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Author: Vesselin Petrov
Publisher: Cambridge Scholars Publishing
ISBN: 1527532259
Category : Education
Languages : en
Pages : 472
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Book Description
The basic aims of contemporary thinking in education are to cultivate a proper comprehension of the meaning and purpose of education and the role of the teacher, and to develop adequate theoretical and methodological frameworks that combine some of the positive sides of the leading theories, while avoiding their disadvantages. Toward these ends, one excellent candidate for consideration is Alfred North Whitehead’s (1861-1947) process-relational philosophy of education, as set forth in The Aims of Education (1929) and elsewhere. The contributors to this volume analyze Whitehead’s philosophy of education in a detailed and critical fashion, including inquiring into the development of cycle-based approaches to education, like Whitehead’s, in intellectual history as well as its potential objective bases. They also demonstrate how this relates to, and can be integrated with, other leading theories of education and contemporary pedagogical thinking, and identify avenues for its positive, practical application in schooling across the globe as well as in scientific research. The book further critically evaluates current educational practices and the organization of educational institutions in this light and the effectiveness of teaching strategies that are founded upon some of its principles, while also exploring the ramifications of its selection and application in education for society in general, as well as for our common civilizational aspirations, including humanity’s addressing of global problems, such as the ecological crisis. In addition, the volume also serves to lay some of the groundwork for its potential further development.
Author: Vesselin Petrov
Publisher: Cambridge Scholars Publishing
ISBN: 1527532259
Category : Education
Languages : en
Pages : 472
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Book Description
The basic aims of contemporary thinking in education are to cultivate a proper comprehension of the meaning and purpose of education and the role of the teacher, and to develop adequate theoretical and methodological frameworks that combine some of the positive sides of the leading theories, while avoiding their disadvantages. Toward these ends, one excellent candidate for consideration is Alfred North Whitehead’s (1861-1947) process-relational philosophy of education, as set forth in The Aims of Education (1929) and elsewhere. The contributors to this volume analyze Whitehead’s philosophy of education in a detailed and critical fashion, including inquiring into the development of cycle-based approaches to education, like Whitehead’s, in intellectual history as well as its potential objective bases. They also demonstrate how this relates to, and can be integrated with, other leading theories of education and contemporary pedagogical thinking, and identify avenues for its positive, practical application in schooling across the globe as well as in scientific research. The book further critically evaluates current educational practices and the organization of educational institutions in this light and the effectiveness of teaching strategies that are founded upon some of its principles, while also exploring the ramifications of its selection and application in education for society in general, as well as for our common civilizational aspirations, including humanity’s addressing of global problems, such as the ecological crisis. In addition, the volume also serves to lay some of the groundwork for its potential further development.
Author: Alfred North Whitehead
Publisher: Simon and Schuster
ISBN: 0029351804
Category : Education
Languages : en
Pages : 180
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Book Description
Presents the texts of a series of lectures delivered between 1912 and 1928 on the purposes and practice of education.
Author: Malcolm D. Evans
Publisher: Rodopi
ISBN: 9789042004320
Category : Education
Languages : en
Pages : 152
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Book Description
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.
Author: George Allan
Publisher: SUNY Press
ISBN: 9781438441870
Category : Philosophy
Languages : en
Pages : 238
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Book Description
A highly accessible reading of Whitehead's writings on education and their connection to his metaphysics.
Author: Alfie Kohn
Publisher: Beacon Press
ISBN: 9780807032671
Category : Education
Languages : en
Pages : 216
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Book Description
Few writers ask us to question our fundamental assumptions about education as provocatively as Alfie Kohn. Time magazine has called him'perhaps the country's most outspoken critic of education's fixation on grades [and] test scores.' And the Washington Post says he is 'the most energetic and charismatic figure standing in the way of a major federal effort to make standardized curriculums and tests a fact of life in every U.S. school.' In this new collection of essays, Kohn takes on some of the most important and controversial topics in education of the last few years. His central focus is on the real goals of education-a topic, he argues, that we systematically ignore while lavishing attention on misguided models of learning and counterproductive techniques of motivation. The shift to talking about goals yields radical conclusions and wonderfully pungent essays that only Alfie Kohn could have written. From the title essay's challenge to conventional, conservative definitions of a good education to essays on standards and testing and grades that tally the severe educational costs of overemphasizing a narrow conception of achievement, Kohn boldly builds on his earlier work and writes for a wide audience. Kohn's new book will be greeted with enthusiasm by his many readers and by any teacher or parent looking for a refreshing perspective on today's debates about schools.
Author: Michael Slote
Publisher: Routledge
ISBN: 0415530954
Category : Education
Languages : en
Pages : 108
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Book Description
In Education and Human Values: Reconciling Talent with an Ethics of Care, Michael Slote looks to care ethics to provide an answer to previously neglected questions, arguing that if we can teach people to be more caring and open-minded, we can take some of the edge off of the disappointment and resentment that occur when people are led to believe they are less talented or less intelligent than others. Through his demonstration of the inadequacies of an educational system devoted to maintaining a classroom atmosphere of blind democracy and absolute equality, Slote's work constitutes an answer to important questions his predecessors were unable to recognize or simply failed to address.
