educare..
If any of you have views on education, based on admiration of or reaction against your own, I'd be curious in hearing what you have to say about any of these thoughts of Alfred North Whitehead's:
Culture is activity of thought, and receptiveness to beauty and humane feeling.
…the valuable intellectual development is self-development.
Education with inert ideas is not only useless: it is, above all things harmful (but to whom?)
Let the main ideas which are introduced into a student’s education be few and important, and let them be thrown into every combination possible.
The discovery which he [the student] has to make, is that general ideas give an understanding of that stream of events which pours through his life, which is his life. By understanding I mean more than a mere logical analysis, though that is included.
The present contains all that there is. . . The communion of saints is a great and inspiring assemblage, but it has only one possible hall of meeting, and that is, the present;
The consequences of a plethora of half-digested theoretical knowledge are deplorable.
Education is the acquisition of the art of the utilization of knowledge.
In education, the broad primrose path. . . is represented by a book or a set of lectures which will practically enable the student to learn by heart all the questions likely to be asked at the next external examination.
The evocation of curiosity, of judgment, of the power of mastering a complicated tangle of circumstances, the use of theory in giving foresight in special cases-all these powers are not to be imparted by a set rule embodied in one schedule of examination subjects.
Culture is activity of thought, and receptiveness to beauty and humane feeling.
…the valuable intellectual development is self-development.
Education with inert ideas is not only useless: it is, above all things harmful (but to whom?)
Let the main ideas which are introduced into a student’s education be few and important, and let them be thrown into every combination possible.
The discovery which he [the student] has to make, is that general ideas give an understanding of that stream of events which pours through his life, which is his life. By understanding I mean more than a mere logical analysis, though that is included.
The present contains all that there is. . . The communion of saints is a great and inspiring assemblage, but it has only one possible hall of meeting, and that is, the present;
The consequences of a plethora of half-digested theoretical knowledge are deplorable.
Education is the acquisition of the art of the utilization of knowledge.
In education, the broad primrose path. . . is represented by a book or a set of lectures which will practically enable the student to learn by heart all the questions likely to be asked at the next external examination.
The evocation of curiosity, of judgment, of the power of mastering a complicated tangle of circumstances, the use of theory in giving foresight in special cases-all these powers are not to be imparted by a set rule embodied in one schedule of examination subjects.