Brentano, F. (1977). The psychology of Aristotle: In particular his doctrine of the active intellect. Edited and translated by Rolf George. Berkeley:

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4 Husserl, E. (2001). Logical investigations: Volume 1-2. Translated by J. N. Findlay. London: Routledge. (First German edition ) Husserl, E. (2006). The basic problems of phenomenology: From the lectures, winter Semester, Translated by Ingo Farin and James G. Hart. Dordrecht: Springer. Jacquette, D. (Ed.). (2004). The Cambridge companion to Brentano. Cambridge: Cambridge University Press. James, W. (1950). The principles of psychology, Volume I and II. New York: Dover Publication. (First published 1890.) Jørgensen, J. (1963). Psykologi på biologisk grundlag. Copenhagen: Munksgaard. Kant, I. (1933). Critique of pure reason. Translated by Norman Kemp Smith. London: MacMillan. (First German edition 1791.) Khuzwayo, H. (2000). Selected views and critical poerspectives: An account of mathematics education in South Africa from 1948 to Doctoral Dissertation. Aalborg: Aalborg University. Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousands Oaks, London, New Delhi: Sage Publications Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative presearch interviewing. Second edition. Los Angeles, London, New Delhi, Singapore: Sage Publications. Lakatos, I. (1976). Proofs and refutations: The logic of mathematical discovery. Cambridge: Cambridge University Press. Laursen, I. L. (2008). At fremrette: Et studie af etniske minoritetskvinders subjektivt fortolkede livsverden og arbejdslivsforventninger i komplekse samfund. Master s Thesis. Aalborg: Aalborg University. Locke, J. (1997). An essay concerning human understanding. Edited by Roger Woolhouse. London: Penguin Books. (First published 1690.) Marcone, R., & Skovsmose, O. (in press). Inclusion-exclusion: An explosive problem. In O. Skovsmose, Critique as uncertainty. Charlotte, NC: Information Age Publishing. Mellin-Olsen, S. (1981). Instrumentalism as an educational concept. Educational Studies in Mathematics, 12, Memmi, A. (1967). The colonizer and the colonised. Boston: Beacon Press. (First French edition 1957.) 112

5 Memmi, A. (2000). Racism. Minneapolis: University of Minnesota Press. (First French edition 1982.) Milani, R., & Skovsmose, O. (in press). Inquiry gestures. In O. Skovsmose, Critique as uncertainty. Charlotte, NC: Information Age Publishing. Mill, J. (1829). Analysis of the phenomena of the human mind, Volumes I and II. London: Baldwin and Cradoc. (Editions are availed at the net. One also finds a printed version provided by BiblioLife Reproduction Series.) Moran, D. (2005). Edmund Husserl: Founder of phenomenology. Cambridge: Polity Press. Penteado, M. G., & Skovsmose, O. (2009). How to draw with a worn-out mouse? Searching for social justice through collaboration. Journal for Mathematics Teacher Education, 12(3), Ryle, G. (1949). The concept of mind. London: Hutchinson s University Library. Russell, B (1956). On denoting. In B. Russell, Logic and knowledge: Essays (pp ). Edited by Robert Charles March. London and New York: Routledge. Said, E. (1979). Orientalism. New York: Vintage books. Sartre, J.-P. (1989). Being and nothingness. Translation by Hazel E. Barnes; with an Introduction by Mary Warnock. London: Routledge. (First French edition 1943.) Schutz, A. (1967). The phenomenology of the social world. Evanston: Northwestern University Press. (First German edition 1932.) Schutz, A., & Luckmann, T. (1973). The structures of the life-world. Evanston: Northwestern University Press. Schutz, A., & Luckmann, T. (1983). The structures of the life-world, Volume II. Evanston: Northwestern University Press. Searle, J. (1969). Speech acts. Cambridge: Cambridge University Press. Searle, J. (1983). Intentionality: An essay in the philosophy of mind. Cambridge: Cambridge University Press. Searle, J. (1992). The rediscovery of the mind. Cambridge, USA: MIT Press. 113

