{"id":1516,"date":"2016-08-19T21:12:33","date_gmt":"2016-08-19T21:12:33","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1516"},"modified":"2016-08-19T22:11:28","modified_gmt":"2016-08-19T22:11:28","slug":"esp1-6-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/08\/19\/esp1-6-en\/","title":{"rendered":"Phenomenology, Praxis, and the Question of Mathematical Objects"},"content":{"rendered":"

Luis Radford<\/p>\n

Abstract:<\/strong> In this article, I discuss some aspects of the manner in which phenomenology
\nhas dealt with the question of the nature of objects of knowledge and the knowability of
\nsuch objects. I focus on Kant\u2019s phenomenology and consider in particular some ontological
\npresuppositions that make Kant\u2019s phenomenology both Platonist and anti-Platonist.
\nThen, I make a brief incursion into Hegel\u2019s phenomenological approach and Marx\u2019s
\ncritique of Hegel, Kant, and German idealism in general. In the last part of the article,
\nI comment on Marx\u2019s idea of praxis as an entirely new path to tackle the question of
\nthe nature and knowability of objects of knowledge. I discuss some of the implications
\nof such an idea for mathematics education. I end up sketching a Hegelian dialectic
\nmaterialist concept of knowledge that provides room for understanding knowledge as
\nsomething ineluctably embedded in cultural praxis.<\/p>\n

Keywords<\/strong>: phenomenology, sense, sensation, mathematical objects, praxis, dialectical
\nmaterialism.<\/p>\n

\"download\"<\/a><\/p>\n

Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Luis Radford Abstract: In this article, I discuss some aspects of the manner in which phenomenology has dealt with the question of the nature of objects of knowledge and the knowability of such objects. I focus on Kant\u2019s phenomenology and consider in particular some ontological presuppositions that make Kant\u2019s phenomenology\u2026 Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[220],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1516"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1516"}],"version-history":[{"count":2,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1516\/revisions"}],"predecessor-version":[{"id":1543,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1516\/revisions\/1543"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1516"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1516"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1516"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}