A Report from the Director of the Institute for Democracy from Mathematics,
Colin Hannaford
Abstract: The social and moral damage caused by the usual Western method of teaching mathematics by instruction can be avoided by directing students to achieve a common understanding through discussion. They are then no longer rewarded for being the able but selfish few, or for belonging to an obedient but increasingly dishonest majority, nor are the least able rejected by their peers and school as 'unteachable'. Instead they learn together the very real difficulties of achieving understanding. They learn to be honest about their problem; to be patient with others; to be generous with suggestions; to receive criticism without resentment. As their textbooks become the source of ideas, they begin to enjoy learning independently. The strength and the resilience of their society will depend on these shared strengths and virtues: which are also precisely those that democracy requires.
For
twenty-five years I was a head of maths, lately also of ethics, in one
of the twelve official European Schools of the European Union. There
I developed this method of learning mathematics, which I named after
the famous Greek thinker Socrates. This method of learning can eliminate
inattention and disruption in the classroom. It produces an unequalled
degree of interest and co-operation amongst students. In addition, it
is excellent training in democratic habits and responses.
It requires young people to be taught, from the earliest possible age,
that:
- Mathematics
can only be learnt properly by being completely honest.
- The teacher's
task is not to command obedience, but to assist their understanding:
usually this is difficult, and it always takes time!
- Not understanding
at once is entirely natural; it is not a weakness.
- The greatest
failure is to pretend to understand, for this helps no-one.
- Others'
ideas, criticism and correction are to be welcomed, never resented.
- The aim of the cleverest is not to be the first in understanding, but to be the last to be satisfied that all the others understand. Then the whole class learns together.
The
first major official consequence of my proposals was a two year Comenius
study in 1998-1999 for the European Union Commission for Education.
In Germany today over 50 schools are now developing this approach with
the intention that it will be offered federally. Late last year I lectured
at a major American university teacher training college. In April this
year I will be supported by two university professors of mathematics
education, an American and a Hungarian, in presenting papers to the
Democracy conference for the Qatar Foundation.
My colleagues and I are able to offer teacher training
at any level. We are also able to present research material to ministers
of education and expert educationalists. I am currently corresponding
with the Swedish IDEA, the US CENTCOM, the US Department of Defense,
and the British Council, to offer this approach to teachers and head
teachers in Iraq and Afghanistan.
Colin
Hannaford,
