Educational Matheticism and Traditional Apprehension

Isaac Penzance

doi:10.20944/preprints202409.1784.v1

Preprint Article Version 1 This version is not peer-reviewed

Version 1 : Received: 22 September 2024 / Approved: 23 September 2024 / Online: 24 September 2024 (05:07:19 CEST)

Within education, we make assumptions the correct manner of teaching a student, and with that, we assume further that regardless of the intellectual content that a student should engage with, the acculturation for the customary (and always rather traditional) means of religious apprehension for the purpose of an assumedly universal and beneficial role. This article instead promotes the view that such determinations are (1) unsuitable for modern society and (2) causal to a disjunction with a truly proper manner of education in the form of the matheticism – a term rather unfortunately applied in educational theory.

education; philosophy; Dewey; culture; intellectualism; polemic; didacticism; student; matheticism; learning

Social Sciences, Education

Comment 1

Received: 24 September 2024
Commenter:

Isaac Penzance

Commenter's Conflict of Interests: I am one of the author

Comment: I intend that"applied" in the abstract should read as "unapplied".

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Educational Matheticism and Traditional Apprehension

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