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• W222968696 abstract "point of view, because the absurdity of such a view has become obvious. (quoted in Ministry of Education, 1958) One can see in these Victorian values the essence of democratic education, defined by Halstead (1995, p.lll) for democratic citizenship is an education in those political beliefs and values on which the very existence of a liberal state is based.. This is predated by Matthew Arnold in his declaration But governing the teacher's whole design of instruction in these know ledges should be the aim of calling forth, by some means or other, in every pupil, a sense of pleasurable activity and of creation; he should resist being made a mere ladder with 'information' (quoted in Ministry of Education, 1958). Current mathematics education in schools appears to be about learning mathematics for no purpose other than to know mathematics. Enlightenment and education take, at best, second place. In England mathematics teachers used to take responsibility for their curriculum. reforms of the 1960's, 1970's and 1980's were all teacher led. National Curriculum appears to have removed such responsibility. Watching students, now increasingly in schools, being mentored by teachers one gets the over-riding sense is that the teachers are now only (and centrally) concerned with delivering the given curriculum, generally through pre-prepared packages. There is little doubt that they have become increasingly expert at delivering what they are given but have little interest or expertise in creating or recognising what they delivering. Debates about trigonometric functions as opposed to trigonometric ratios are irrelevant to modem-day mathematics teachers. Discussion about developing notions about metric spaces in teaching graphical work would be out of place, sufficient unto the day is the content thereof. Within any debate about democracy lies the dilemma between authority and autonomy, human rights need authority to maintain them, society needs to protect individuals. At the root of the flexible learning, student-centred movement lies the notion of individual autonomy, and the promotion of self assertion and self decision, yet democracy depends upon the (voluntary/majority enforced) denial of this when social cohesion and the social good are implied. On such contradictions reality is created. autonomy within mathematics is equally constrained by validity and truth. Proof not assertion are the end goals. respect for individuals found in Western (and especially British and American) societies does not always lie comfortably with the authority inherent in mathematics and perhaps provides some of the reason for poor comparative performance on some tests. Learning rules and learning to work within rules are different attributes. Thus Hungarian colleagues commented that in England Not to hurt the 'self image' of the children is more important than to force them to achieve better results, there is more emphasis on creativity than (Hatch, 1993). Many of these concerns lie with the notions of authority and correctness. Cultures which have strong respect for ancestors and elders will tend to have a view of knowledge which is heavily based on the notion of a 'body of knowledge' rather than knowledge as a creative and individual voyage of discovery. There is a delicate balance between the autocracy of tradition and anarchy of 51. From Informal Proceedings 16-1 (BSRLM) available at bsrlm.org.uk © the author Page 51 existentialism, and it is easy for democracy to vanish or become misrepresented through imbalance towards either position. search in mathematics and science for truth rather than goodness or quality will relate to some cultural mores rather than others. Fasheh (1982) points to this issue of authority as also relating to political needs and sees the moves towards investigatory and exploratory methods as removing or undermining that authoritarian culture which some societies feel they require. Individual identity as contrasted with belonging to a societal group be it family, ethnic or cultural, will bear fundamentally on such issues. Within each society these balances need to be sought, and within each subject discipline a balance needs to be sought. That balance has to reflect the nature and qualities which it's knowledge gives to people, but it must above all serve the needs of democratising the society in which it lies and to reflect its values and principles. These principles must contain a total commitment to cooperative living, support for ones fellow human beings and respect for their feelings and rights. To quote Noddings (1993, p159) The primary aim of mathematics teachers cannot be to promote mathematical growth, although that is certainly one worthy goal. Rather, the primary aim of every teacher must be to promote growth of students as competent, caring, loving and loveable people. This lives with difficulty in a competitive, testing, attainment measuring context. And mathematics, almost above all other subjects, gives licence to competition and comparison of failure and success. It can breed a belief in selfish and solitary seeking for self-improvement regardless and independent of anyone else. Much of mathematics is done in isolation, with little social support to the learning. Individualised schemes, now so prominent, can foster and nurture this. Yet in the end, we teach universally mathematics in schools in order to educate students, we do not universally educate students in order to teach them mathematics. Democracy is born or denied in the classroom. Banks B. (1971) Disaster Kit, Ma1hematical Gazette, 391, Feb. Fasheh M. (1982) Mathematics: Cultural and Authority ,Jor the learning of mathematics, vol. 5 no 1 Gardner Howard (1993) Frames of Minds. Theory of Multiple Intelligences; London, Fontana Halstead Mark (1995) Voluntary Apartheid? Problems of schooling for religious and other minorities in democratic societies, in Democratic Education in a Multicultural State, Yael Tamir (ed); Oxford, Blackwell Hatch Gillian (1994) Coming up to Russian Expectations, Mathematics Teaching, 146. Lave Jean (1988) Cognition in Practice: Mind, mathematics and culture in everyday life; Cambridge, Cambridge University Press Ministry of Education (1958) Teaching Mathematics in Secondary Schools; London, HMSO Noddings, Nell (1993) Politicizing the mathematics classroom, in Restivo S., Van Benegen J.P. and Fischer R. (eds) Math Worlds. Philosophical and Social Studies of Mathematics Education, Albany (USA), Suny Press (I am grateful to Peter Gates and Tony Cotton for this reference) Resnick L., Levine, J. and Teasley, S.D. (eds) (1991) Perspectives on Socially Shared Cognition Washington, American Psychological Society Woodrow Derek (1989) Multicultural and Antiracist Mathematics Teaching in Mathema1ics Teaching: State of the Art , Ernest P.(ed)London, Falmer Press Woodrow Derek (1995) quest for multiple beliefs in learning theories and its frustration by single faiths; Chreods 9 Woodrow Derek (1994) What makes you think people learn that way? BSRLM proceedings, December 52. From Informal Proceedings 16-1 (BSRLM) available at bsrlm.org.uk © the author Page 52" @default.
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• W222968696 title "Democratic Education: Does It Exist--Especially for Mathematics Education?." @default.
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