Přednáška prof. Paula Ernesta (University of Exeter)












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            * Paul Ernest (University of Exeter): The ethics of mathematics in education and society
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            How does ethics impinge on mathematics? Is it even relevant? While there is an enduring co

            to whether mathematics is imbued with ethical values, it is widely agreed that mathematics
            impact on modern life. What principles of ethics can we draw on to evaluate this impact? T
            of mathematics in education and society are widely seen as beneficial and I acknowledge th

            is a widespread force for good. But I challenge the idea that mathematics is nothing but g
            mathematics is overvalued in society, leading to negative consequences, and I describe thr
            it causes harm through education.


            First, the personal impact of learning mathematics on learners’ thinking and life chances 

            for a significant minority of ‘maths rejects’.

            Second, by serving as a ‘critical filter’ mathematical certification is an impediment to e

            opportunities for all.

            Third, the nature of pure mathematics itself leads to styles of thinking that can be damag

            beyond mathematics to social and human issues.

            In addition, there are the problems that arise from misapplications of mathematics. I note


            First, governments and corporations using mathematics to make public communications appear
            authoritative and definitive than they are.


            Second, there are many ethically questionable uses of mathematics such as the apps used by
            media to promote ‘fake news’, and ‘the formula that killed Wall Street’ that helped trigge

            Financial Crisis of 2008.

            Third, is the performativity of mathematics. Governments and corporations employ algorithm

            but covertly transform aspects of social life such as stock trading, or predicting individ
            including credit repayments or criminality and recidivism. Mathematics underpins the sprea
            surveillance capitalism and surveillance governance.


            I end with a recommendation for the inclusion of the philosophy and ethics of mathematics 
            teaching all stages from school to university to mitigate this harm. This is reduce to the

            damage caused by mathematics in education and society, through making people more aware of
            and their own responsibility.


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