The Consolation of n-Categories
Posted by David Corfield
As mentioned here, Good Life in the Scientific Revolution: Descartes, Pascal, Leibniz, and the Cultivation of Virtue by Matthew L. Jones should be well worth reading. Here’s the publisher’s blurb:
Amid the unrest, dislocation, and uncertainty of seventeenth-century Europe, readers seeking consolation and assurance turned to philosophical and scientific books that offered ways of conquering fears and training the mind - guidance for living a good life.
The Good Life in the Scientific Revolution presents a triptych showing how three key early modern scientists, René Descartes, Blaise Pascal, and Gottfried Leibniz, envisioned their new work as useful for cultivating virtue and for pursuing a good life. Their scientific and philosophical innovations stemmed in part from their understanding of mathematics and science as cognitive and spiritual exercises that could create a truer mental and spiritual nobility. In portraying the rich contexts surrounding Descartes’ geometry, Pascal’s arithmetical triangle, and Leibniz’s calculus, Matthew L. Jones argues that this drive for moral therapeutics guided important developments of early modern philosophy and the Scientific Revolution.
It’s worth pausing to reflect on how little mathematics we might have without the accompanying spiritual motivation - Pythagoreans, Athenian and Islamic mathematicians, and so on.
This association of mathematics and spiritual improvement was still alive in the nineteenth century. Christopher Phillips in Augustus De Morgan and the propagation of moral mathematics ( Studies In History and Philosophy of Science, Part A, 36(1), pp. 105-133), which I would classify as lying on the ‘genealogical’ wing, tells us how:
In the early nineteenth century, Henry Brougham endeavored to improve the moral character of England through the publication of educational texts. Soon after, Brougham helped form the Society for the Diffusion of Useful Knowledge to carry his plan of moral improvement to the people. Despite its goal of improving the nation’s moral character, the Society refused to publish any treatises on explicitly moral or religious topics. Brougham instead turned to a mathematician, Augustus De Morgan, to promote mathematics as a rational subject that could provide the link between the secular and religious worlds. Using specific examples gleaned from the treatises of the Society, this article explores both how mathematics was intended to promote the development of reason and morality and how mathematical content was shaped to fit this particular view of the usefulness of mathematics. In the course of these treatises De Morgan proposed a fundamentally new pedagogical approach, one which focused on the student and the role mathematics could play in moral education.
Elsewhere, MacIntyre speaks admiringly of a group of early nineteenth century Lancastrian cottage weavers who met to improve themselves after work by studying books, including Euclid, before their livelihoods were swept away by the coming of the factories.
In our secular age, we now wonder what is special about mathematics education, and discuss the importance for children of acquiring a new mode of thinking.
Re: The Consolation of n-Categories
Well, I’ll repeat the question at the link. Does anyone have a reference on “Transformation Dialectics”, in the math teaching context?