New Perspectives in Science Education
A Critical Look at the Conversation between Euclid and Ptolemy I
Elena Burova, American University of Central Asia (Kyrgyzstan)
Syrgak Kydyraliev, American University of Central Asia (Kyrgyzstan)
Anarkul Urdaletova, Kyrgyz-Turkish Manas University (Kyrgyzstan)
Abstract
While artificial intelligence is rapidly taking over the world, the role of universities, where we teach thinking and reasoning, is noticeably growing. Of course, having the necessary set of facts is important, but even more crucial is the ability to competently analyze data and draw non-obvious conclusions from it. Furthermore, this must also be taught to the next generation of researchers. As is well known, the main pedagogical technique in higher education is teaching by example.
The proposed paper implements an interdisciplinary pedagogical approach to critically analyze the well-known historical conversation between the great mathematician Euclid and King Ptolemy I Soter. Through this historical case study, the paper challenges the popular and deeply rooted view regarding the strict Hellenocentric nature of ancient mathematics, offering an alternative multi-cultural educational perspective. Additionally, the study thoroughly addresses the fundamental and socio-pedagogical problem of the relationship between official government bodies, independent scientists, educational institutions, and modern universities. Ultimately, the paper provides a conceptual framework for integrating historical science analysis into modern university curricula to foster advanced critical thinking.