6 Sen, A. (2006). Identity and violence: The illusion of destiny. New York and London: W. W. Norton Company. Skinner, B. F. (1957). Verbal behaviour. New York: Appleton-Century- Crofts. Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht: Kluwer Academic Publishers. Skovsmose, O. (2005a). Foregrounds and politics of learning obstacles. For the Learning of Mathematics, 25(1), Skovsmose, O. (2005b). Travelling through education: Uncertainty, mathematics, responsibility. Rotterdam: Sense Publishers. Skovsmose, O. (2009). In doubt: About language, mathematics, knowledge and life-worlds. Rotterdam: Sense Publishers. Skovsmose, O. (2011). An invitation to critical mathematics education. Rotterdam: Sense Publishers. Skovsmose, O. (2012). Students foregrounds: Hope, despair, uncertainty. Pythagoras, 33(2). Skovsmose, O., Alrø, H., & Valero, P. in collaboration with Silvério, A. P. and Scandiuzzi, P. P. (2007). Before you divide you have to add : Inter-viewing Indian students foregrounds. In B. Sriraman (Ed.), International perspectives on social justice in mathematics education. The Montana mathematics enthusiast, Monograph 1 (pp ). Skovsmose, O., & Penteado, M. G. (2011). Ghettoes in the classroom and the construction of possibilities. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp ). New York: Springer. Skovsmose, O., Scandiuzzi, P. P., Valero, P., & Alrø, H. (2008). Learning mathematics in a borderland position: Students foregrounds and intentionality in a Brazilian favela. Journal of Urban Mathematics Education, 1(1), Smith, B. (1994). Australian philosophy: The legacy of Franz Brentano. Chicago and La Salle: Open Court. Smith, D. W. (2007). Husserl. London and New York: Routledge Taylor and Francis Group. 114

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8 NAME INDEX A Alrø, H., 6, 7, 10, 20, 99 Aquinas, T., 35, 40 Aristotle, 35, 37, 39, 45 Augustine, 35, 82, 83 Austin, J. L., 83 B Baber, S., 7 Bauman, Z., 79 Berkeley, G., 49 Biotto Filho, D., vii, 19, 20 Brentano, F., 1, 34, 35-45, 47, 49, 50, 53, 54, 59, 61, 62, 66, 71, 72, 93, 95, 96, 99, 107 Brinkmann, S., 33 C Carnap, R., 46 D D Ambrosio, U., 26, 84 Descartes, R., 18, 35, 42, 50-52, 95 F Fanon, F., 71, Foucault, M., 67 Frankl, V., , 105 Freud, S., 38, 46, 95, 96, 107 G Galilei, G., 49, 96 Gutstein, E., 92 H Hardy, G. H., 88, 89 Heidegger, M., 89 Hempel, C. G., 46 Hume, D., 35, 95 Husserl, E., 1, 34, 38, 39, 42, 47, 48, 50-57, 59, 60, 62, 71, 76, 89, 93, 95, 96, 99 J James, W., 95 Jørgensen, J., 36 K Kant, I., 18, 50-52, 64 Khuzwayo, H., 14, 90 Kvale, S., 33 L Lakatos, I., 100 Laursen, I. L., 5, 73 Leibniz, G. W., 35, 50 Locke, J., 35, 38, 48, 49, 95 M Mach, E., 60 Masaryk, T., 38 Meinong, A., 38 Mellin-Olsen, S., 11, 88, 89 Mill, J., 95 N Newton, I., 52 O Ockham, W., 40 P Penteado, M. G., 7 Plato,

9 NAME INDEX R Russell, B., 38 S Sartre, J.-P., 89 Scandiuzzi, P. P., 6, 7, 10, 20 Scotus, D., 40 Sen, A., 79 Searle, J., 83, 95 Schelling, F. W. J., 35 Silvério, A. P., 6, 20 Stentoft, D., 79 V Valero, P., 6, 7, 10, 20 W Walkerdine, V., 71, 91 Weierstrass, C., 38 Wittgenstein, L., 71, 83, Wundt, W., 35, 36, 44, 45, 85 Z Žižek, S., 71, 81,

10 SUBJECT INDEX A achievement, 6, 14, 91 B background, 5, 6, 9, 39, 75, 77, 80, 87, 90-92, 102, 103 backward-explanation, 45-47, 85, 90 behaviourism, 46, 66, borderland position, 7 C certainty, 50, 62 challenging, 67, 71, 99, 100, cogito, ergo sum, 50, 95 collectivity, 71, 103, contingency, 71, 103, 105, consciousness, 1, 41-45, 47, 50, 53, 55, 56, 60-64, 72, 83, 96, 107 consciousness, stream of, 1, 53, 56, 60-64, 72 cultural capital, 87 D deficit model, 14, 91 Delta syndrome, 10, 11, 33, 86, 104 deprived child, 87 discourse, 18, 26, 65, 79, 81, 82, discrimination, duality, 41, 43 E educational management, 85 epoché, 52, 56, 60-63, 76 phenomenological, 52, 53, 56, 60, 61 philosophical, 52, 56, 60 scientific, 52, 56, 60 essentialism, 92 experimenting, 98, 99, explanation, backward, 45-47, 85, 90 explanation, forward, explorative notions, intentionsin-learning, 2, 71, 99, 103,, 107 sharing, 71, 99,, 107 wondering, 71, 99, 100,, 107 proposing, 71, 99, 100,, 107 taking responsibility, 71, 99, 100, challenging, 71, 99, 100, reflecting, 71, 99, 100, explorative notions, foregrounds-for-learning, 2, 71, ,, 107 possibilities, 71, 103, 104,, 107 imaginations (Vorstellungs), 71, 103, 104,, 107 hopes, 71, 103, 104, frustrations, 71, 103, 104,,

