The Schema Of The Theory Of Reification
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The Schema of the Theory of Reification
Hiromatsu argues that the change from Marx's theory of self-alienation to the concept of reification is crucial in establishing a new relational worldview which is still relevant today. Amongst other topics, his discussion of the understanding of society sees such as a relational dynamic wherein the individual is constantly composed and composing in relation to others, including nature. This understanding is, he argues, the “single science of history” of Marx and Engels. It overcomes the hypostasizing subject - object relation still prevalent today. Originally published in Japanese as Busshōkaron no kōzu by Iwanami Shoten, Publishers, Tokyo, 1983, 1994. © By Kuniko Hiromatsu.
The Intersubjective Being Structure of the World
This book is a major early work of Japanese philosopher Wataru Hiromatsu (1933-1994). Originally published in 1972, the primary theme is overcoming the subject-object schema of modern philosophy. Hiromatsu seeks to replace this subject-object schema with what he calls the intersubjective fourfold structure, in which “the given is valid as something more to someone as someone more.” This fourfold structure is not a sum of four independent elements, but exists only as a functional relationship. From this relationist point of view, Hiromatsu develops his philosophical theory as a systematic critique of “reification,” defined as the hypostatizing misconception of a functional relation.
The Philosophy of Mathematics Education
Although many agree that all teaching rests on a theory of knowledge, there has been no in-depth exploration of the implications of the philosophy of mathematics for education. This is Paul Ernest's aim. Building on the work of Lakatos and Wittgenstein it challenges the prevalent notion that mathematical knowledge is certain, absolute and neutral, and offers instead an account of mathematics as a social construction. This has profound educational implications for social issues, including gender, race and multiculturalism; for pedagogy, including investigations and problem solving; and challenges hierarchical views of mathematics, learning and ability. Beyond this, the book offers a well-grounded model of five educational ideologies, each with its own epistemology, values, aims and social group of adherents. An analysis of the impact of these groups on the National Curriculum results in a powerful critique, revealing the questionable assumptions, values and interests upon which it rests. The book finishes on an optimistic note, arguing that pedagogy, left unspecified by the National Curriculum, is the way to achieve the radical aims of educating confident problem posers and solvers who are able to critically evaluate the social uses of mathematics.