paradox and learning: implications from paradoxical psychotherapy and zen buddhism for mathematical inquiry with paradoxes

Authors

  • nadia stoyanova kennedy SUNY Stony Brook University

Keywords:

learning, paradox, community of mathematical inquiry, constructivist pedagogy

Abstract

This paper argues that paradox offers an ideal 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 characterize the full pedagogical range of paradox, I offer a short overview of the effects of paradox, followed by a discussion of some parallels between the use of paradox in paradoxical psychotherapy and the use of the koan in Zen Buddhist spiritual training. Reasoning with paradoxes in a community of mathematical inquiry is interpreted as a comparative if not isomorphic pedagogical and cognitive phenomenon. Finally, some broad implications are drawn for mathematical inquiry with paradoxes.

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Published

2012-01-03

How to Cite

kennedy, nadia stoyanova. (2012). paradox and learning: implications from paradoxical psychotherapy and zen buddhism for mathematical inquiry with paradoxes. Childhood & Philosophy, 2(4), pp. 369–391. Retrieved from https://www.e-publicacoes.uerj.br/childhood/article/view/20502

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Section

articles