Dewey, Freire, and Foucault and an Ever-Evolving Philosophy of (Mathematics) Education
Dewey, Freire, and Foucault and an Ever-Evolving Philosophy of (Mathematics) Education
- 이화여자대학교 교과교육연구소
- 교과교육학연구
- 제20권 제2호
-
2016.0170 - 78 (9 pages)
- 13
In this essay, the author provides a working definition of philosophy from a cultural point of view, and argues the need for mathematics educators to develop their philosophy of mathematics teaching and learning or, to speak more broadly, their philosophy of education. He then historically situates three scholars―John Dewey, Paulo Freire, and Michel Foucault―who have been instrumental in the formulation of his philosophy of education. Next, he shares how the philosophies of these three scholars provide different languages to critique three aspects of education. He concludes with brief discussions on the process of his ever-evolving philosophy of mathematics teaching and learning and the emerging debates about the “grand challenges” for mathematics education.
I. Introduction
II. Defining Philosophy from a Cultural Point of View
III. Situating Dewey, Freire, and Foucault in Education
IV. Engaging Dewey, Freire, and Foucault in a Philosophy of Education
V. In the End, an Ever-Evolving Philosophy
VI. Coda
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