Abstract
In the early nineteenth century, Henry Brougham endeavored to improve the moral character of England through the publication of educational texts. Soon after, Brougham helped form the Society for the Diffusion of Useful Knowledge to carry his plan of moral improvement to the people. Despite its goal of improving the nation’s moral character, the Society refused to publish any treatises on explicitly moral or religious topics. Brougham instead turned to a mathematician, Augustus De Morgan, to promote mathematics as a rational subject that could provide the link between the secular and religious worlds. Using specific examples gleaned from the treatises of the Society, this article explores both how mathematics was intended to promote the development of reason and morality and how mathematical content was shaped to fit this particular view of the usefulness of mathematics. In the course of these treatises De Morgan proposed a fundamentally new pedagogical approach, one which focused on the student and the role mathematics could play in moral education.Keywords: Mathematics; Education; Henry Brougham; Augustus De Morgan; Nineteenth-century England
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DOI 10.1016/j.shpsa.2004.12.006
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The Physicalist Tradition in Early Nineteenth Century French Geometry.Lorraine J. Daston - 1986 - Studies in History and Philosophy of Science Part A 17 (3):269.
Introduction: Cultures of Theory.Peter Galison & Andrew Warwick - 1998 - Studies in History and Philosophy of Modern Physics 29 (3).
Descartes's Geometry as Spiritual Exercise.Matthew L. Jones - 2001 - Critical Inquiry 28 (1):40-71.

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