Thursday, 13 March 2014

Who was he?

Alfred North Whitehead was a 19th century English Philosopher, whom was probably best known for his contributions to Mathematics and Science.  He was born on February 15th in 1861, in Ramsgate, Kent; son to an Anglican clergyman. Alfred grew up as the youngest of four children and was educated at home, until the age of fourteen.
    ‘In 1875, at the age of fourteen, he entered Sherbone Public School, in Dorsetshire, where he studied the ancient historians: Herodotus; Xenophon; Thucydides; Sallust; Livy; and Tacitus. His education also consisted of  mathematics and reading of the Bible, in Greek. (Richard Lubbock, 1999)
Throughout his childhood he showed talent in both mathematics and sport.
     Whitehead later graduated from Trinity College, Cambridge in 1884, where he had been a 4th ‘Wrangler’; meaning that he was highly ranked amongst his fellow students, being the fourth highest scoring mathematics graduate from Cambridge University.
      On 16th December in 1890, Whitehead married Evelyn Ada M R Willoughby-Wade, with his brother Reverend, Henry Whitehead, officiating; he and his wife had four children, all born at Cambridge.
        At 30 years old, Alfred wrote his first scholarly work, titled ‘Treatise on Universal Algebra’ in 1898 and around 1900, Whitehead and Bertrand Russell joined forces for their collaboration on the three-volume ‘Principia Mathematica’,  setting out to prove that maths can be understood by sound reasoning or logic. The completion took 10 years.
       Whitehead and his Wife lived in Cambridge for 20 years and it was there that he lectured Mathematics, up until 1911 before relocating to London in 1910, where he lectured Mathematics and Mechanics, at the University of London. From 1914 to 1924 he was Professor of Mathematics.
       Whitehead was extremely influential in the study of analytic philosophy and also served as president of the Aristotelian Society from 1922-1923.
        In 1924, he moved to Harvard University where he became a Professor of Philosophy and it was there that he lived for the rest of his days. 
       ‘When he was teaching at Harvard during the 1920's -- the age of The Great Gatsby, of jazz, of prohibition and Al Capone -- he described himself as "a typical Victorian Englishman".’ Richard Lubbock (1999).

‘Whitehead retired at the age of 76, and two years after the end of the Second World War, on December 30th, 1947, he passed away at his home at 86 years of age, from a cerebral haemorrhage.  ‘His obituary was printed in the New York Times, in which it also mentions that he had three grandchildren, and four great-grandchildren.’ He would now be 153 years old if still alive today. 

The Aims of Education - Chapter 1


‘The Aims of Education and Other Essays’, consists of a collection  of texts from Whitehead's lectures. Alfred writes about the limitations, functions and purposes of the education system.


The first theme within this chapter is that of 'Inert Ideas and 'Dead Knowledge'


'a succeeding generation 
exhibit merely 
pedantry and routine. 
The reason is,
 that they are 
overladen with
 inert ideas. 
Education with 
inert ideas is 
not only useless: 
it is above all things, 
harmful




So Whitehead is suggesting that each one of us has ideas, and those ideas can be powerful,  they have the potential to influence our future. However, these ideas are not powerful, if we don’t make use of them; they are in fact, useless! Now this is one of Whitehead’s key themes throughout Aims of Education; he believes that Schools overload children with ‘inert ideas’ or in other words, information which one can 'express but not use'..  which some may call useless or irrelevant information.. 
An example of this may be teaching to exams, and 
gaining the information needed just to pass the exam, but not 
really learning it or seeing its relevance in life.





 "Let the main ideas which are introduced into a child's education be few and important, and let them be thrown into every combination possible."


"keeping knowledge alive, of preventing it from becoming inert...is the central problem of all education."





He believes that the child should make ideas his own, and should understand their application here and now in the circumstances of his actual life. He says,

Whitehead makes us question the usefulness of our education system..

If education is not useful, then what is it?’ 

education should be useful, whatever your aim in life


Whitehead believes that the education system advocates teaching few subjects but taught thoroughly and according to Whitehead.. this is 

Passive reception of disconnected ideas'.



Whitehead also believed in discovery learning; a concept which we are now very familiar with as it is also reflects later work of Jean Piaget and is now an integral part of the Foundation Phase. 


From the very beginning of his education, the child should experience the joy of discovery. The discovery which he has to make, is that general ideas give an understanding of that stream of events which ppours through his life, which is life.’




