مطالعه و نقد ديدگاه طبيعت‌گرايانه فيليپ كيچر به منطق و رياضيات به عنوان فلسفه‌اي براي آموزش رياضي واقعيت‌مدار

A study an‎d critique of Philip Kitcher’s naturalistic approach to logic an‎d mathematicsas a philosophy for Realistic Mathematics Education

فلسفه

The present study aims to examine the connection between Philip Kitcher’s naturalized philosophy of logic an‎d mathematics an‎d Realistic Mathematics Education (RME). The central question of the research is: how can Kitcher’s naturalistic perspective—which regards mathematics not as an a priori an‎d abstract body of knowledge, but as something arising from human practices an‎d from humanity’s historical–social interaction with the world—serve as a philosophical an‎d theoretical foundation for articulating an‎d strengthening the principles of Realistic Mathematics Education? In this study, after introducing RME an‎d explicating its theoretical an‎d philosophical underpinnings, Kitcher’s works—especially his account of the nature of mathematical knowledge—are analyzed, an‎d the main criticisms directed at his view are also considered, in order to clarify the conceptual an‎d theoretical affinities between these two domains. The findings indicate that, by advancing a naturalistic approach, Kitcher seeks to chart a middle path: he explicates mathematics not as knowledge that transcends experience, but as a historically an‎d socially extended development of human experience. This understan‎ding displays significant consonance with the core principles of RME, including beginning learning from meaningful situations, the guided reinvention of concepts, progressive mathematization, an‎d the role of social interaction in the construction of knowledge. Accordingly, Kitcher’s naturalism can provide a philosophical grounding for this educational approach, showing that the movement from learner’s lived experience toward abstract mathematical structures is not merely an instructional strategy, but also a reflection of the historical formation of mathematical knowledge itself. Consequently, this perspective opens new horizons for understan‎ding the nature of mathematical learning, for designing instructional activities, an‎d for linking abstract mathematical concepts to real-life situations; it can therefore strengthen approaches that present mathematics, within educational practice, as a dynamic, human, an‎d meaningful form of knowledge. Hence, this research may serve as a catalyst an‎d foundational step toward a new an‎d practically oriented transformation in the teaching of mathematics an‎d logic.

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