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Author's Foreword
The hypothesis of this book is that dialogue and discourse are essential to construction. Thus, moral consensus provides at least a shared awareness of the moral landscape. There are situations in which dialogue will be impossible because conflicting moral beliefs clash, but at best, minimum standards of behavior are collectively enforced. However, any gains made through confrontation and the exercise of power will be fragile. There have also been cases where they have been supported by a stable source of income and a moral tradition. The literature in this field has often published extensive resistance to claims that mathematics has a moral and value dimension. The experience of mathematicians’ resistance to particular initiatives is often based on a strong sense that mathematical practice inherently advances values, with suspicions based on the unjust and unfair coexistence of conflicting values under the guise of morality. The point is not whether this suspicion is justified. Nor is there any coherence in intrinsic values. The source and prerequisite for progress is action and effort to achieve ways in which discourse is positive.


English Edition for the following Published Peer-Reviewed Scientific Research book in Persian Language with different Press and distinct ISBN:
[109] Nikfar, Mohammadesmail, 2026. Mathematics Education: Research and Learning in the PhD Level, Islamshahr: Chakameh Mehr Press. ISBN 978-622-1697-26-7.

NLAI - Book Entry → http://opac.nlai.ir/opac-prod/bibliographic/10515136

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