Whitehead and Philosophy of Education: The Seamless Coat of LearningRodopi, 1998 - 125 páginas That process philosophy can be the foundation of the theory and practice of educating human beings is the main argument of this book. The process philosophy of Alfred North Whitehead (1861-1947) is the particular thinking on which this book is based. Readers are shown that Whitehead's process philosophy provides a frame, a conceptual matrix, that addresses their concerns about education and offers direction for their educative acts. Whitehead theorized that all living entities are connected in some way. Relatedness, connectedness, and holism are recurring themes in this exploration of Whitehead's implied philosophy of education. Whitehead never wrote a philosophy of education, but his writings over a period of nearly thirty years reveal a persistent interest and concern with education. His work, ranging from Introduction to Mathematics (1911) to Adventures of Ideas (1938), is drawn on here to construct, not Whitehead's philosophy of education, but, a Whiteheadian philosophy of education. Whitehead and Philosophy of Education brings to scholars and students of education an understanding of Whitehead as an important figure in philosophy, particularly philosophy of education; an acquaintance with process philosophy; a brief treatment of Whitehead's life and an account of events and experiences that influenced his philosophizing; and an exploration of the educationally salient concepts found in Whitehead's formal and informal philosophy with special attention to Whitehead's ideas about creativity, process, rhythm, wisdom, and knowledge. Whitehead writes of phases of the rhythm of education - romance, precision, and generalization. The book is organized with attention to these three phases. Part One-Romance introduces readers to Whitehead the person, and the change of context for educating from a mechanistic world-view to an organismic one. Part Two-Precision examines Whitehead's writings, as they relate to process philosophy and to educating. Part Three-Generalization is an application of the explorations of Parts One and Two, yielding a construction of a Whiteheadian philosophy of education and suggestions for educational practice. |
Contenido
1 | |
Two Worldviews | 15 |
Precision | 31 |
Examining Whiteheads Philosophy | 63 |
A Whiteheadian Philosophy of Education | 89 |
63 | 111 |
Bibliography | 115 |
About the Author | 121 |
Otras ediciones - Ver todas
Whitehead and Philosophy of Education: The Seamless Coat of Learning Malcolm D. Evans Sin vista previa disponible - 1998 |
Términos y frases comunes
Adventures of Ideas aesthetic Aims of Education Albany Alfred North Whitehead aspect balanced education becoming Brumbaugh chapter coherent concepts concrescence concrete connectedness connections constructive postmodern context Copyright creativity curriculum David Ray Griffin educa educational philosophy educational practice educational theory educational writings elements entity environment Essays in Science experience formal philosophy Free Press holism human Ibid important individual inert ideas intellectual J.B. Schneewind knowledge learners Macmillan mathematics meaning mechanistic mechanistic paradigm metaphysical Modern World notion perception persons perspective philoso philosophy of education philosophy of organism prehension present Process and Reality process philosophy process theology reader relatedness relations relationships relevant reprint rhythm romance scientific scientism self-education sense Sherborne simple society speculative philosophy spiritual stage student symbols teachers theory of education things thought tion understand Whitehead's University Press Victor Lowe Whitehead's educational Whitehead's philosophy Whitehead's theory Whitehead's thinking Whitehead's writings Whiteheadian philosophy Whiteheadian school wisdom worldview wrote York Press
Pasajes populares
Página ix - You may not divide the seamless coat of learning. What education has to impart is an intimate sense for the power of ideas, for the beauty of ideas, and for the structure of ideas, together with a particular body of knowledge which has peculiar reference to the life of the being possessing it.
Página 1 - ... with possibilities half-disclosed by glimpses and halfconcealed by the wealth of material. In this stage knowledge is not dominated by systematic procedure. Such system as there must be is created piecemeal ad hoc. We are in the presence of immediate cognisance of fact, only intermittently subjecting fact to systematic dissection. Romantic emotion is essentially the excitement consequent on the transition from the bare facts to the first realisations of the import of their unexplored relationships.