Ethics and the Richness of Being in/for Mathematics Education Research

In this chapter, I engage with Feyerabend’s philosophical ideas in the context of mathematics education research. I concentrate on Feyerabend’s critiques of scientific reductionism and his later work, exploring the constraints of conventional rationality in scientific endeavors. In this chapter, I engage with Feyerabend’s philosophical ideas within the context of mathematics education research. I focus on Feyerabend’s critiques of scientific reductionism and his later work, delving into the constraints of conventional rationality in scientific pursuits. This exploration prompts questions about universal answers in the field of mathematics education research. Shifting from theoretical discussions to a more tangible setting, I draw a contrast with a real-life classroom episode. I highlight a teacher’s efforts in guiding discussions, fostering dialogue, and showcasing the ethical and mathematical significance of nurturing collective mathematical thinking. In the next section, attention shifts to an incident within the Mathematics Education and Society (MES) community. Triggered by discussions on the war in Ukraine, this incident sparks debates about the scope of the MES mailing list. My analysis navigates through the intricate dynamics of facilitating diverse discussions while maintaining a focused discourse on mathematics education. In conclusion, I advocate for a reevaluation of traditional educational paradigms, urging researchers to consider alternative approaches that not only recognize but also celebrate the richness of being. Such a shift encourages the promotion of diverse ways of knowing within the field of mathematics education.