The sightless eyes of reason: Scientific objectivism and school geometry

Overview & Synopsis

There is a gap between the aims of school geometry in terms of the teaching of spatial abilities to young children , and the dominance of a school geometry rooted in Euclid's axioms and abstractions. Such gap is not to be explained in terms of a " misimplementation " of the cur-ricular intentions. Rather, the gap evidences elements of the power effects of school geometry on children's subjectivities. We problematize both the truths circulating in school geometry discourses and the effects on children's subjectivities, by adopting cultural historical strategies to research the functioning of school geometry curriculum. We argue that school geometry fabricates the scientific minds of the future by educating students to see not with the eyes of their bodies, but with the eyes of reason and logic.