The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children — Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together
English mathematician and philosopher (1861–1947)
Alfred North Whitehead, OM (15 February 1861 – 30 December 1947) was an English mathematician and philosopher. He is best known as the defining figure of the philosophical school known as process philosophy, which today has found application to a wide variety of disciplines, including ecology, theology, education, physics, biology, economics, and psychology, among other areas.
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Philosophers can never hope finally to formulate these metaphysical first principles. Weakness of insight and deficiencies of language stand in the way inexorably. Words and phrases must be stretched towards a generality foreign to their ordinary usage; and however such elements of language be stabilized as technicalities, they remain metaphors mutely appealing for an imaginative leap.
Only the adventurous can understand the greatness of the past. In its day, the literature of the past was an adventure. Aischylus, Sophocles, Euripides were adventurers in the world of thought. To read their plays without any sense of new ways of understanding the world and of savouring its emotions is to miss the vividness which constitutes their whole value. But adventures are to the adventurous. Thus a passive knowledge of the past loses the whole value of its message.
In the theory of well-ordered series and compact series, we have followed Cantor closely, except in dealing with Zermelo's theorem (*257 — 8), and in cases where Cantor's work tacitly assumes the multiplicative axiom. Thus what novelty there is, is in the main negative. In particular, the multiplicative axiom is required in all known proofs of the fundamental proposition that the limit of a progression of ordinals of the second class {i.e. applicable to series whose fields have ^{o terms) is an ordinal of the second class (cf *265). In consequence of this fact, a very large part of the recognized theory of transfinite ordinals must be considered doubtful.
Explicitly in the verbal sentence, or implicitly in the understanding of the subject entertaining it, every expression of a proposition includes demonstrative elements. In fact each word, and each symbolic phrase, is such an element, exciting the conscious prehension of some entity belonging to one of the categories of existence.