Foundational Mathematical Beliefs and Ethics in Mathematical Practice and Education

Foundational philosophical beliefs about mathematics in the mathematical community may have an unappreciated yet profound impact on ethics practice and education, which also affects practice. A historical basis of dominant platonic formalist views are described evaluated, after alternative evidence-based foundation for thought is outlined. The dualistic nature view based intuition then compared to parallel developments universalizing Western thought. These background ideas set stage a discussion traditional education community. This potential belief foundations education.