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Since there is intellectual cognition involved when observing patterns, this is an emotional quality. Although mathematicians do not discuss it most and mathematics is seen as an unemotional acquisition of knowledge, there is a certain level of emotion involved. Language in mathematics mainly takes the form of symbols that are used in order to represent certain functions. Mason, a great researcher, said that “words generate more words in explanation, but often draw us away from the experiences from which they stem” (Worrying about emotions in history).
Referring to this, Mason largely bases his link of mathematics and language on the reflection of the experience of acquiring mathematical knowledge. Mason states the mathematical experience can often be misinterpreted which means that language is a major barrier in the reflection of experiences. Mathematics holds a certain truth and it is upon the problem-solver to find it. The way that the problem-solver interprets the symbols in Mathematics is seen as an interpretation of language and is often a barrier for the problem-solver trying to seek the truth.
The influence of perception on mathematics is mainly in the way that the problem-solver interprets mathematical data through the use of sight. Since there is only one way to interpret a mathematical problem, perception has a minimal impact on the acquisition of mathematical knowledge. However, perception has a link with language in that if the problem-solver does not understand the symbols for functions, they will not be able to solve the problem and hence acquire knowledge.
Reason in mathematics is slightly ambiguous because it is difficult to explore why certain things occur in mathematics.
Mathematics involves a systematic approach and involves logical reasoning because it is just logic for things to happen the way they do. In addition, this logic can be proved by mathematicians, once again using logic so reason does not influence mathematics because it is rarely the case where problem-solvers ask why things occur they way they do in mathematics. The aim of this essay is to explore the apparent greater link of history to the Ways of Knowing than mathematics. Based on the information presented above, it is clear that there is a certain difference in the effect of the Ways of Knowing on history and mathematics.
In terms of emotion, history is affected greater than mathematics because the feelings that people in the past experienced is much more important to the significance of certain events in historical context than the feelings mathematicians experience when solving certain problems. The feelings that people in the past experienced can determine why certain historical events happened while problem-solvers are only interested in the way to solve the problem rather than the feelings of the mathematicians in mathematics.
In terms of language, I believe it is more important in history because some concepts can be misinterpreted or even ignored when analyzing old literature or historical events because of the change of language. In mathematics, language is the representation of the symbols that can only take one form. For example, an addition symbol can only mean to add because there are no other ways of saying to add in mathematics while in history, certain aspects can be lost when translating from old languages into the new dialects used today.
In terms of perception, I also believe that history is effect more than mathematics. The five senses come into account during the real event and therefore, when analyzing historical events in the present, the actual situation can be misinterpreted because of the lack of sources/ logical proof. In addition, sources can be biased as they as subjective and hence historical interpretations cannot be based on them. In mathematics, perception is only needed through sight, in order to interpret the problem, which can only be interpreted in one way as the mathematical symbols only have one representation.
In terms of reason, history once again is more affected because in mathematics, proofs can be developed to outline why certain aspects occur they way they do. However, it is often difficult to outline why certain historical events occurred because of the lack of information. In addition, the other Ways of Knowing also play their part when looking at one Way of Knowing ex. when analyzing perception, the sense of hearing can be affected through the use of language at that time in history. In conclusion, the effects of the Ways of Knowing on history and mathematics have been analyzed.
I have concluded that history is affected more because it is more subjective, while mathematics is based on logical reasoning. History is affected more in all the four Ways of Knowing because mathematics is very systematic and has one firm representation in its language while history can have several, making it more difficult to interpret.
Word Count: 1568 Works Cited Brown, Tony. “Mathematics and Language. ” 2007. MMU. 4 Oct. 2008 <http://www. partnership. mmu. ac. uk/cme/chreods/issue_10/tony. html>. “Ecstathy: Emotion and Mathematics.” Ecstathy. 13 Aug. 2008. Efrique. 4 Oct. 2008 <http://ecstathy. blogspot. com/2008/08/emotion-and-mathematics. html>. Hussain, Irshaad.
“History and Perception. ” Islam from Inside. 23 Dec. 2004. 4 Oct. 2008 <http://www. islamfrominside. com/pages/articles/history%20and%20perception. html>. “MC Philosphy: Hegel: Reason in History. ” MC Philosophy. 25 Jan. 2006. TypePad. 4 Oct. 2008 <http://philosophy. blogs. com/mc_philosophy/2006/01/hegel_reason_in. html>. Rosenweim, Barbara H. “Worrying about Emotions in History. ” History Cooperative. 2002.
American Historical Association. 4 Oct. 2008 <http://library. thinkquest. org/06aug/02088/perception%20of%20history. htm>. “The Perception of History as a Science. ” ThinkQuest. Oracle Education Foundation. 4 Oct. 2008 <http://library. thinkquest. org/06aug/02088/perception%20of%20history. htm>.
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