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  1. Hippocratic Oaths for Mathematicians?Colin Jakob Rittberg - forthcoming - Philosophia:1-25.
    In this paper I ask whether mathematicians should swear an oath similar to the Hippocratic oath sworn by some medical professionals as a means to foster morally praiseworthy engagement with the ethical dimensions of mathematics. I individuate four dimensions in which mathematics is ethically charged: (1) applying mathematical knowledge to the world can cause harm, (2) participation of mathematicians in morally contentious practices is an ethical issue, (3) mathematics as a social activity faces relevant ethical concerns, (4) mathematical knowledge itself (...)
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  • A Hippocratic Oath for mathematicians? Mapping the landscape of ethics in mathematics.Dennis Müller, Maurice Chiodo & James Franklin - 2022 - Science and Engineering Ethics 28 (5):1-30.
    While the consequences of mathematically-based software, algorithms and strategies have become ever wider and better appreciated, ethical reflection on mathematics has remained primitive. We review the somewhat disconnected suggestions of commentators in recent decades with a view to piecing together a coherent approach to ethics in mathematics. Calls for a Hippocratic Oath for mathematicians are examined and it is concluded that while lessons can be learned from the medical profession, the relation of mathematicians to those affected by their work is (...)
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  • Values in the mathematics classroom.Wajeeh Daher - 2020 - Educational Philosophy and Theory 52 (3):284-299.
    Values, moral values and democratic values are attracting the attention of education researchers in general and mathematics education researchers in particular. Little research has studied pre-service teachers’ perceptions of values in the classroom, their perceptions of the relationship between the different variables of values in the classroom, as well as their relationship with the democratic society. The present research attempts to do so. Twenty-two graduate pre-service teachers who participated in ‘New trends in mathematics education’ course discussed how to cultivated values (...)
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  • Mathematics, core of the past and hope of the future.James Franklin - 2018 - In Catherine A. Runcie & David Brooks (eds.), Reclaiming Education: Renewing Schools and Universities in Contemporary Western Society. Sydney, Australia: Edwin H. Lowe Publishing. pp. 149-162.
    Mathematics has always been a core part of western education, from the medieval quadrivium to the large amount of arithmetic and algebra still compulsory in high schools. It is an essential part. Its commitment to exactitude and to rigid demonstration balances humanist subjects devoted to appreciation and rhetoric as well as giving the lie to postmodernist insinuations that all “truths” are subject to political negotiation. In recent decades, the character of mathematics has changed – or rather broadened: it has become (...)
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