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Posts Tagged ‘The Aims Of Education’

Science only renders the metaphysical need more urgent.  In itself, it contributes little directly to the solution of the metaphysical problem.  But it does contribute something, namely, the exposition of the fact that our experience of sensible apparent things is capable of being analysed into a scientific theory, a theory not indeed complete, but giving every promise of indefinite expansion.  This achievement emphasizes the intimate relation between our logical thought and the facts of sensible apprehension.  Also the special form of scientific theory is bound to have some influence.  In the past false science has been the parent of bad metaphysics.  After all, science embodies a rigorous scrutiny of one part of the whole evidence from which metaphysicians deduce their conclusions.
    —    Alfred North Whitehead
From his book: “The Aims Of Education
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The key to modern mentality is the continued advance of science with the consequential shift of ideas and progress of technology.  In the ancient world Mesopotamia and Egypt were made possible by irrigation.  But the Roman Empire existed by virtue of the grandest application of technology that the world had hitherto seen: its vast buildings, its organized merchant navies, its military science, its metallurgy, and its agriculture.  This was the secret of the extension and the unity of Roman civilization.
   —    Alfred North Whitehead
From his essay: “The Place Of Classics In Education
From his book: “The Aims Of Education
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Culture is activity of thought, and receptiveness to beauty and humane feeling.  Scraps of information have nothing to do with it.  A merely well-informed man is the most useless bore on God’s earth.  What we should aim at producing is men who possess both the culture and expert knowledge in some special direction.  Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art.
    —    Alfred North Whitehead
From his book:  “The Aims of Education
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We — I am talking of schoolmasters and of university dons — are apt to forget that we are only subordinate elements in the education of a grown man; and that, in their own good time, in later life, our pupils will learn for themselves.  The phenomena of growth cannot be hurried beyond certain very narrow limits.  But an unskillful practitioner can easily damage a sensitive organism.  Yet, when all has been said in the way of caution, there is such a thing as pushing on, of getting to know the fundamental details and the main exact generalisations, and of acquiring an easy mastery of technique.  There is no getting away from the fact that things have been found out, and that to be effective in the modern world you must have a store of definite acquirement of the best practice.  To write poetry you must study metre; and to build bridges you must be learned in the strength of material.  Even the Hebrew prophets had learned to write, probably in those days requiring no mean effort.  The untutored art of genius is — in the words of the Prayer Book — a vain thing, fondly invented.
    —    Alfred North Whitehead
From his book: “The Aims Of Education
.
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