id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
atpp-1098	Oliverio, Stefano	For a 'Non-mathematical' Learning of Mathematics. A Philosophical-Educational Reflection on Philosophical Inquiry and Mathematics Classes	2013	15	.pdf	application/pdf	9208	356	51	In this perspective, when we approach the issue of how philosophical inquiry can further maths’ teaching/learning, a sort of archaeological attitude (Agamben, 2008) is in order, which delves into the layers of a long history, plumbs the recondite depths of Western thought, and unearths what remains too often concealed either because it is taken for granted or because we have become unable to detect what constitutes the very way in which we think. Accordingly, investigating the role and significance of philosophical inquiry for the learning/teaching of maths does not consist simply in reflecting upon the possibility of extending a specific pedagogical model (in this present case the Philosophy for Children approach) to another area of teaching or upon the didactic strategies necessary to do that (pivotal as they are) but, more radically, it means re-thinking the deep solidarity between what we are endeavouring to (re-)harmonize – maths and philosophy.	cache/atpp-1098.pdf	txt/atpp-1098.txt