Ethics in mathematical education

The rising of non-Euclidean geometries forces mathematicians to go beyond the criterion of truth and to pose as priority the criterion of freedom. This criterion gains meaning in the circular path that links ethos with logos and it makes us able of experimenting with the wealth of the values of theory. Mathematical education thus finds a new dimension it abandons the ambit of only formal constructions and finds again its role in the determination of the frames on which the originary ethos constructs its “intrinsic geometry”. The role of Bayes’ law in edueation to tolerance is an example of these frames.