PARADOX AND LEARNING: IMPLICATIONS FROM PARADOXICAL PSYCHOTHERAPY AND ZEN BUDDHISM FOR MATHEMATICAL INQUIRY WITH PARADOXES
This paper argues that paradox offers an ide al didactic context for open - ended group discussion, for the intensive practice of reasoning, acquiring dispositions critical for mathematical thinking, and higher order learning . In order to characteri...
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| Publié dans: | Childhood & Philosophy |
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| Auteur principal: | |
| Format: | Artigo |
| Langue: | Inglês |
| Publié: |
Universidade do Estado do Rio de Janeiro
2006
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| Sujets: | |
| Accès en ligne: | https://www.redalyc.org/articulo.oa?id=512051705009 |
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