Author: Alfred North Whitehead
Publisher:
ISBN:
Category : Logic, Symbolic and mathematical
Languages : en
Pages : 696
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Book Description
Author: Robert S. Brumbaugh
Publisher: State University of New York Press
ISBN: 0791497828
Category : Philosophy
Languages : en
Pages : 158
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Book Description
This book shows clearly how philosophy can be applied to education in an effective manner. It is applied metaphysics in the fullest sense—a truly practical philosophy book. Robert Brumbaugh shows convincingly how our current educational practices are based on a metaphysics derived from seventeenth-century physics. Our modern understanding of reality implies a very different view of education and very different educational practices. He also shows how and why this new process view of education differs from the "back to basics" diagnosis and prescription.
Author: William E. Doll Jr.
Publisher: Teachers College Press
ISBN: 0807774391
Category : Education
Languages : en
Pages : 321
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Book Description
Doll draws relationships among the ideas advanced in chaos theory, Piagetian epistemology, cognitive theory, and the work of Dewey and Whitehead. In this book on the post-modern perspective on the curriculum, the author asserts that the post-modern model of organic change is not necessarily linear, uniform, measured and determined, but is one of emergence and growth, made possible by interaction, transaction, disequilibrium and consequent equilibrium. Transformation, not a set course, the book argues, should be the rule, and open-endedness is an essential feature of the post-modern framework. In the book, the author envisages a curriculum in which the teacher's role is not causal, but transformative. The curriculum is not the race course, but the journey itself; metaphors can be more useful than logic in generating dialogue in the community; and educative purpose, planning and evaluation is flexible and focused on process, not product. “Scholarly, yet direct and to the point, [Doll’s] ideas make sense to front line educators in the real world of today’s schools.” —Kenneth Graham, Seaford Union Free School District
Author: Charles Hartshorne
Publisher: Cambridge Scholars Publishing
ISBN: 9781443820769
Category : Methodology
Languages : en
Pages : 0
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Book Description
Whiteheadâ (TM)s View of Reality developed from conversations between the authors about the need for a work that would be of assistance to students ready to undertake a study of Alfred North Whiteheadâ (TM)s Process and Reality. The volume begins with a biographical sketch of Whiteheadâ (TM)s life, in order that one can understand the various stages in his professional development as well as the radically changing times in which his thought progressed. It is hoped that the Whiteheadsâ (TM) encounter with Gertrude Stein will provide the student with a stronger feeling of Whitehead as a person. Charles Hartshorne undertook the task of placing Whitehead within a historical context. The context in which Whitehead is presented is that of being one of the few great philosophers in Western culture who engaged in speculative or metaphysical philosophy. The influence of Plato and Leibniz is noted, as well as Hartshorneâ (TM)s personal preference for Peirce and Bergson in relation to Whiteheadâ (TM)s speculative philosophy. Whitehead agreed with all these great metaphysicians that the explanation of matter was to be sought in mind, not that of mind in matter. Hume, Kant, Russell and William James are noted as major non-speculative thinkers whose thought received careful consideration by Whitehead. Hume, the Buddhists, and Whitehead agreed that, strictly speaking, a so-called substance is a new concrete reality each moment. It is Hartshorneâ (TM)s judgment that Whitehead does the best job of retaining aspects of truth in our commonsense notions of individual things and persons. Hartshorne also discusses the paradoxes that arise as we search for our self-identity. He contends that we can escape from these paradoxes if we accept Whiteheadâ (TM)s contention that concrete actualities are not in the last analysis enduring, changing substances but successive momentary stages of what are called substances or individuals. This should lead us to understand that we have an asymmetrical identity with the successive momentary stages of our relations. Hartshorne also notes that the basic concepts developed by Whitehead are based on his understanding that actual entities are the real subjects that experience, perceive, remember, and think. Thus, the basic form of experience is perception. Hartshorne further suggests that perhaps Whitehead is the first philosopher to view perception, which includes memory, as experience of the past rather than of the present. In discussing Whiteheadâ (TM)s philosophical theology, Hartshorne indicats that his view of God was an alternative to the standard metaphysical conception of deity which had prevailed since Aristotle. The problem of divine knowledge had been at the core of the problems with classical theism. The issue was whether everything I do is decided at my coming to exist. If so, then we are nothing but a clog in the cosmic machinery. Hartshorne suggests that the first theologian to view this issue sharply was Fausto Socinus who took the idea of human decision-making seriously and rejected the notion that divine omnipotence determines human decisions. He suggested among others had something in common with the Socinians. Hartshorne concluds his remarks focusing on unresolved problems in Whiteheadâ (TM)s theism. Creighton Pedenâ (TM)s responsibility is to present an exposition of Whiteheadâ (TM)s philosophy, with primary attention at first given to his basic terms, as well as to the foundation principles and structure of his method. Analysis is then given his metaphysical scheme from the perspective of his method. The focus of attention then shifts to Whiteheadâ (TM)s doctrine of God and his view of religion. Peden concludes with a comparative evaluation of Whiteheadâ (TM)s position with traditional Christian thought. Consideration is given to three general problems raised by traditional Christians. The first point of contention is that Whiteheadâ (TM)s God is not the infinite and eternal God of the Universe but is rather a limited God within the Universe. In the second case, traditional Christian theology would assert that Whiteheadâ (TM)s God does not actually save because he does not save the individual. The third problem would hold that Whiteheadâ (TM)s God is not the or a personal God.