11 SUBJECT INDEX multiplicity, 71, 103, 105, contingency, 71, 103, 105, collectivity, 71, 103, 105, meanings, 71, 103, 105, F Falschnehmung, 44, 62 fear of dreaming, 11-13, 31 foreground, ruined, 13-15, 70, 91 foreground investigation, 6-8, 10, 12, 19, 31, 81, 82, 93 foregrounding (to foreground), 5, 73 foregrounds-for-learning, 1, 2, 70, 71, 84, 86-89, 92, 102- forward-explanation, fremrette, 5 frustration, 1, 5, 8, 64, 65, 67, 71, 74, 75, 77, 96, 103, 104, -108 G ghettoising, 13 H hope, 1, 6, 12, 21, 24, 26, 54, 61-65, 67, 71, 74, 75, 77, 78, 103, 104, I imagination (Vorstellung), 31, 68, 71-78, 103, 104,, 107 immigrant students, 7 inner perception, 41-44, 48, 49, 62 instrumentalism, 11, 88, 89 intention, 1, 2, 4, 41, 46, 47, 59, 61, 63, 64, 66-70, 72, 73, 77, 78, 83, 84, 93, 96, 100, 103,, 107 intentions-in-learning, 1, 2, 4, 70, 71, 83, 84, 86-90, 93, , 103,, 107 intentional in-existence, 40, 41, 43 intentionality, 1, 2, 34, 35-57, 59, 62-64, 66-70, 72, 74, 76, 82, 88, 89, 93, 96, -108 inter-viewing, 33, 34, 78, 93, 107 introspection, 42, 44, 93, 95 L language game, 83 learning as action, 1, 69, 70 life-world, 1, 2, 19, 24, 26, 27, 31, 34-57, 59, 60, M meaning, 4, 7-9, 11, 13, 22, 40, 54, 59, 62, 64, 68, 71, 72, 82-84, 92, 93, 97, mechanical world view, 46, 47 modern realism, 49, 96 motive, 88, 89, multiplicity, 6-8, 66, 71, 74, 77-80, 103, 105, O obstacles, obstruction, 5, 72, 73, 77, 88, 91, 92, 96, 105 opaque concepts, 107 opaque mind, 62, 63 opaqueness, 2, 59, 95, 96, outcome-based education, 85 P paradigm, 36, 45, 50, 85 perception (Wahrnehmung), 41-44, 47-49, 62, 72,

12 SUBJECT INDEX phenomenology, 42-45, 47, 48, 50, 51, 53-55, 62, 64, 71, 95, 99 phenomenological epoché, 52, 53, 56, 60, 61 philosophical epoché, 52, 56, 60 polarised foreground, 7 positivism, 35, 36, 46 postcolonial condition, 79, 80 power, 34, 39, 45, 50, 62, 65, 66, 79, 95 proposing, 71, 87, 89, 99, 100,, 107 prosoché, 62, 63 R realism, 49, 74, 75, 96 real-life intentionalities, 1, 59-70, 93, 103 real-life worlds, 1, 59-70, 75 reductionism, 36, 39, 40, 43, 69, 85 reflecting, 64, 67, 71, 99, 100, responsibility 71, 89, 99, 100, ruined foreground, 13-15, 70, 91 S scientific epoché, 52, 56, 60 sense impression, 38, 48-50, 53 sharing, 71, 74, 99, 100,, 107 stream of consciousness, 1, 53, 56, 60-64, 72 T taking responsibility, 71, 99, transparency, 44, 45, 48, 59, 62, 63, 74, 95, 96 U uncertainty, 24, 56 underground construction of meaning, 4 underground practice, 14 V Vorstellung, 68, 71-73, 103, 104, W Wahrnehmung, 41-44, 62 wondering, 71-73, 75, 77, 87, 99, 100,,

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PH 360 CROSS-CULTURAL PHILOSOPHY IES Abroad Vienna DESCRIPTION: The basic presupposition behind the course is that philosophy is an activity we are unable to resist : since we reflect on other people,