The West emancipated itself from the old humanism long ago and in doing so distanced itself from ‘heteronomy’: it declared that man, and not a non-human power, should be the first reference to approach people and nature. Today, as heirs of this tradition, we are still stuck in Eurocentrism (and often racism), and now even threaten to ruin nature by destroying biodiversity and causing the climate to warm up dangerously. Applied through an anthropological perspective, this book calls for a NEED-humanism: Not-Eurocentric, Ecological and (economically) Durable approach that can help promote inclusion and pluralism.
This book is a volume in the Penn Press Anniversary Collection. To mark its 125th anniversary in 2015, the University of Pennsylvania Press rereleased more than 1,100 titles from Penn Press's distinguished backlist from 1899-1999 that had fallen out of print. Spanning an entire century, the Anniversary Collection offers peer-reviewed scholarship in a wide range of subject areas.
This book examines the Navajo system of spatial knowledge and describes a culture-based curriculum for the development of an intuitive geometry based on the child's experience of the physical world. Aspects of the Navajo cosmology relevant to spatial knowledge are discussed: the structure of the world; the dynamic nature of the universe; boundaries of the world and center-periphery organization; the closed nature of the world and notions of order; and the universal network of interrelationships and the importance of harmony. Based on semantic analysis, a model of Navajo space is presented. Notions of spatial representation are defined, along with their role as constituents of several Navajo intuitive geometric concepts. In the Piagetian approach to geometry teaching, spatial conceptualization follows a strict logical development in the child, and education proceeds by the same steps. However, attempts to apply this approach in cross-cultural studies have encountered difficulties. Alternatively, teaching begins with the most concrete projects and geometric constructions possible and proceeds gradually to more abstract ideas by focusing on the concepts that spring to mind in a given context for the child. The visualization involved in this approach provides a transition to the abstract reasoning of algebra and other mathematics. This approach was applied for 1 year at a Navajo Reservation school with children aged 8-10. Five projects are described in detail, involving student construction of models of rodeo arenas, hogans, and the school compound; rug weaving; and map drawing. This book contains 50 references. (SV)
The West emancipated itself from the old humanism long ago and in doing so distanced itself from ‘heteronomy’: it declared that man, and not a non-human power, should be the first reference to approach people and nature. Today, as heirs of this tradition, we are still stuck in Eurocentrism (and often racism), and now even threaten to ruin nature by destroying biodiversity and causing the climate to warm up dangerously. Applied through an anthropological perspective, this book calls for a NEED-humanism: Not-Eurocentric, Ecological and (economically) Durable approach that can help promote inclusion and pluralism.
This book defends that math education should systematically start out from the diverse out-of-school knowledge of children and develop trajectories from there to the Academic Mathematics tower of knowledge. Learning theories of the sociocultural school (Vygotsky and on) are used here, and ethnographic knowledge from around the world is shown to offer a rich and varied base for curricula. The book takes a political stand against the exclusively western focus in OECD analyses and proposals on math education. This book aims at agents in education and social actions in every cultural environment. But it is also attractive to mathematicians, anthropologists and other specialists. It offers a broad and scholarly view of knowledge and culture and a very original transcultural and transdisciplinarian approach to education. Ubiratan D'Ambrosio, UNICAMP/Universidade Estadual de Campinas, Brazil
This volume is part of the ?Worldviews, Science and Us? series of proceedings and contains several contributions on the subject of worlds, cultures and society. It represents the proceedings of several workshops and discussion panels organized by the Leo Apostel Center for Interdisciplinary studies within the framework of the ?Research on the Construction of Integrating Worldviews? research community set up by the Flanders Fund for Scientific Research, over the period of time between 2005 to 2010. Further information about this research community and a full list of the associated international research centers can be found at http: //www.vub.ac.be/CLEA/res/worldviews/
This book is a volume in the Penn Press Anniversary Collection. To mark its 125th anniversary in 2015, the University of Pennsylvania Press rereleased more than 1,100 titles from Penn Press's distinguished backlist from 1899-1999 that had fallen out of print. Spanning an entire century, the Anniversary Collection offers peer-reviewed scholarship in a wide range of subject areas.
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