Students interact with the world by exploring, questioning and experimenting. As a result, students may be more likely to see the relevance to a subject or find an interest if he or she has discovered it themselves.
.
Whitehead also believed that the main curriculum within education should be, 'life in all its manifestations'. So learning about life and all that it embodies, whether that be theoretical or abstract.


‘The problem of education is to make the pupil see the wood, by means of the trees’

If somebody can’t see the wood for the trees, they are unable to understand what is important in a situation, because they are giving too much attention to details.
Therefore, Whitehead is emphasizing that pupils cannot understand the reasoning behind what they are being educated and the relevance, they first need to make connections before learning all the details there are about a topic.







The Rhythym of Education - Chapter 2


 This essay discusses the question: 
At what age should students undertake different 
subjects and different modes of study?

 Whitehead believes that the purpose of education to stimulate and guide each student's self-development. 
It is not the job of the educator to simply fill a child's mind with information.

  a pupil's mind is a growing organism… it is not a box to be ruthlessly packed with alien ideas

 Very similar to Jean Piaget's theory of stages of mental development, who supported the idea that children and adults think alternatively and there were important milestones in a child's development.

The principle that different subjects and modes of study should be undertaken by pupils at fitting times when they have reached the proper stage of mental development.’


Whitehead attains that children may develop through three stages within education which are as follows:

1. The Stage of Romance - The pupil begin with something they are interested in.
2. The Stage of Precision - The pupil develops the interest and therefore gains knowledge and skills. 
3. The Stage of Generalization - The pupil synthesizes what they have learned and apply it to new contexts.


The Rhythmic Claims of Freedom and Discipline - Chapter 3


 Whitehead emphasizes that the aim of education 
is wisdom and not knowledge..


In the schools of antiquity philosophers aspired to impart wisdom, in modern colleges our humbler aim is to teach subjects.’


He feels that to do this would be..


 ‘an education failure

  

What I am anxious to impress you is that though knowledge is one chief aim of intellectual education, there is another ingredient, vaguer but greater and more dominating in its importance. The ancients called it ‘wisdom’.’


Reflecting his idea that although knowledge is important, wisdom is greater.




Universities and Their Function - Chapter 7.



Throughout this chapter, Alfred held the notion that 'imagination' was the key to University. He truly advocated it's importance to each student and emphasized its significicance.
He states that:


'The task of a university is to weld together imagination and experience.'


Universities preserve the connection between knowledge and the zest of life.”





He believed that a university should impart information,  but impart it in a creative and passionate manner. He points out that: 

A university which fails in this respect has no reason for existence.”   



The way in which a university should function… is by promoting the imaginative consideration of the various general principles underlying that career.”



This is a video that I created to summarise some of Whitehead's Ideas.

References

Alfrednorthwhitehead.wwwhubs.com. 2014. Biography of Alfred North Whitehead. [online] Available at: http://alfrednorthwhitehead.wwwhubs.com/ [Accessed: 5 Mar 2014].

Herstein, G. L. 2007. Whitehead, Alfred North. Available at: http://www.iep.utm.edu/whitehed/#H1 [Accessed: 4 Mar 2014].

Irvine, A. D. 1996. Alfred North Whitehead. [online] Available at: http://plato.stanford.edu/entries/whitehead/#WPE [Accessed: 3 Mar 2014].

Opuslibros.org. 2014. WHITEHEAD, Alfred North. [online] Available at: http://www.opuslibros.org/Index_libros/Recensiones_1/whitehea_aim.htm [Accessed: 7 Mar 2014].

Sites.google.com. 2014. Ancestry of Alfred North Whitehead - countyhistorian. [online] Available at: https://sites.google.com/site/countyhistorian/ancestry-of-alfred-north-whitehead [Accessed: 3 Mar 2014].

Www3.sympatico.ca. 2014. Alfred North Whitehead for the Muddleheaded. [online] Available at: http://www3.sympatico.ca/rlubbock/ANW.html [Accessed: 4 Mar 2014].

Whitehead, A. 2014. a review of The Aims of Education. [online] Available at: http://www.goodreads.com/review/show/702836249?book_show_action=true&page=1 [Accessed: 6 Mar 2014].


Whitehead, A. N. (1929), The Aims of Education & Other Essays. London: Williams & Norgate Limited.