Doubtful rationality

Authors: Ole Skovsmose

Publish Date: 2007/03/14

Volume: 39, Issue: 3, Pages: 215-224

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Abstract

The paper addresses the following two questions 1 How can we conceptualise possible sociopolitical roles of mathematicsbased rationality 2 How can we conceptualise possible the sociopolitical roles of mathematics education Together the two questions might help to shed some light on how mathematical rationality might assume different forms and become integrated into social and technological development It is pointed out how mathematicsbased rationality forms part of the fabrication of possibilities strategies facts contingencies and perspectives There is however no inherent quality to be associated with such mathematicsbased fabrications It is considered to what extent the school mathematics tradition could establish a prescription readiness by submitting students to a schoolmathematics absolutism and to what extent this tradition could facilitate differentiated labelling of the students as well as endorsement of an ethical filter These aspects could be important functions of the school mathematics tradition in today’s knowledge society It is considered to what extent mathematics education could prepare people for critical citizenship which includes a potential for ‘talking back’ to authority I do not see such preparation as being related to the school mathematics tradition nor do I see it as linked to the very nature of mathematics Rather I am proposing it as a possible function of mathematics educationThis paper makes part of the project ‘Mathematics Education and Democracy’ which is based on a cooperation between Paola Valero Department of Education Learning and Philosophy Aalborg University and me I want to thank Anne Kepple for completing a careful language revision of the manuscript

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