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The Amalgam of Faith and Reason: Euclid’s Elements and the Scientific Thinker
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-5736-7562
2018 (English)In: The Philosophy of Mathematics Education Today / [ed] Paul Ernest, Cham: Springer, 2018, p. 99-111Chapter in book (Refereed)
Abstract [en]

Problematizing the truths of mathematics education is one of the roles of the philosophy of mathematics education. That mathematics education is a matter of reason and science—not of faith and religion—and that mathematics is timeless, universal and immutable, objective knowledge that is independent from people’s work and sense-making are two strong taken-for-granted statements that navigate in common understandings of mathematics education. Using a Foucault-Deleuze inspired analytical strategy, we examine the contention that mathematics education for the making of the rational and logical child intertwines with what was ought to be the ‘scientific thinker’ to Christianity. We focus on how Euclidean geometry, taken as a proper method of inquiry amalgamated with the Christian worldview to provide explanations about the natural world. The effect of power is the making of the Modern scientific thinker.

Place, publisher, year, edition, pages
Cham: Springer, 2018. p. 99-111
Series
ICME-13 Monographs, ISSN 2520-8322
Keywords [en]
Platonism in mathematics education, Faith, Sacralisation of mathematics, Scientifization of education
National Category
Educational Sciences
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-158799DOI: 10.1007/978-3-319-77760-3_6ISBN: 978-3-319-77759-7 (print)ISBN: 978-3-319-77760-3 (electronic)OAI: oai:DiVA.org:su-158799DiVA, id: diva2:1238946
Available from: 2018-08-15 Created: 2018-08-15 Last updated: 2018-08-17Bibliographically approved

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CiteExportLink to record
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