David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Studies in Philosophy and Education 16 (3):303-315 (1997)
The objective of this article is to show that Whitehead had a very important philosophy of education both on the formal level. The consistency found is well worth noting. I researched many of Whitehead's major works for his formal views and Lucian Price's Dialogues of Alfred North Whitehead. In my opinion Price's book is the best available for the purpose of getting Whitehead's candid informal view of education. The paper is divided into sections according to the particular subject matter. Since Whitehead describes education as the study of life and all of its manifestations . It is appropriate to cover some of these areas: the purpose of education, the role of science and speculation, education and civilization, and both the process of education and process education are reviewed. Whitehead's philosophy of education is sweeping in scope. In his philosophy we find the importance of experience, imagination, speculation, generalization, factual knowledge, specialization, relevance, intuition, novelty, curiosity, theory, practice, pleasure, harmony, freedom, discipline, technical and liberal education and unification. He, in fact, unifies all these seemingly different areas into a coherent philosophy of education
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