Abstract
Historically, the logico-rational mode of argumentation co-evolved with particular mathematical systems and particular geometrically informed manners of interpreting experience and perception. Davis examines some of the ways these geometries continue to shape the sensibilities, practices, and structures of much of educational discourse, in spite of the well-developed critiques of their associated logics. He then compares manufactured living environments with those of other cultures, drawing on fractal geometry to highlight a complementary mode of organizing cultural spaces. Davis develops the suggestions that (1) the available logics are associated with the available geometries of one’s living spaces and (2) fractal geometry is a mathematical analogue to such discourse fields as postmodernism, poststructuralism, and ecological theory.
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Davis, B. (2018). Shaped by the Places We Reason? Contrasting the Rectilinearity of Western Educational Thought with Other Possibilities. In: Gerofsky, S. (eds) Contemporary Environmental and Mathematics Education Modelling Using New Geometric Approaches. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-319-72523-9_2
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