By Hans Freudenthal
A name that seems like poetry, and a subtitle that turns out to contradict the identify! however the subtitle is correct, and initially it used to be simply the identify. an odd subtitle, isn’t it? Preface to a technology of Mathematical schooling. All sciences – of their prenatal degree – have recognized this type of literature: simply the time period used was once no longer ‘Preface’, yet, for example, ‘Prolegomena’, which * capability a similar notwithstanding it sounds much less provisional. in truth such works have been thicker than the current one, through as much as ten instances. there's even more that may be acknowledged a couple of technology earlier than it comes into being than after; with the 1st effects comes modesty. this is often the preface to a booklet that would by no means be written: no longer via me, nor via anyone else. as soon as a technology of mathematical schooling exists, it is going to get the preface it merits. however this preface – or what for honesty’s sake i've got labelled so – needs to fulfil a functionality: the functionality of increasing the start of a technology of mathematical schooling, that is heavily impeded via the unfounded view that such already exists. by contrast view i must argue: it rests on a fallacious estimation – either over and lower than estimation even as – of what's to be regarded as technological know-how.
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Example text
They are propositions and laws that do not change with the world picture – which, rather, they may determine – and certainly not by pictures of man and society. One can appreciate such scientific facts as relevant, interesting, applicable, and in this respect they may be valuable – or for that matter valueless – and consequently not free from values, but this is inconsequential as regards the scientific facts. I would say: science is not value conditioned. Technique, however, is a priori another thing.
If not 100%, the surrender of radios was not far from it. Obviously an authoritarian or terrorised society reacts quite dependably if only one knows the right levers. Knowing the levers is something like science, and being able to operate them a technique; but background philosophies are not forces that can operate levers. What then is the use of background philosophy? Earlier I mentioned the short cut: it is in being taught. It is taught in order for the philosopher to act upon the students as fellow-creators of society.
It should not be in an atomistic way, nor with a view to measurement. ‘The atomistic way’: that is lists of historical dates, spelling booklets to be learned by heart, the atomic weights. ‘With a view to measurement’: this means disregarding what the measurement specialists are not able to measure. This is not yet the worst. The worst is that this kind of programming essentially restricts the options of the learner. Of course, nobody is free to select what he likes from all that exists. There are restrictions – enormous restrictions – in the freedom of choice.