Dewey, Freire, and Foucault and an Ever-Evolving Philosophy of (Mathematics) Education
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서지정보
ㆍ발행기관 : 이화여자대학교 교과교육연구소
ㆍ수록지정보 : 교과교육학연구 / 20권 / 2호
ㆍ저자명 : Stinson, David W.
ㆍ저자명 : Stinson, David W.
목차
I. IntroductionII. 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
References
한국어 초록
In this essay, the author provides a working definition of philosophy from a cultural point of view, and arguesthe need for mathematics educators to develop their philosophy of mathematics teaching and learning or, to speak morebroadly, their philosophy of education. He then historically situates three scholars—John Dewey, Paulo Freire, and MichelFoucault—who have been instrumental in the formulation of his philosophy of education. Next, he shares how the philosophiesof these three scholars provide different languages to critique three aspects of education. He concludes with brief discussionson the process of his ever-evolving philosophy of mathematics teaching and learning and the emerging debates about the“grand challenges” for mathematics education.영어 초록
In this essay, the author provides a working definition of philosophy from a cultural point of view, and arguesthe 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.