Euclidean Embodiments in the Twenty-First Century: An Allegorical Ode to Aldous Huxley (1894-1963)

Autor/in	Sriraman, Bharath
Titel	Euclidean Embodiments in the Twenty-First Century: An Allegorical Ode to Aldous Huxley (1894-1963)
Quelle	In: Interchange: A Quarterly Review of Education, 53 (2022) 1, S.23-42 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sriraman, Bharath)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-021-09443-3
Schlagwörter	Geometry; Mathematical Logic; Creativity; Fiction; Mathematics Instruction; Futures (of Society); Computer Assisted Instruction; Technology Uses in Education + Suchen Sie Ihr Suchwort? Geometrie; Mathematical logics; Mathematische Logik; Kreativität; Fiktion; Mathematics lessons; Mathematikunterricht; Future; Society; Zukunft; Computer based training; Computerunterstützter Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	An allegorical thought experiment occurring in a pseudo Huxleyean world in the future is conducted, in which "Euclidean" geometry has been forgotten and can only be retrieved by traversing backward in time, physically and virtually by two protagonists, Alpha and Beta, inspired by the challenge issued by their teacher Aleph 1. In the year 136 A.H (After Huxley, or late twenty-first century of the Common Era), all instruction occurs virtually. Mathematics is the exclusive purview of 0.01% of society (the alphas). The thought experiment leads to the discovery and realization from the two protagonists that Euclidean geometry is possible using sensorimotor functions with tools called a straight edge and compass or simply a rope with knots. As an ode to Aldous Huxley (1894-1963) this article is deliberately in the form of a satirical provocation that examines the interaction of technology with the learning of mathematics in a dystopian future. A prolog explaining the context of the thought experiment along with a coda with implications for the immediate future in the learning of mathematics is made. A glossary with terms unfamiliar to the reader is also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01