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Essay / Research Paper Abstract
A 5 page paper that explores the perspectives of Alfred North Whitehead as presented in Aims of Education and Haridas Chaudhuri as presented in Evolution of Integral Consciousness. Specific quotes from each are used as a catalyst to discuss the foundations and emphases of each author. The writer's beliefs as inspired by Whitehead and Chaudhuri are presented. Bibliography lists 6 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGwhtch.rtf
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Unformatted sample text from the term paper:
that his purpose was to "protest against dead knowledge" (Whitehead, 1967, p. v). Whitehead emphasizes the relationship between freedom and discipline (Whitehead, 1967). He asserts there are three stages in
this relationship. First, there is the romance associated with learning and this stage creates the interest. Freedom is the element in the romance stage. As the newness or freshness of
the romance wanes, a new craving emerges, a desire for more precise knowledge. The emphasis shifts from freedom to discipline. It requires discipline for the individual to learn the "right
ways and the wrong ways to proceed and [to discover] the truths to be learned" (Mellert, 1998). Whitehead argues that self-discipline is the best type of discipline but paradoxically, this
requires a great deal of freedom (Mellert, 1998). The third and final stage is one of generalization and again there is a shift to freedom as the learner "looks for
ways to use ones knowledge" (Mellert, 1998). Again, discipline is required because the learner is looking towards the future and how the knowledge acquired can be used (Mellert, 1998). Whitehead
said: "the whole affair is merely a preparation for battling with the immediate experiences of life, a preparation by which to qualify each immediate moment with relevant ideas and appropriate
actions" (Whitehead, 1967, p 37). Whiteheads philosophy of education follows a premise that educational experiences exist all around us, they are not confined to the school classroom. Both freedom and
discipline are at the core of gaining knowledge and doing something useful with it, in fact, acquiring knowledge should be accomplished for the purpose of doing something with it. Knowledge
must be used as a catalyst for thought and not simply be a bunch of inert ideas. Whitehead seems to believe that schools of learning pass on inert ideas that
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