Alfred north whitehead adventure12/11/2023 ![]() 18), rather than the immediacy and breadth of relations involved in the romantic phase. The stage of precision concerns "exactness of formulation" (Whitehead 1929, p. All early learning experiences are of this kind and a curriculum ought to include appeals to the spirit of inquiry with which all children are natively endowed. The natural ferment of the living mind leads it to fix on those objects that strike it pre-reflectively as important for the fulfilling of some felt need on the part of the learner. The primary acquisition of knowledge involves freshness, enthusiasm, and enjoyment of learning. All rich educational experiences begin with an immediate emotional involvement on the part of the learner. Romance is the first moment in the educational experience. There are three fundamental stages in this process, which Whitehead called the stage of romance, the stage of precision, and the stage of generalization. Growth then is a part of physical and mental development, with a strong element of style understood as a central driving motif. The concept of rhythm suggests an aesthetic dimension to the process, one analogous to music. For Whitehead, education is a temporal, growth-oriented process, in which both student and subject matter move progressively. Whitehead's general concept of the nature and aims of education has as its psychological corollary a conception of the rhythm of education that connects him with developmental educators such as Jean-Jacques Rousseau (1712–1778). Educational Development and the Rhythm of Growth White-head's philosophy of organism, sometimes called "process philosophy," stands in continuity with his educational thought, both as a general theoretical backdrop for this educational position and as the primary application of his fundamental educational themes. It is an organic element of an indissoluble mind/body unit, in continuous relationship with the living environment, both social and natural. Nor is it a kind of repository for "inert" ideas, stored up in neatly categorized bundles. Whitehead rejected the theory of mind that maintains it is a kind of tool, or dead instrument, needing honing and sharpening. His general philosophical position, which he called "the philosophy of organism," insists upon the ultimate reality of things in relation, changing in time, and arranged in terms of systems of varying complexity, especially living things, including living minds. Whitehead's synthesis of knowledge and application contrasts sharply with educational theories that recommend mental training exclusively. 4), epitomizes one of his central themes: Education cannot be dissected from practice. ![]() "Education is the acquisition of the art of the utilisation of knowledge." This simple sentence from Whitehead's introductory essay in his Aims of Education (1929, p. ![]() In the philosophy of higher education, where Dewey wrote very little, Whitehead is probably the most important figure since John Henry Cardinal Newman (1801–1890). His thought resembles much in the philosophy of John Dewey (1859–1952). ![]() While Whitehead's metaphysical and logical writings merit his inclusion in any pantheon of twentieth-century philosophers, his work in social and educational philosophy is marked by singular qualities of imagination, profound analysis, and personal commitment. ![]()
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