One of the chief aims of mathematics has always been to reveal and describe an order in the natural world. Mathematics, as a language, reveals this order and harmony, yet it should also be lifted from this concrete foundation and brought into the world of the abstract.
A resurgence of interest in classical education has been evident in recent years. This has been due, in part, to a number of influential writings on regaining “lost” knowledge in our culture which have, in turn, inspired an increasing number of schools founded on a classical model. When surveying the landscape of classical education, it becomes evident that there is a clear vision available for the purpose of the study of humanities. What does not seem as clear, though, is the nature of mathematics in a classical education.
How is mathematics to be approached? Is mathematics a science? Is it a set of skills to be memorized? Can the study of mathematics be more deeply integrated into a classical education? If so, is this necessary or desirable? Nearly everyone would agree that the study of mathematics belongs in a classical education, but the purpose of this study is not always clear. Continue reading