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1.
Rowlands  Stuart  Graham  Ted  Berry  John 《Science & Education》2001,10(3):215-241
Many constructivists tag as `absolutist' references to mathematics as an abstract body of knowledge, and stake-out the moral high-ground with the argument that mathematics is not only utilised oppressively but that mathematics is, in-itself, oppressive. With much reference to Ernest's (1991) Philosophy of Mathematics Education this tag has been justified on the grounds that if mathematics is a social-cultural creation that is mutable and fallible then it must be social acceptance that confers the objectivity of mathematics. This paper argues that mathematics, albeit a social-cultural creation that is mutable and fallible, is a body of knowledge the objectivity of which is independent of origin or social acceptance. Recently, Ernest (1998) has attempted to express social constructivism as a philosophy of mathematics and has included the category of logical necessity in his elaboration of the objectivity of mathematics. We argue that this inclusion of logical necessity not only represents a U-turn, but that the way in which Ernest has included this category is an attempt to maintain his earlier position that it is social acceptance that confers the objectivity of mathematics.  相似文献   

2.
＂文理结合＂即社会科学和自然科学的知识结合与素质结合,是高等教育提出的理想目标,然而长期以来却难以为之,其根源在于哲学观念滞后。交换哲学观为＂文理结合＂提供了逻辑上的解决途径。自然科学作为选择能力,社会科学作为交换秩序,必然有机地统一于人们的交换实践,但是分科制客观形成了文理结合的技术壁垒。哲学应该总结各学科的基本原理,打通各学科间的概念对立,统一概念,破除语言上的技术壁垒。在学术体系的整体结构中,哲学处于观念层次地位,文理处于主体层次地位,数学处于基础层次地位。当哲学向下躬亲,总结文理、拥抱数学的时候,才能做到学术体系的义理圆通,＂文理结合＂才是无碍的。  相似文献   

3.
基础主义和拟经验主义是数学哲学的两个主要派别,通过对其哲学立场的分析提出这两种哲学观的对立表现在数学教育中就是行为主义和建构主义的对立,从一个侧面表明数学哲学对实际数学活动的影响．这对我们有重要的启示,即不论是对数学教育研究还是数学课程改革来说都应该加强对数学哲学观的研究,从而使得数学教育的发展避免盲目性,增加哲学的自觉性．  相似文献   

4.
There is a need to move beyond the use of predetermined categories to classify teachers' orientations and an attempt should be made to understand, from the teachers' perspectives, their orientations and the beliefs from which they are generated. Such an understanding may help in the development of mathematics teacher education programmes that will assist teachers to formulate appropriate attitudes toward mathematics. This paper provides an in-depth study of one pre-service elementary teacher's views about mathematics and mathematics teaching. Dudu is a `case' that fits in with the emergent themes identified in the larger sample. Data for the study were collected by means of audio tape, an observational framework, field notes, student's written work and unstructured and formal interviews. The themes that emerged and that were emphasised by the participant were: limited vision for mathematics, construction of meaning in mathematics, knowledge of mathematics content and poor self-perception of pre-service primary mathematics teachers. The findings also suggest that although the participant reported uneasiness in learning mathematics, she was very enthusiastic about her teaching practice.  相似文献   

5.
Abstract educational practices are to be based on proven scientific knowledge, not least because the function science has to perform in human culture consists of unifying practical skills and general beliefs, the episteme and the techne (Amsterdamski, 1975, pp. 43–44). Now, modern societies first of all presuppose regular and standardized ways of organizing both our concepts and our institutions. The explanatory schemata resulting from this standardization tend to destroy individualism and enchantment. But mathematics education is in fact the only place in which to treat the human subject’s relationship with mathematics. And that is what mathematics education is all about: make the human subject grow intellectually and as a person by means of mathematics. At first sight, mathematics, in its formal guise, seems the opposite of philosophy, because philosophy constructs concepts (meanings), whereas mathematics deals with extensions of concepts (sets). We shall, however, turn this problem into an instrument, using the complementarity of intensions and extensions of theoretical terms as our main device for discussing the relationship between philosophy and mathematics education. The complementarity of the “how” and the “what” of our representations outlines, in fact, the terrain on which epistemology and education are to meet.  相似文献   

