira acquired, retained, or transferred the swimming capability; the exact causal contribution of the teaching. |
| “Mira learned to swim.” | Ordinarily, a changed capability of Mira. | Whether the route included a teacher, self-directed inquiry, practice, tool, peer, environment, or several contributors; the evidence and transfer boundary. |
| “Mira learned from the manual.” | A source-use or inquiry route may be claimed. | The exact episteme change, capability result, evidence, and whether the manual was merely available or actually used. |
| “The GAN learned the distribution.” | Source-local shorthand for adversarial training and a resulting model. | What distributional relation was established, which model edition, evaluation/generalization basis, and deployed capability. |
| “Learning progress increased.” | Some change over a window. | Whether the coordinate is performance, capability evidence, prediction error, information gain, model fit, compression, representation, or something else. |
Passive and active grammar can also shift attention without changing ontology. “Was taught” foregrounds an intervention received; “learned” foregrounds the attributed result. Neither wording alone establishes the full causal route.