Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso digital |
| Language: | |
| Published: |
Zenodo
2025
|
| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.18019247 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of 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>