Russell often presented this reconstruction—giving rise to the publication of the three Principia Mathematica volumes—as the reduction of mathematics to logic, both qua definitions and qua proofs.
Duty arises from our potential control over the course of events. The external assessor may report on the curriculum or on the performance of the pupils, but never should be allowed to ask the pupil a question which has not been strictly supervised by the actual teacher, or at least inspired by a long conference with him.
There are a few exceptions to this rule, but they are exceptions, and could easily be allowed for under the general rule. We still have on hand the unanswered question.
At the same time it must be observed that an age is no less past if it existed two hundred years ago than if it existed two thousand years ago. According to Whitehead—inspired by Hermann Grassmann—mathematics is the study of pattern: We must remember that, owing to the aid rendered by the visual presence of a figure, Geometry is a field of unequalled excellence for the exercise of the deductive faculties of reasoning.
When Whitehead logicized the space of physics, his starting point was our intuition of spatial volumes and of how one volume may contain or extend over another, giving rise to the mereo logical relation of containment or extension in the class of volumes, and to the concept of converging series of volumes—think, for example, of a series of Russian dolls, one contained in the other, but idealized to ever smaller dolls.
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.
Choose some important applications of your theoretical subject; and study them concurrently with the systematic theoretical exposition. The best education is to be found in gaining the utmost information from the simplest apparatus. The term he coined was "prehension", which comes from the Latin prehensio, meaning "to seize.
The child then knows how to solve a quadratic equation.
Whitehead talks about how different subjects and study should be undertaken at fitting times when we have reached the proper stage of mental development. The reason is that we are dealing with human minds, and not with dead matter. It fades and then recurs. There is no longer space which contains the world, and no longer time during the course of which events occur.
One is that many of the principles of procedure to be observed are the same in both cases, and it is unnecessary to recapitulate.
For this reason Whitehead regarded metaphysical investigations as essential to both good science and good philosophy. They are right as far as they go. It enables men to construct an intellectual vision of a new world.
He believed in specialism in the curriculum. The lectures formed the basis for Science and the Modern World You cannot evade quantity.
The general culture is designed to foster an activity of mind; the specialist course utilises this activity. That is the reason why uneducated clever women, who have seen much of the world, are in middle life so much the most cultured part of the community.
For Whitehead, there is no such thing as wholly inert matter. The aims of education, and other essays by Alfred North Whitehead,The Macmillan company edition, in English. Whitehead's most complete work on education is the book The Aims of Education and Other Essays, which collected numerous essays and addresses by Whitehead on the subject published between and From The Aims of Education and Other Essays, Macmillan Company,as reprinted in Education in the Age of Science, edited by Brand Blanshard, New York, Basic Books, Here is the editor’s prefatory note: In his famous essay called “The Aims of Education,” delivered as his presidential address to the Mathematical Association of England inAlfred North Whitehead.
Many of his essays about education date from this time and appear in his book, The Aims of Education and Other Essays (a). At its core, Whitehead’s philosophy of education emphasizes the idea that a good life is most profitably thought of as an educated or civilized life, two terms which Whitehead often uses interchangeably.
Whitehead was interested in actively 'utilizing the knowledge and skills that were taught to students to a particular end. He believed we should aim at "producing men who possess both culture and expert knowledge in some special direction.
The general topic of this volume is education on its intellectual side. One main idea runs through the various chapters, and it is illustrated in them from many points of view. It can be stated briefly thus: the students are alive, and the purpose of education is to stimulate and guide their turnonepoundintoonemillion.coms: 1.Whitehead aims of education and other essays