Democracy and mathematics instruction for adults three philosophical perspectives

International audienceSome might view mathematics education and democracy as two distinct arenas without mutual relations. Contrary to such an understanding, this paper presents part of a larger study on potential relations between the two. More specifically, I explore relations between democracy and mathematics teaching or instruction for adults. The paper seeks to identify philosophical underpinnings and inspirations for describing and understanding core relations between democracy and mathematics education. I present snapshots from the works of three prominent scholars: the Dane N.F.S. Grundtvig's philosophy of lifelong learning; the German Jürgen Habermas' theory of communicative action; and the German Hartmut Rosa's concepts of resonance and world relation. Highlighting how these theories might offer new perspectives of how mathematics education can support democracy? The perspectives differ in their depth and breadth but share certain similarities