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2025
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| Online Access: | https://doi.org/10.5281/zenodo.18019247 |
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| author | Kraler, Christian |
| author_facet | Kraler, Christian |
| contents | <p><span lang="EN-GB">This paper revisits Whitehead’s ideas on (formal) education, emphasizing his critique of traditional education’s reliance on inert ideas—knowledge taught without context or application—and his advocacy for a process-oriented, relational, and holistic approach. <span> </span>Central to his philosophical and ethical ideas on education are the balance between freedom and discipline as well as fostering intellectual curiosity while ensuring structured learning.<span> </span>Whitehead’s three-stage concept of education—Romance, Precision, and Generalization—aligns with natural mental development, promoting creativity, technical mastery, and broad application. <span> </span>He also underscores the importance of integrating classical studies, mathematics, and technical education into curricula to balance cultural enrichment with practical skills. <span> </span>Reflecting his broader process philosophy, Whitehead’s educational vision emphasizes creativity, relational development, and the dynamic interplay of imagination and experience.<span> </span>Despite its fragmented structure, his work remains a forward-thinking and relevant contribution to contemporary educational discourse. <span> </span>Many of Whitehead’s concepts and considerations on education are astonishingly modern.<span> </span>Moreover, some of these only found their way into the general educational discourse at a later date.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18019247 |
| institution | Zenodo |
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| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | The Aims of Education—Alfred North Whitehead's Ideas on Education and Learning Revisited After 100 Years Kraler, Christian (Formal) education, stages of learning, curriculum, knowledge-integration, process philosophy, A.N. Whitehead <p><span lang="EN-GB">This paper revisits Whitehead’s ideas on (formal) education, emphasizing his critique of traditional education’s reliance on inert ideas—knowledge taught without context or application—and his advocacy for a process-oriented, relational, and holistic approach. <span> </span>Central to his philosophical and ethical ideas on education are the balance between freedom and discipline as well as fostering intellectual curiosity while ensuring structured learning.<span> </span>Whitehead’s three-stage concept of education—Romance, Precision, and Generalization—aligns with natural mental development, promoting creativity, technical mastery, and broad application. <span> </span>He also underscores the importance of integrating classical studies, mathematics, and technical education into curricula to balance cultural enrichment with practical skills. <span> </span>Reflecting his broader process philosophy, Whitehead’s educational vision emphasizes creativity, relational development, and the dynamic interplay of imagination and experience.<span> </span>Despite its fragmented structure, his work remains a forward-thinking and relevant contribution to contemporary educational discourse. <span> </span>Many of Whitehead’s concepts and considerations on education are astonishingly modern.<span> </span>Moreover, some of these only found their way into the general educational discourse at a later date.</span></p> |
| title | The Aims of Education—Alfred North Whitehead's Ideas on Education and Learning Revisited After 100 Years |
| topic | (Formal) education, stages of learning, curriculum, knowledge-integration, process philosophy, A.N. Whitehead |
| url | https://doi.org/10.5281/zenodo.18019247 |