An Anarchist Approach to the Undergraduate Mathematics Curriculum
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| Title: | An Anarchist Approach to the Undergraduate Mathematics Curriculum |
|---|---|
| Language: | English |
| Authors: | Vincent Bouchard (ORCID |
| Source: | Canadian Journal of Science, Mathematics and Technology Education. 2025 25(1):79-97. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Study, College Mathematics, Mathematics Curriculum, Educational Philosophy, Power Structure, Grading, Diversity, Personal Autonomy, Student Evaluation, Grades (Scholastic), Theory Practice Relationship, Educational Change |
| DOI: | 10.1007/s42330-025-00350-8 |
| ISSN: | 1492-6156 1942-4051 |
| Abstract: | Contemporary anarchism centers around three tenets: (1) a constant challenge of and resistance to all forms of domination, (2) so-called "prefigurative politics," in which all decisions are made in a manner that is consistent with a set of non-hierarchical values such as equality, decentralization, and voluntary cooperation, (3) a focus on diversity and open-endedness (Gordon, 2008). Within this philosophy, the notion of end goals becomes moot; progress, then, is measured by process, in which the values of diversity, pluralism, cooperation, autonomy, and experimentation are celebrated. In this perspective piece, we propose anarchism as a philosophical framework to address the perceived cognitive dissonances of the current undergraduate mathematics curriculum. Are learning outcomes appropriate in an anarchist approach to education? How can we address the power dynamics of grading and assessment? How can assessment be done in the context of a process-based and horizontal approach that celebrates diversity and autonomy? Should grades be used, and if so, how could they be assigned non-hierarchically? At its core, anarchism aims at aligning thoughts and actions, and we argue that an anarchist viewpoint on undergraduate mathematics addresses the cognitive dissonances that currently plague our curriculum. We propose food for thought for individual instructors' practice, including ideas for incremental and large-scale changes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489145 |
| Database: | ERIC |
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