The discipline of philosophy is something to be held inviolate; the classroom likewise. One might be inclined to ask, what is the function of teaching provocative material to an introductory level philosophy class? There wouldn’t be, if the material didn’t have philosophical import. If the material does have philosophical import, then why chose, at the very least, something that is provocative? One important quality that philosophy is supposed to instill in intellectual thought, itself, is a dispassionate nature, whether in judgment or analysis. Continue reading

# Tag Archives: education

## Between Feynman in Babylon and Metaphysics: What the Mathematical Process and the History of Science Can Tell Us Philosophically about the Education Process

Since I have spent the summer studying mathematics at Harvard University with Jameel Al-Aidroos (Ph.D Berkeley), expect that my next few posts, or at least some of them, will be on topics related to mathematics. I want to take some time, in this blog post, to look at where mathematical thought fits into some of my understandings of I have gleaned from studying the history of science. The upshot of the historical, philosophical, and mathematical content and musings will be pedagogical, just to give the reader some idea of where I am going. An important thing to understand, before reading this post, is the distinction between pure and applied mathematics. “Pure mathematics,” as opposed to “applied mathematics,” is, in its essence, math for its own sake, entirely apart from possible applications. In many cases, pure mathematics initially has no known application. Additionally, pure mathematics deals with abstract entities that have been detached from particular entities —and this will prove to be important to what I will say later.

## Mathematics Education: What in the World Is the Point?

There seems to be some question, in the minds of some (many?), about the value of teaching mathematics in middle and high school, and even whether we should, as a society, continue to institute such education. Being a science- and mathematics-trained philosopher (and, in some attenuated sense, an historian), I usually find myself defending the humanities against the pervading scientism of, “what’s the point of all these poems, stories, and philosophizing; what does it **do**, from a practical standpoint?” When I hear the question, “why should we teach the general populace mathematics beyond elementary school?” I become thoroughly disconcerted —can’t we see the value in any intellectual activity? I came across the TEDx video by John Bennett (below), in which he says, ‘I am a middle school and high school math teacher, but I have to tell you something: I don’t think what I teach is very important. In fact, if it were up to me, I would no longer require math to be taught in middle school or high school.’ Continue reading

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