In this book I have attempted to give an account of some of the most im­ portant of Whitehead's philosophical writings - his writings on the philoso­ phy of science as well as his metaphysics. I have tried to show that although there are novelties in Whitehead's later philosophy there are also continuities with his earlier work in the philosophy of science. For a more detailed account of Whitehead's metaphysics, I would refer the reader to my book The Philosophy of (...) Whitehead (The Muirhead Library of Philosophy), Allen and Unwin, London 1959 (Collier Books, New York 1962). On the whole I believe my view of Whitehead in that work, at least as far as his metaphysics is concerned, is not materially different from that held in the present one, although there are some differences in emphasis and interpretation. I wish to thank the administrateur delegue of the Revue Internationale de Philosophie, Brussels; the publishers Allen and Unwin, London; and Sprin­ ger-Verlag, Heidelberg, for kindly giving me permission to publish amended versions of the following papers which I originally published with them: "Whitehead and the Idea of Equivalence" Revue Internationale de Philoso­ phie, No. 56-57, 1961, pp. 167-184; "The Relevance of "On Mathematical Concepts of the Material World" to Whitehead's Philosophy", in The Relevance of Whitehead. Ed. Ivor Leclerc (The Muirhead Library of Philo­ sophy) Allen and Unwin 1961, pp. 235-260; "Whitehead and the Philosophy of Time". Studium Generale. Springer-Verlag 1970, pp. (shrink)

This volume of essays brings a phenomenological focus to bear on the subject of education in order to provide a fruitful stimulus for educational philosophy. It is for philosophers, psychologists, sociologists and indeed anyone who seeks to understand the perennially interesting questions about the nature of self-consciousness and how our view of it might affect our thinking about education. Originally published in 1978, the essays explore some of the main phenomenological and existentialist themes in relation to the development of consciousness. (...) Two deal with Kierkegaard’s concern for our need to know the world that is true for ourselves, and with the part that imagination plays here. There are two on the development of thinking based round Piaget’s work on the child’s concept of causality and an alternative view proposed by Merleau-Ponty. The role of memory in education is considered and a distinction drawn between mere memorizing and that process of remembering which enables an individual to develop his self-image. Other essays discuss some of the child’s problems in establishing himself in the adult world, and explore the contact between child and teacher. The effects of bringing up a child in isolation from other children is considered with reference to Jean-Paul Sartre’s account of his childhood. (shrink)

This volume contains the proceedings of the six symposia of the 'Philosophers into Europe' conference held under the joint auspices of the Royal Institute of ...