Incarnation: Radicalizing Embodiment of Mathematics

Autor/in	Roth, Wolff-Michael
Titel	Incarnation: Radicalizing Embodiment of Mathematics
Quelle	In: For the Learning of Mathematics, 30 (2010) 2, S.8-17 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics; Constructivism (Learning); Phenomenology; Social Systems; Sociology; Human Body; Geometry; Grade 2 + Suchen Sie Ihr Suchwort? Mathematik; Phenomenological psychology; Phänomenologie; Psychologie; Social system; Soziales System; Soziologie; Menschlicher Körper; Geometrie; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	As the end result of metaphysics, the Kantian and constructivist mind is not present in the world but withdrawn into the netherworld of its representations and constructions. First phenomenology then the embodied cognition research showed how there could be no cognition without the human body. There is something unsatisfying and lacking, however, in the concept of the body, which undermines the very effort to ground (mathematical) knowledge differently than in the private cogitations of the isolated mind. The purpose of this paper is to argue for a more radical approach to the conceptualization of mathematical knowledge that is grounded in dialectical materialist psychology (as developed by Lev Vygotsky), materialist phenomenology (as developed by Maine de Biran and Michel Henry), and phenomenological sociology (Bourdieu). Most essentially, the approach rests on a shift from the material body to the flesh. The close relation between cognition and the world is possible only when there is flesh, whereas material bodies are insufficient condition for mind to emerge. In this phenomenological reflection on the conditions of geometrical knowing, I draw on a concrete example from a second-grade classroom, which I consider from the perspectives of different conceptualizations of mathematical knowing. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada; e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10