This article explores reasons for educational research and practice in social justice from evolutionary, ideological and philosophical viewpoints. The tension between nihilistic and empathetic tendencies within our history is used to reflexively examine the origins and causes of inequity with emphasis on the works of giants such as Paolo Freire, John Dewey, Karl Marx, and Vivekananda. Finally we address one particular issue in depth, namely the tension between excellence and equity in talent development in schools, east and west.

Social JuStice and MatheMaticS education

In this paper we outline the fundamental tension between the notions of equity and excellence within educational structures in the U.S and other parts of the world in relation to the education of talented students. We explore the place of mathematics in school curricula, examinations and society and its special but paradoxical role in both perpetuating inequity as well its power in raising critical awareness in students and initiating positive changes to end societal inequities. The Hegelian dialectic is used to understand the necessary tension between the notions of equity and excellence in order to lead to a forward moving and positive synthesis for the betterment of society.

Excellence and equity in education and talent development: Components of a Hegelian dialectic

/pdf/closing-of-the-american-mind-2ghni28h74.pdf

Closing of the American Mind

The prevailing ideology of education that reduces schooling to training for competition in a global economy needs to be challenged. Alternatives can be drawn from ancient Chinese philosophy. Confucius had a philosophy of education very similar to Plato's on key points. Although it has appeal, it would be difficult to implement and not different enough from current ways of thinking to make the kind of changes needed. Taoism, with its call to lead a simple life in tune with nature, could supply the necessary antidote. In spite of its anti-intellectualism, ideas borrowed from the Taoists could be brought into schools and lead to constructive changes in their social climate, goals, and curriculum.

A tao for schools

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A tao for schools