6.
This article describes an action research project that investigated which features of critical theory were useful for teaching everyday mathematics in an evening course for adults. Paulo Freire's philosophy of education and Jürgen Habermas’ theory of knowledge interests are among the main influences on exponents of critical mathematics education such as Ole Skovsmose and Marilyn Frankenstein. Through the use of dialogical processes and critical reflection, students engage in social and political issues in their lives or communities and, as a result of their increased consciousness and mathematical learning, take “transforming action”. This study highlights the value of learning in a positive environment, through dialogical processes and critical questioning. Participants of the study were able to overcome barriers to learning mathematics; engage in everyday issues involving mathematics; and make changes to the way they dealt with mathematics, as a result of increased critical consciousness.  相似文献   

7.
数学哲学对数学教育有着深刻的影响。首先回顾了数学哲学的发展 ,明确了现在数学哲学中的数学观由绝对主义向可误主义的转变 ,接着论述了数学哲学对数学教育诸方面所产生的影响 ,最后列举了新的数学观点对现代数学教育的影响。  相似文献   

8.
Where does Finnish science education come from? Where will it go? The following outside view reflects on relations, which Finns consider ??normal?? (and thus unrecognizable in introspection) in science education. But what is ??normal?? in Finnish culture cannot be considered ??normal?? for science education in other cultures, for example in Germany. The following article will trace the central ideas, which had a larger influence in the development of this difference. The question is, if and why the Finnish uniqueness in the philosophy of science education is empirically important. This puts Finnish science education into the perspective of a more general epistemological debate around Ernst Mach??s Erkenntnistheorie (a German term similar to the meaning of history and philosophy of science, though more general; literally translated ??cognition/knowledge theory??). From this perspective, an outlook will be given on open questions within the epistemology of Finnish science education. Following such questions could lead to the adaptation of the ??successful?? ideas in Finnish science education (indicated by empirical studies, such as the OECD PISA study) as well as the further development of the central ideas of Finnish science education.  相似文献   

9.
This paper discusses the findings of a search for the intellectual tools used by Joseph Priestley (1733?C1804) in his chemistry, education, and theology documents. Priestley??s enquiring democratic view of knowledge was applicable in all three areas and constitutes a significant part of his lifework. Current epistemological issues in science education are examined from the point of view of the nature of theory and experiment as observed in Priestley??s writings and as espoused in modern philosophy of science. Science and religious faith issues in the context of science education are examined from the point of view of one??s understanding of sacred texts, and the suggestion is made that a Priestleyan model of ??the liberty to think for oneself?? and ??to hold knowledge with humility and virtue?? could prove helpful in dealing with the known divergent opinions in relation to science, education, and religion.  相似文献   

10.
In this article, Kurt Stemhagen reconstructs mathematics education in light of Dewey's democratic theory and his ideas about mathematics and mathematics education. The resulting democratic philosophy and pedagogy of mathematics education emphasizes agency and the connections between mathematics and students' social experiences. Stemhagen considers questions about the disconnect between constructivist reformers and critical mathematics educators, and he positions Dewey's ideas as a way to draw on the best of both to create an active and more democratic school math experience.  相似文献   

11.
This article discusses the relevance of philosophy to education. More specifically, it asks what it means to speak of a relevance relationship here. Two ways of conceiving this relationship are discussed. First, proposed views of the relevance of philosophy to education generally embody a foundational view of the relationship, expressed in terms of education as resting on philosophy such that support runs in one direction only. Second, a non-foundational relationship is discussed, a relationship that entails mutual dependence of philosophy and education, such that philosophy loses its status as basic.  相似文献   

12.
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13.
数学"无限观"有两种,"实无限"和"潜无限",它涉及到数学基础和数学哲学.在中学数学教学中应当向中学生普及一些数学基础和数学哲学中的有关知识,破除数学确定性的神性观念,重建数学批判性的人文观点.这样也许会使中学生更能深刻理解"无限"一词的博大内涵.  相似文献   

14.
In his 1980 book Against Empiricism: On Education, Epistemology and Value, British philosopher R. F. Holland (1923–2013) exposes the inadequacies of a philosophy of education originating from an empiricist worldview. By following Plato’s view that the issue of what qualifies as knowledge has to be understood with reference to whether it is teachable, Holland’s critique of empiricism highlights the social and communal dimensions of education. The primary objective of this paper is to offer a reassessment of Holland’s thoughts on education and value. To do so, I first discuss Holland’s use of Plato’s ideas in his article ‘Epistemology and Education’ to demonstrate that Holland’s position can offer us a fruitful way to diagnose common, prevalent educational practices. I then turn to look at Holland’s views on value and morality. To illustrate how his thoughts on education can be seen to be relevant to the contemporary world, I explore and criticize some implicit presuppositions on knowledge in the 2011 box-office hit Limitless. The conceptual dimension of Holland’s take on education is then examined alongside with some recent trends in epistemology and philosophy of education.  相似文献   

