Abstract: This article reclaims mathematics from the measures of profit and control by first presenting an anarchist analysis of mathematics’ status quo societal uses and pedagogic activities. From this analysis, a vision for an anarchist math education is developed, as well as suggestions for how government school practitioners sympathetic to anarchism can insert this vision into their current work. Aspects to this vision include teacher autonomy, freedom from hierarchical curriculum structure and math class as a non-coercive, happy place. Finally, mathematics is argued to be essential knowledge for anarchistic society for three potentialities: in solving social and technological problems through application, as an analytic technology and for increasing individual happiness via the aesthetic dimension.
I am sympathetic to the bad reputation mathematics often endures. Some of society’s well-known uses of mathematics cloud our understanding of the knowledge and its place in a visionary, anarchist society; similarly, the status quo pedagogy of mathematics education might suggest that mathematical knowledge should be left out of an anarchist education. I describe this situation with a heavy heart, however, because I also happen to have passion for mathematics as a knowledge for myself to use and enjoy, and as something I can share with others. In this article, I argue that mathematics finds a home in anarchist education, and again that mathematical knowledge is not in conflict with anarchist society. To begin, I offer a handful of examples from such societal uses and status quo pedagogy that work against three commonly agreed on anarchist values: collectivism, fraternity, and freedom from social hierarchy. These representations will guide an understanding for what anarchist society and education are and are not. Next, the article discusses the role mathematics can play in anarchist education and finally society. Put another way, this article first presents an anarchist analysis of current mathematical behaviors, both pedagogic and otherwise, and then develops an anarchist mathematics.
Before I proceed with the connections between mathematics/mathematical behaviors and anarchism, I describe briefly the anarchist theory that informs this article. One definition describes anarchism as “a political theory which aims to create a society within which individuals freely cooperate together as equals” (McKay 2008, 19). In particular, I am highlighting three tenets related to this definition: collectivism, fraternity, and freedom. Collectivism denotes the curtailment of property rights, especially as they relate to ownership of capital. Fraternity describes an inclination for individuals to recognize the needs and desires of all other people, and accordingly to act in the spirit of mutual aid. Freedom indicates a lack of coercive actions by any person, group, or social institution on any one person, as well as individual autonomy within the boundaries of imposing on another’s freedom. I review these anarchist tenets when I describe an anarchist math education, but first I use them to expose problematic mathematical activities in society.
Referenced and related: A Mathematician’s Lament by Paul Lockhart (PDF)
That’s… Something.
Conflating mathematics with mathematic education after blaming numbers for both war and capitalism is a hell of a way to make an argument for student-led education.
Conflating mathematics with mathematic education
There is almost no mathematics in ‘mathematics education’. People are trained in calculation, not critical thinking, in order to be compliant workers for capitalism and the state. That’s just the reality. It’s even worse in applied math, engineering, “science”, etc. It’s pretty amazing that people don’t understand this but you’ve been trained not to.
Ofc student-led education would be a major improvement.
There is almost no mathematics in ‘mathematics education’.
So you agree that the two shouldn’t be conflated? Because that’s what the text does, I have to agree with the above comment, particularly in the title and then by discussing problems that are inherent to most modern education regardless of the particular subject (student stress, extensive subjection of learning and knowledge to capitalist goals).
People are trained in calculation, not critical thinking
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That’s why the subject is called maths and not critical thinking.
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‘Training’ in ‘critical thinking’ is a questionable concept in the first place.
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The text does not advocate for using math for training in critical thinking, as far as I see it’s even skeptical of such an approach.
student-led education
The article doesn’t argue for that either.
I don’t understand if you even really agree with the article, if you’re defending the article in this comment, or are defending some of your personal ideas that you do or do not believe align with the article.
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Calculation is a fundamental part of mathematics. You can’t get to caring about game theory or infinities without understanding calculation, and calculation itself has iterative components of counting, addition, multiplication, and formulas.
Children are trained by rote how to calculate so they can function in a society with strangers. The same skills that are of benefit to the current capitalist oligarchy would also be of benefit to a socialist republic, communist democracy, anarchist market, or technologist dictatorship.
The idea that basic skills are somehow tainted by their utility for the status quo is the dumbest idea in revolutionary thought, and is essentially the main culprit for the sort of atrocities that reinforce the anti-revolutionary impulse which props up the status quo.
Sounds like someone’s only contact point with mathematics was their mandatory school term.
And apparently, they are still bitter that their teacher gave them a bad grade.
LOL. This kind of response just shows how people have no clue whatsoever. Zero mathematical education. Zero research ability.
Both of these people, Wolfmeyer and Lockhart, have PhDs in math. Lockhart is super famous (for a society that hates math).
So what’s your “contact” with mathematics? You did real good in high school, huh? That’s not really worth much mathematically.