Skip to main content
SpringerLink
Log in
Book cover

Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives pp 185–211Cite as

A Mindful Inquiry into Reductionism in Mathematics Education

  • Chapter

Part of the book series: Bold Visions in Educational Research ((BVER))

Abstract

Subscribing to mindful performativity as a methodology, I have unpacked the problematic nature of reductionism as a key obstacle towards developing mathematics education in Nepal as an inclusive, agentic and meaning-centred enterprise of learning.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   37.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Almeida, D. F., & Joseph, G. G. (2009). Kerala mathematics and its possible transmission to Europe. In P. Ernest, B. Greer, & B. Sriraman (Eds.), Critical issues in mathematics education (pp. 171–188). Charlotte, NC: Information Age.

    Google Scholar 

  • Asher, N. (2017). Engaging identities and cultures in a globalized, postcolonial India: Implications for decolonizing curriculum and pedagogy. In W. T. Pink & G. W. Noblit (Eds.), Second international handbook of urban education (pp. 97–112). Dordrecht, The Netherlands: Springer.

    Chapter  Google Scholar 

  • Boyer, C. B., & Merzbach, U. C. (1991). A history of mathematics. New York, NY: Wiley.

    Google Scholar 

  • Chien, C.-F., Davis, T. J., Slattery, P., Keeney-Kennicutt, W., & Hammer, J. (2013). Development of a virtual second life curriculum using currere model. Educational Technology & Society, 16(3), 204–219.

    Google Scholar 

  • Crowley, A. (2005). Tao te ching. New Delhi: Alchemy.

    Google Scholar 

  • Davis, B. (2005). Interrupting frameworks: Interpreting geometries of epistemology and curriculum. In W. E. Doll, M. J. Fleener, D. Trueit, & J. St. Julien (Eds.), Chaos, complexity, curriculum and culture: A conversation (pp. 119–132). New York, NY: Peter Lang.

    Google Scholar 

  • Davis, B., & Renert, M. (2013). Profound understanding of emergent mathematics: Broadening the construct of teachers’ disciplinary knowledge. Educational Studies in Mathematics, 82(2), 245–265. doi:10.1007/s10649–012–9424–8

    Article  Google Scholar 

  • Donmoyer, R., & Donmoyer, J. Y. (2008). Readers’ theatre as a data display strategy. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 209–224). Thousand Oaks, CA: Sage. doi:10.4135/9781452226545.n18

    Chapter  Google Scholar 

  • Eisner, E. W. (2005a). Reimagining schools: The selected works of Elliot W. Eisner. London: Routledge.

    Google Scholar 

  • Eisner, E. W. (2005b). Two visions of education. The Teachers College Record. Retrieved from www.tcrecord.org (ID Number: 12234).

  • Eisner, E. W. (2008). Art and knowledge. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 3–12). Thousand Oaks, CA: Sage. doi:10.4135/9781452226545.n1

    Chapter  Google Scholar 

  • Ernest, P. (2016). The problem of certainty in mathematics. Educational Studies in Mathematics, 92(3), 379–393. doi:10.1007/s10649–015–9651-x

    Article  Google Scholar 

  • Fitzgerald, J. L. (2004). The mahabharata. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Floyd, J. (2008). Towards an integral renewal of systems methodology for futures studies. Futures, 40(2), 138–149. doi:10.1016/j.futures.2007.11.007

    Article  Google Scholar 

  • Freire, P. (1993). Pedagogy of the oppressed. New York, NY: Continuum.

    Google Scholar 

  • Galilei, G. (1960). The assayer (S. Drake & C. D. O’Malley, Trans.). In D. N. Livingstone, D. G. Hart, & M. A. Noll (Eds.), The controversy on the comets of 1618 (S. Drake, Trans.). Philadelphia, PA: University of Pennsylvania Press.

    Google Scholar 

  • Gosvami, S. R. (2006). Srila Rupa Gosvami’s Sri Vidagdha-Madhava: Clever Krishna (K. Dasa, Trans.). New Delhi: Rasbihari Lal & Sons.

    Google Scholar 

  • Granger, D. A. (2006). John Dewey, Robert Pirsig, and the art of living: Revisioning aesthetic education. New York, NY: Palgrave Macmillan. doi:10.1007/978–1-137–12252–0

    Google Scholar 

  • Greene, M. (1997). A philosopher looks at qualitative research. In R. M. Jaeger (Ed.), Complementary methods for research in education (Vol. 2, pp. 189–206). Washington, DC: AERA.

    Google Scholar 

  • Guthrie, W. K. C. (2003). A history of Greek philosophy. New York, NY: Cambridge University Press.

    Google Scholar 

  • Hallyn, F. (1990). The poetic structure of the world: Copernicus and Kepler. Cambridge, MA: Zone Books.

    Google Scholar 

  • He, M. F., Schultz, B. D., & Schubert, W. H. (Eds.). (2015). The SAGE guide to curriculum in education. Thousand Oaks, CA: Sage. doi:10.4135/9781483346687

  • Hersh, R. (1997). What is mathematics, really? New York, NY: Oxford University Press.

    Google Scholar 

  • Kauffman, S. (2007). Beyond reductionism: Reinventing the sacred. Zygon(r), 42(4), 903–914. doi:10.1111/j.1467–9744.2007.00879.x

    Article  Google Scholar 

  • Kuhn, L. (2008). Complexity and educational research: A critical reflection. Educational Philosophy and Theory, 40(1), 177–189. doi:10.1111/j.1469–5812.2007.00398.x

    Article  Google Scholar 

  • Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. New York, NY: Basic Books.