15.
This article aims to introduce Ernst Cassirer, and his philosophy of symbolic form, to education studies, and, in doing so, to challenge the widespread but deeply flawed views of knowledge and so-called knowledge-based education that have shaped recent education policy in England. After sketching the current educational landscape, and then some of the main lines of flight in Cassirer’s work, time is given to a comparison with Heidegger—a more familiar figure by far in Anglophone philosophy than Cassirer, and who contributed to the displacement of Cassirer—in order to illustrate more clearly Cassirer’s original contribution, in particular to the relationship between knowledge and time. Cassirer’s view of knowledge stands in marked and critical contrast to that which has shaped recent educational reform in England, as he sees knowledge as a productive and expressive matter, and repudiates what I call the ‘building-blocks’ picture of knowledge and the hierarchisation of subject areas.  相似文献   

16.
Paul Ernest 《Interchange》2000,31(2-3):225-241
In Principia Mathematica Whitehead and Russell erected one of the cornerstones of modernist philosophy of mathematics. However, as an epistemological project seeking to secure the foundations of mathematics, this attempt failed, as Whitehead acknowledged. His later work in process philosophy represented a new direction. Although not explicitly a philosophy of mathematics, it provides a suggested metaphor for philosophy of mathematics. This paper explores the possible implications of organismic and process philosophy, both for the philosophy of mathematics, and for mathematics education and teaching.  相似文献   

17.
The purpose of this paper is to provide an examination of the role tacit knowledge plays in understanding, and to provide a model to make such knowledge identifiable. To do this I first consider the needs of society, the ubiquity of information in our world and the future demands of the science classroom. I propose the use of more implicit or tacit understandings as foundational elements for the development of student knowledge. To justify this proposition I consider a wide range of philosophical and psychological perspectives on knowledge. Then develop a Model of Scientific Knowledge, based in large part on a similar model created by Paul Ernest (Social constructivism as a philosophy of mathematics, SUNY Press, Albany, NY, 1998a; Situated cognition and the learning of mathematics, University of Oxford Department of Educational Studies, Oxford, 1998b). Finally, I consider the work that has been done by those in fields beyond education and the ways in which tacit knowledge can be used as a starting point for knowledge building.  相似文献   

18.
In this paper, I present and discuss critically the main elements of Mario Bunge??s philosophy of mathematics. In particular, I explore how mathematical knowledge is accounted for in Bunge??s systemic emergent materialism. To Mario, with gratitude.  相似文献   

19.
This article presents the concept and practice of adult education as a key issue for Brazil and other Latin American countries, both for formal and non-formal education in the public and private sectors. It includes citizen education focused on democratisation of society and sustainable development. The concept is pluralist and ideological as well as technical. All along the history of contemporary education it is essential to highlight the importance of the CONFINTEA conferences for the construction of an expanded vision of this concept. Adult education is understood as a human right. The right to education does not end when a person has reached the so-called ??proper?? age; it continues to be a right for the duration of everyone??s entire life. This article explores Paulo Freire??s contribution, particularly the methodology of MOVA (Youth and Adult Literacy Movement). It also presents the ecopedagogic perspective, which was inspired by Paulo Freire??s legacy. Finally, this article stresses the need to support a long-term policy for adult education, following the recommendations of the Civil Society International Forum (FISC) and CONFINTEA VI, both held in Belém, Brazil, in 2009.  相似文献   

20.
This study examines the views of people involved in mathematics education regarding the commonly stated goal of using mathematics learning to develop deductive reasoning that is usable outside of mathematical contexts. The data source includes 21 individual semi-structured interviews. The findings of the study show that the interviewees ascribed different meanings to the above-stated goal. Moreover, none of them said that it is possible to develop formal logic-based reasoning useful outside of mathematics, but for different reasons. Three distinct views were identified: the intervention–argumentation view, the reservation–deductive view, and the spontaneity–systematic view. Each interviewee’s view was interrelated with the interviewee’s approach to deductive reasoning and its nature in mathematics and outside it.  相似文献   

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