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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
On Thursday 11 November 2004 10:22 am, Wolff-Michael Roth wrote: > I was struck that in the entire discussion, there was no cultural > historical analysis of the situation in which children do these > mathematical things not because they are (considered) useful and its > outcomes have any relevance to anything but to the reproduction of a > society, where, as in the US, 15 to 20 percent of the population live > in poverty, and where education is used to systematically exclude parts > of the population to share in the wealth that is collectively produced. I don't think such an analysis is necessay, Michael. I think it's obvious and publications from such people as Bowles and Gintis hammer that point home. In first grade, this kind of thinking is a long ways off. I'm not even sure it's something one could do consistently in high school. But if a student takes a course in marxist economics at Umass Amherst, or any other univeristy for that matter, that point will be well addressed. -- -------- bb