The amalgam of faith and reason: Euclid’s Elements and the scientific thinker

Melissa Andrade-Molina, Paola Valero, Ole Ravn

Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearchpeer-review

Abstract

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. In modern education, the core of this amalgamation continues connecting reason with faith, and science with Platonic views of mathematics. The effect of power is the making of the Modern scientific thinker.
Original languageEnglish
Title of host publication Philosophy of mathematics education Today
EditorsPaul Ernest
Number of pages13
PublisherSpringer
Publication date2018
Pages99-111
ISBN (Print)978-3-319-77759-7
ISBN (Electronic)978-3-319-77760-3
DOIs
Publication statusPublished - 2018
SeriesICME-13 Topical Surveys
ISSN2366-5947

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