“Phenomenon of laziness” in philosophical reflection of a mathematics teaching to a nonmathematician

Abstract

Many individuals face manifestations of their own or someone else's laziness. In particular, the laziness of non-mathematical students studying mathematics is a multi-level phenomenon that is an obstacle to achieving the educational goal. However, the complexity of the task of overcoming laziness concludes that morally justified motives can be behind each individual manifestation. The used normative and evaluative nature of the phenomenon of student laziness complicates the possibilities of its philosophical reflection, which, due to its ambiguity, has not yet become a substantive element of a mathematics teaching.