Mathematical education versus critical education
Mathematical education versus critical education
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数学教育与批判教育
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发表时间：
1985
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通讯作者：
O. Skovsmose
中科院分区：
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作者：
O. Skovsmose
本文结合法兰克福学派和批判理论，探讨数学教育与批判教育的关系。为了使讨论尽可能准确，在ME中区分了三种选择：结构主义，实用主义和过程导向。这些替代方案与CE的关键术语相关，以显示ME和CE相互矛盾的程度。最后，根据以下两个论点对这一结果进行了讨论：（1）如果不想使教育成为使学生融入技术社会的最重要的方式之一，同时又不想破坏发展对技术社会的批判态度的可能性，那么就有必要增加教育与竞争教育之间的互动。(B)It教育理论与技术科学学科之间的互动是重要的，而在这些技术科学学科中，如果教育理论不被技术发展所取代，并逐渐成为一种不重要的、不加批判的教育理论，那么教育理论就很重要。
This paper concentrates upon the relationship between mathematical education (ME) and critical education (CE) connected with the Frankfurt School and Critical Theory. To make the discussion as precise as possible a distinction is made between three alternatives in ME: Structuralism, pragmatism, and process-orientation. These alternatives are related to the key terms of CE in order to show the extent to which ME and CE contradict each other. The conclusion is that there does not exist any integration — nor even any close relationship-between ME and CE.Finally, this result is discussed in the light of the following two theses:(A)It is necessary to increase the interaction between ME and CE, if ME is not to degenerate into one of the most important ways of socializing students into the technological society and at the same time destroying the possibilities for developing a critical attitude towards precisely this technological society.(B)It is important for CE to interact with subjects from the technical sciences, and among these ME, if CE is not to be taken over by the technological development and fade away into an unimportant and uncritical educational theory.