Bronislaw Czarnocha – författare

Ongoing Advancements in Philosophy of Mathematics Education approaches the philosophy of mathematics education in a forward movement, analyzing, reflecting, and proposing significant contemporary themes in the field of mathematics education. The theme that gives life to the book is philosophy of mathematics education understood as arising from the intertwining between philosophy of mathematics and philosophy of education which, through constant analytical and reflective work regarding teaching and learning practices in mathematics, is materialized in its own discipline, philosophy of mathematics education. This is the field of investigation of the chapters in the book. The chapters are written by an international cohort of authors, from a variety of countries, regions, and continents. Some of these authors work with philosophical and psychological foundations traditionally accepted by Western civilization. Others expose theoretical foundations based on a new vision and comprising innovative approaches to historical and present-day issues in educational philosophy. The final third of the book is devoted to these unique and innovative research stances towards important and change resistant societal topics such as racism, technology gaps, or the promotion of creativity in the field of mathematics education.

Ongoing Advancements in Philosophy of Mathematics Education approaches the philosophy of mathematics education in a forward movement, analyzing, reflecting, and proposing significant contemporary themes in the field of mathematics education. The theme that gives life to the book is philosophy of mathematics education understood as arising from the intertwining between philosophy of mathematics and philosophy of education which, through constant analytical and reflective work regarding teaching and learning practices in mathematics, is materialized in its own discipline, philosophy of mathematics education. This is the field of investigation of the chapters in the book. The chapters are written by an international cohort of authors, from a variety of countries, regions, and continents. Some of these authors work with philosophical and psychological foundations traditionally accepted by Western civilization. Others expose theoretical foundations based on a new vision and comprising innovative approaches to historical and present-day issues in educational philosophy. The final third of the book is devoted to these unique and innovative research stances towards important and change resistant societal topics such as racism, technology gaps, or the promotion of creativity in the field of mathematics education.

This book offers a new perspective on the structure of contemporary social revolutions and wars. It analyzes the actions of the participants and looks at possible solutions from the perspective of “bisociativity.” The book elaborates on this concept, originally formulated by Arthur Koestler, which sees the underlying human creativity in finding a solution as a spontaneous leap of insight connecting previously unconnected matrices of discourse. Drawing from Marxist theory, the author discerns bisociative frames in contemporary revolutions, such as the Bolivian revolution of 2000-2003-2005 or between different uprisings in Poland, which led to the independent workers’ union solidarity. One of the central aims of the book is the search for a bisociative frame that includes historical materialism as one of its two components. It suggests that historical materialism is not a sufficient but necessary condition for understanding the complexity of contemporary struggles. Discussions in different chapters point to the missing component of Marxist revolutionary theory: individual self-identity as the second component of the bisociative frame. The author brings this analysis to the table from his background in mathematics education and teaching, and points to how using mathematical generalization may help identify bisociative frames and therefore help find innovative solutions to conflicts.  This book offers an innovative theoretical framework for current problems from a Marxist perspective and is an interesting read for social scientists, historians and anyone critically examining contemporary social revolutions or wars.

This book offers a new perspective on the structure of contemporary social revolutions and wars. It analyzes the actions of the participants and looks at possible solutions from the perspective of "e;bisociativity."e; The book elaborates on this concept, originally formulated by Arthur Koestler, which sees the underlying human creativity in finding a solution as a spontaneous leap of insight connecting previously unconnected matrices of discourse. Drawing from Marxist theory, the author discerns bisociative frames in contemporary revolutions, such as the Bolivian revolution of 2000-2003-2005 or between different uprisings in Poland, which led to the independent workers' union solidarity. One of the central aims of the book is the search for a bisociative frame that includes historical materialism as one of its two components. It suggests that historical materialism is not a sufficient but necessary condition for understanding the complexity of contemporary struggles. Discussions in different chapters point to the missing component of Marxist revolutionary theory: individual self-identity as the second component of the bisociative frame. The author brings this analysis to the table from his background in mathematics education and teaching, and points to how using mathematical generalization may help identify bisociative frames and therefore help find innovative solutions to conflicts.  This book offers an innovative theoretical framework for current problems from a Marxist perspective and is an interesting read for social scientists, historians and anyone critically examining contemporary social revolutions or wars.

Creativity of an Aha! Moment and Mathematics Education introduces bisociation, the theory of Aha! moment creativity into mathematics education. It establishes relationships between Koestler’s bisociation theory and constructivist learning theories. It lays down the basis for a new theory integrating creativity with learning to describe moments of insight at different levels of student development. The collection illuminates the creativity of the eureka experience in mathematics through different lenses of affect, cognition and conation, theory of attention and constructivist theories of learning, neuroscience and computer creativity. Since Aha! is a common human experience, the book proposes bisociation as the basis of creativity for all. It discusses how to facilitate and assess Aha! creativity in mathematics classrooms. Contributors are: William Baker, Stephen Campbell, Bronislaw Czarnocha, Olen Dias, Gerald Goldin, Peter Liljedahl, John Mason, Benjamin Rott, Edme Soho, Hector Soto, Hannes Stoppel, David Tall, Ron Tzur and Laurel Wolf.