    Google Scholar 

  • Langer, E. J., & Moldoveanu, M. (2000). The construct of mindfulness. Journal of Social Issues, 56(1), 1–9. doi:10.1111/0022–4537.00148

    Article  Google Scholar 

  • Leonard, T., & Willis, P. (Eds.). (2008). Pedagogies of the imagination: Mythopoetic curriculum in educational practice. Dordrecht, The Netherlands: Springer. doi:10.1007/978–1-4020–8350–1

  • Luitel, B. C. (2009). Culture, worldview and transformative philosophy of mathematics education in Nepal: A cultural-philosophical inquiry (Unpublished Doctoral Thesis). Curtin University of Technology, Science and Mathematics Education Centre, Perth.

    Google Scholar 

  • Luitel, B. C. (2013). Mathematics as an im/pure knowledge system: Symbiosis, (w)holism and synergy in mathematics education. International Journal of Science and Mathematics Education, 11(1), 65–87. doi:10.1007/s10763–012–9366–8

    Article  Google Scholar 

  • Luitel, B. C., & Taylor, P. C. (2006). Envisioning transition towards a critical mathematics education: A Nepali educator’s autoethnographic perspective. In J. Earnest & D. F. Treagust (Eds.), Educational change and reconstruction in societies in transition: International perspectives (pp. 91–110). Rotterdam: Sense Publishers.

    Google Scholar 

  • Luitel, B. C., & Taylor, P. C. (2011). Kincheloe’s bricolage. In K. Hayes, S. R. Steinberg, & K. Tobin (Eds.), Key works in critical pedagogy (pp. 191–200). Dordrecht, The Netherlands: Springer. doi:10.1007/978–94–6091–397–6_16

    Chapter  Google Scholar 

  • Magee, B. (1987). Aristotle: The great philosophers. London: BBC Books.

    Google Scholar 

  • Morgan, T. J., & Harris, P. L. (2015). James Mark Baldwin and contemporary theories of culture and evolution. European Journal of Developmental Psychology, 12(6), 666–677. doi:10.1080/17405629.2015.1074068

    Article  Google Scholar 

  • Niznik, J., & Sanders, J. T. (Eds.). (1996). Debating the state of philosophy: Habermas, Rorty, and Kolakowski. Westport, CT: Praeger.

    Google Scholar 

  • Olssen, M. (2016). Michel Foucault: Materialism and education (Updated ed.). New York, NY: Routledge.

    Google Scholar 

  • Rahmawati, Y., & Taylor, P. C. (2015). Moments of critical realisation and appreciation: A transformative chemistry teacher reflects. Reflective Practice, 16(1), 31–42. doi:10.1080/14623943.2014.944142

    Article  Google Scholar 

  • Restivo, S., & Bauchspies, W. (2006). The will to mathematics: Minds, morals, and numbers. Foundations of Science, 11(1), 197–215. doi:10.1007/s10699–004–5917-y

    Article  Google Scholar 

  • Rose, S. (2003). Lifelines: Life beyond the gene. New York, NY: Oxford University Press.

    Google Scholar 

  • Semetsky, I. (2008). On the creative logic of education: Re-reading Dewey through the lens of complexity science. Educational Philosophy and Theory, 40(1), 83–95. doi:10.1111/j.1469–5812.2007.00409.x

    Article  Google Scholar 

  • Sharma, G. (2000). History of education in Nepal (in Nepali). Kathmandu: Makalu Publication.

    Google Scholar 

  • Shivanand, A. (2013). Witness events of life. Retrieved from https://www.youtube.com/watch?v=MDBc9rE9REU: ShivYog Channel

  • Sriraman, B. (2007). Beyond traditional conceptions of the philosophy of mathematics. Mathematical Thinking and Learning, 9(2), 173–178. doi:10.1080/10986060709336814

    Article  Google Scholar 

  • Sternberg, R. J. (2007). Who are the bright children? The cultural context of being and acting intelligent. Educational Researcher, 36(3), 148–155. doi:10.3102/0013189X07299881

    Article  Google Scholar 

  • Taylor, P. C. (2013). Research as transformative learning for meaning-centered professional development. In O. Kovbasyuk & P. Blessinger (Eds.), Meaning-centred education: International perspectives and explorations in higher education (pp. 168–185). New York, NY: Routledge.

    Google Scholar 

  • Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Valentine, L. (2011). Craft as a form of mindful inquiry. The Design Journal, 14(3), 283–306. doi:10.2752/175630611X13046972590806

    Article  Google Scholar 

  • Walshaw, M. (2004). The pedagogical relation in postmodern times. In M. Walshaw (Ed.), Mathematics education within the postmodern (pp. 121–139). Greenwich, CT: Information Age Publishing.

    Google Scholar 

  • Walshaw, M., & Anthony, G. (2008). The teacher’s role in classroom discourse: A review of recent research into mathematics classrooms. Review of Educational Research, 78(3), 516–551. doi:10.3102/0034654308320292

    Article  Google Scholar 

  • Winchell, M., Kress, T. M., & Tobin, K. (2016). Teaching/learning radical listening: Joe’s legacy among three generations of practitioners. In M. F. Agnello & W. M. Reynolds (Eds.), Practicing critical pedagogy (pp. 99–112). Dordrecht, The Netherlands: Springer. doi:10.1007/978–3-319–25847–8_10

    Chapter  Google Scholar 

Download references

Authors
  1. Bal Chandra Luitel
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. SUNY Brooklyn EOC, USA

    Małgorzata Powietrzyńska

  2. The Graduate Center of CUNY, USA

    Kenneth Tobin

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Luitel, B.C. (2017). A Mindful Inquiry into Reductionism in Mathematics Education. In: Powietrzyńska, M., Tobin, K. (eds) Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-182-7_13

Download citation

  • DOI: https://doi.org/10.1007/978-94-6351-182-7_13

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6351-182-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation