Wittgenstein's Philosophical Investigations book commentary

[electrowizard]

Title of this thread should be ITT: hbotz pretends to read shit he hasn't

[electrowizard]

It's awful and will make you want to cave your skull in with a hammer

[hbotz]

thank you for your take on the paper.

[electrowizard]

Maybe try reading it next time

[big_ass]

In this article, I seek to bring into conversation ideas from ethnomathematics (including Western mathematics), postcolonial theory, aesthetics, biology, and Indigenous knowledge in order to propose a new vision for practicing mathematics, something I refer to as mathematx. I do so in order to promote interaction between different knowledges, different ways of knowing, and different knowers. I build upon the work of sustainability in mathematics education and suggest we need to think not only about more ethical ways of applying mathematics in teaching and learning but question the very nature of mathematics, who does it, and how we are affected by that practice. I introduce the concepts of In Lak’ech, reciprocity, and Nepantla to suggest we learn from other-thanhuman persons, which, in turn, may change our relationships with them. Along the way, I underscore with examples from biology the potential limitations of current forms of mathematics for understanding/interacting with our world and the potential benefits of considering other-than-human persons as having different knowledges to contribute. Finally, I suggest implications for teaching and learning.

[_jdance]

In this article, I seek to bring into conversation ideas from ethnomathematics (including Western mathematics), postcolonial theory, aesthetics, biology, and Indigenous knowledge in order to propose a new vision for practicing mathematics, something I refer to as mathematx. I do so in order to promote interaction between different knowledges, different ways of knowing, and different knowers. I build upon the work of sustainability in mathematics education and suggest we need to think not only about more ethical ways of applying mathematics in teaching and learning but question the very nature of mathematics, who does it, and how we are affected by that practice. I introduce the concepts of In Lak’ech, reciprocity, and Nepantla to suggest we learn from other-thanhuman persons, which, in turn, may change our relationships with them. Along the way, I underscore with examples from biology the potential limitations of current forms of mathematics for understanding/interacting with our world and the potential benefits of considering other-than-human persons as having different knowledges to contribute. Finally, I suggest implications for teaching and learning.

[big_ass]

By situating mathematical problems in contexts that relate to such issues as climate change, students will have the opportunity to develop a new relationship to mathematics and new uses of mathematics in making life decisions. That is, students can be encouraged to analyze real-world statistics of temperatures in different regions to make conclusions about both the rates by which the climate is changing and the probabilities that the climate will continue to change. In this way, students would also be allowed to ponder such questions as what kind of mathematical information is necessary to address climate change? What mathematics should the average citizen know in order to make informed decisions about the consequences of their actions and the actions of others? Learning mathematics in real world social and political contexts can help students see relationships between the decisions humans make and the destruction of the planet, thereby urging them to take action to save the planet

[electrowizard]

Tell me, asoul, what do you find objectionable in her paper?

[electrowizard]

Hint: asoul is just posting these block quotes without commentary as a mockery because he can't actually develop any intelligent argument about why she's wrong

[_jdance]

I just saw a lot of words so I copy and pasted them

[big_ass]

Not only must we: a) be conscious of the ways mathematics can dominate and b) constantly question what counts as mathematics and who decides, we must also c) think about how we, as living beings, practice mathematics as we interact with others and ourselves. As we begin to reimagine mathematics, we have the opportunity to reimagine the mathematician—who is considered a mathematician as well as how are mathematicians influenced by the mathematics they do? Many of the current efforts to reconsider mathematics and its role in our global society tend to rely upon a utilitarian version of mathematics that allows us to better survive on this planet. I am suggesting that a form that describes moving through the world and relates to all living beings is more likely to change our relationships with each other in this universe or in others. We need a definition that acknowledges mathematics as a verb and how that practice relates to our bodies, minds, and intentions. For that, we might consider our philosophical stance.

