Mathematics curriculums used in progressive classrooms of the United States and in classrooms of the People’s Republic of China presuppose markedly different philosophies. Xie and Carspecken reconstruct different assumptions operating implicitly within mathematics curriculums developed by the Ministry of Education in China and NCTM in the United States. Each curriculum is constructed upon a deep structure holistically integrating presuppositions about the nature of the human self, society, learning processes, language, concepts, human development, freedom, authority and the epistemology and ontology of mathematical knowledge. Xie and Carspecken next present an extended discussion of the two main philosophical traditions informing these curriculums: dialectical materialism in the case of the Chinese mathematics curriculum, and Dewey’s instrumental pragmatism in the case of NCTM. Both philosophies were developed as movements out of Hegelian idealism while retaining the anti-dualist and anti-empiricist insights of Hegel’s thought. The history of dialectical materialism and Dewey’s instrumentalism is carefully examined by the authors to identify both similarities and sharp differences in the resulting mature philosophies. Drawing upon more recent philosophies of intersubjectivity (Brandom, Habermas) and dialectical materialist psychologies (Vygotsky, Luria), the authors conclude this book with arguments for overcoming the limitations of a purely instrumentalist framework and for expanding potentialities implicit within dialectical philosophies. This book will be of value to a broad audience, including mathematics educators, philosophers, curriculum theorists, social theorists, and those who work in comparative education and learning science.
In 1981, Liverpool Council ordered the closure of Croxteth Comprehensive School because of falling rolls. The local residents protested, and when this failed occupied the school and for a year ran it themselves with the help of volunteer teachers. Phil Carspecken was one of those volunteers, and this book, first published in 1991, tells the stor
Ethnographic methods are becoming increasingly prevalent in contemporary educational research. Critical Ethnography in Educational Research provides both a technical, theoretical guide to advanced ethnography--focusing on such concepts as primary data collection and system relationships--and a very practical guide for researchers interested in conducting actual studies.
In 1981, Liverpool Council ordered the closure of Croxteth Comprehensive School because of falling rolls. The local residents protested, and when this failed occupied the school and for a year ran it themselves with the help of volunteer teachers. Phil Carspecken was one of those volunteers, and this book, first published in 1991, tells the stor
Love in the Time of Ethnography explores love – variously defined – as an important facet of human life and a worthy focus of study. The authors look at love in association with an Alevi and Sunni couple in Turkey, organizers of Mexican American and immigrant youth movements, Christian missionaries in China, an elderly man with dementia, two women “coming home” to queer identity, a White researcher working with Black women in the US, the common ground between Dōgen’s Zen teachings and Habermas's critical theory, an Albanian Sufi community in Michigan and interactions between humans and the natural world. It also includes theoretical writing on the place of love in social analysis, whether this involves relationships between researchers and participants or the nature of human connection itself. The authors argue that social research is an affective process as well as a cognitive one, and that fellow feeling is an essential component of making sense of the world. Along with more traditional scholarly forms, the contributors to this book use auto-ethnography, life stories, archival research and poetry, noting that style itself conveys information and emotion. Writing is always to some extent partisan. While anthropologists and other social researchers have explored this idea over the last few decades, they have more often explored it with an eye to critique than to the ideals underlying that critique. This is a collection of essays about what ethnographers are aiming for as well as the problems they address, and the authors discuss ethical principles like agape, hizmet and cariño as rationales for ethnography and rationales for social change.
Mathematics curriculums used in progressive classrooms of the United States and in classrooms of the People’s Republic of China presuppose markedly different philosophies. Xie and Carspecken reconstruct different assumptions operating implicitly within mathematics curriculums developed by the Ministry of Education in China and NCTM in the United States. Each curriculum is constructed upon a deep structure holistically integrating presuppositions about the nature of the human self, society, learning processes, language, concepts, human development, freedom, authority and the epistemology and ontology of mathematical knowledge. Xie and Carspecken next present an extended discussion of the two main philosophical traditions informing these curriculums: dialectical materialism in the case of the Chinese mathematics curriculum, and Dewey’s instrumental pragmatism in the case of NCTM. Both philosophies were developed as movements out of Hegelian idealism while retaining the anti-dualist and anti-empiricist insights of Hegel’s thought. The history of dialectical materialism and Dewey’s instrumentalism is carefully examined by the authors to identify both similarities and sharp differences in the resulting mature philosophies. Drawing upon more recent philosophies of intersubjectivity (Brandom, Habermas) and dialectical materialist psychologies (Vygotsky, Luria), the authors conclude this book with arguments for overcoming the limitations of a purely instrumentalist framework and for expanding potentialities implicit within dialectical philosophies. This book will be of value to a broad audience, including mathematics educators, philosophers, curriculum theorists, social theorists, and those who work in comparative education and learning science.
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