Titlebook: Ethics and Mathematics Education; The Good, the Bad an Paul Ernest Book 2024 The Editor(s) (if applicable) and The Author(s), under exclusi

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Self and Otherperspectives are interesting to examine as they try to move us beyond the societal predicament in which we are immersed today, and as conceptions of self and other constitute the background of ethical theories. The first one comes from Charles Taylor as articulated in his ethics of authenticity. The

革新

An Ethico-Onto-Epistemology for Mathematics Educationhree researchers who posit an entanglement of these worlds. We use a diffractive methodology to look for patterns within the insights of Luis Radford on the ethics of mathematics teaching and learning, the work of Rochelle Gutiérrez on Indigenous ways of being-and-acting in the world and the associa

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歸功于

Ethics in Mathematics Education: A Foundation in the Fullness of Life), the role of the body, or, at the heart of this volume, the questions of ethics. Over the course of my long career as a researcher, my positions on these issues evolved into a radically different way of approaching pertinent issues in our field by taking the fullness of life as the fundamental sta

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Evacuate

For What Is an Ethical Mathematics Education Research? On Foucauldian Ethics as the Conscious Practication researchers to introduce a postmodern ethics, these attempts fall short. How, then, does a postmodern, ethical mathematics education research look? If we tentatively hold a Foucauldian ethics as the conscious practice of freedom as one such postmodern ethical approach, the question becomes: h

committed

(Re)Constructing the Heart of Mathematics Education: Ethics as First Philosophy in Research and Praxnces in new form rather than actually eschewing those violences. In this chapter, we argue that genuine growth for our research and pedagogical community necessitates a re-envisioning of the fundamental axio-onto-epistemic hierarchies we tend to take for granted, beginning with a recentering of Axio

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