Much of the philosophical research produced in mathematics education centers on European thinkers. For example, we are abundant with theories of postmodernism, poststructuralism, and psychoanalysis that regularly draw upon such writers as Deleuze and Guattari, Ranciere, Foucault, Lacan, Badiou, Derrida, and Freud. As a Chicanx scholar, a cis gender female with Rarámuriiii roots, I seek to decenter the field’s overreliance on Whitestream views. I use the term Chicanx (as opposed to Chicano, Chicana/o, or Chican@) as a sign of solidarity with people who identify as lesbian, gay, bisexual, transgender, queer, questioning, intersexual, asexual, and two-spiritiv (LGBTQIA2S). Chicanx represents both a decentering of the patriarchal nature of the Spanish language whereby groups of men and women are normally referred to with the “o” (male) ending as well as a rejection of the gender binary and an acceptance of gender fluidity. The “x” signifies a variable to represent any gender form.

[_jdance]

For those who don't know: or donated 98% of the War Effort for AQ40's opening on the Sulfuras-US server, and abused the auto-ban system from the Report-Player functionality of the game to grief/deny another guild their turn-in/mount/title in a backstabbing move the other day.

As of a few minutes ago, the 10-hour window to turn the quest in and get their own Scarab Lord title + mount has passed, without any of them having obtained it.

Karma, Grizzly. Eat it. As a Sulfuras Horde main, all I have to say to you guys... L O L

[electrowizard]

@big_ass

By situating mathematical problems in contexts that relate to such issues as climate change, students will have the opportunity to develop a new relationship to mathematics and new uses of mathematics in making life decisions. That is, students can be encouraged to analyze real-world statistics of temperatures in different regions to make conclusions about both the rates by which the climate is changing and the probabilities that the climate will continue to change. In this way, students would also be allowed to ponder such questions as what kind of mathematical information is necessary to address climate change? What mathematics should the average citizen know in order to make informed decisions about the consequences of their actions and the actions of others? Learning mathematics in real world social and political contexts can help students see relationships between the decisions humans make and the destruction of the planet, thereby urging them to take action to save the planet

Asoul is just like hbotz: only able to read a few paragraphs. The very next paragraph is a criticism of this:

However, attending to when and how mathematics is in the service of sustainability or ethics may be a necessary but insufficient step towards new relationships between humans, mathematics, and the planet (Gutiérrez, 2002). This, for me, has been one limitation of social justice mathematics (Gutstein 2003; 2006; 2007), as it tends to assume we will keep intact as “classical” what I refer to as “dominant” mathematics rather than challenging whether that version or any single version should remain central. In the social justice mathematics tradition, students are taught to use classical mathematics as a tool to read and write the world, in order to develop their sociopolitical consciousness and mathematical proficiencies. But, in general, the tool itself is not questioned. Recognizing the limitations of using the master’s tools to dismantle the master’s house (Lorde 1984) leads me to argue that we must also be willing to question and reconceptualize what counts as mathematics in the first place, thereby taking up issues of epistemology and ontology.

[_jdance]

Actually fucking funny as fuck

[big_ass]

Yet, no knowledge could fully describe or attend to our universe and our relations with/in it. If we look to the role that Aboriginalv knowledges have played in the reading of signs of distress from the land (i.e., predicting the global crises we face),

[_jdance]

Bro anyone who involves sexuality with math is definitely deep on the spectrum

[_jdance]

Accidentally bookmarked this thread. Don't know how to unbook mark it

[electrowizard]

@big_ass

Yet, no knowledge could fully describe or attend to our universe and our relations with/in it. If we look to the role that Aboriginalv knowledges have played in the reading of signs of distress from the land (i.e., predicting the global crises we face),

Are you ever going to make an actual argument or will you just continue to spam?

[hbotz]

once we have AGI we can just sit back and play videogames and let it worry about our spiritual relationship with rocks and trees and such for us. let us hope that day comes soon

[big_ass]

An Indigenous perspective, for me, seeks not to transform humans into another form of being; rather it serves to help us recognize our place in this world as the younger brothers/sisters of animals, plants, and rocks who have much to teach us about making sense of and remaining connected to this planet and possibly other planets.

While our Elders have long spoken of the sentient capabilities of plants and rocks and of the collective spirit they/we share, only recently have modern scientists begun to acknowledge that claim with experiments that prove this to be the case,