03706cam a22003253u 450000100060000000300070000600500170001300600020003000700050003200800410003704000110007804100170008905000070010610000400011324500600015326400510021330000470026433600260031133700260033733800360036350000310039950503420043050801920077252022060096453400620317065300140323285600720324685600430331899900190336177011UtSlPG20260610134801.0mcr n260607r20251917utu|||||o|||||||||||||| d  aUtSlPG 7aen2iso639-1 4aLB1 aWhitehead, Alfred North,d1861-194714aThe organisation of thought, educational and scientific 1aSalt Lake City, UT :bProject Gutenberg,c2025  a1 online resource :bmultiple file formats  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  aRelease date is 2025-10-080 aThe aims of education: a plea for reform -- Technical education and its relation to science and literature -- A polytechnic in war-time -- The mathematical curriculum -- The principles of mathematics in relation to elementary teaching -- The organisation of thought -- The anatomy of some scientific ideas -- Space, time, and relativity.  aJamie Brydone-Jack, Laura Natal and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive)  a"The organisation of thought, educational and scientific" by Alfred North Whitehead is a collection of essays on education and the philosophy of science written in the early 20th century. It advocates a living, integrated approach to learning that unites theory with practice, rejects “inert ideas,” and reshapes curricula—especially mathematics and technical training—to cultivate judgment, creativity, and style. The volume likely moves from classroom reform and the social purpose of technical education to broader reflections on scientific concepts and how thought is organized.  The opening of this volume sets its scope in a preface—first essays on education, then pieces on the philosophy of science—before launching, amid wartime urgency, a plea for reform. Chapter I lays down two rules (teach few subjects, teach them thoroughly), attacks inert information, argues that proof and use must go together, criticizes uniform external examinations, and defines education as cultivating culture, expertise, and “style,” closing with duty and reverence as its moral core. Chapter II reframes technical education as inherently liberal, insisting that joy in work, moral vision, and art power skilled labor, invention, and enterprise, and that manual craft, science, and literature must interpenetrate. It sketches three intertwined curricula (literary, scientific, technical), stresses hand–eye practice, proposes broad, non-narrow training linked to appropriate sciences, and treats literature as enjoyment rather than grammar. Chapter III, a prize-day address, praises perseverance in wartime, calls students to public service, and urges the Polytechnic to be a civic center where art, recreation, and craft elevate work—linking Southwark’s theatrical heritage to modern industry and casting the institute as an “arsenal for peace.” The start of Chapter IV argues that mathematics in general education should shed recondite detail for a small set of powerful ideas—number, quantity, and space—illustrated through experiments, graphs, simple calculus, statistics, and the history of ideas (for example, Euclid’s Book V). (This is an automatically generated summary.)  pOriginally published:cLondon: Williams and Norgate, 1917  aEducation4 uhttps://archive.org/details/organisationofth00whit/page/n7/mode/2up40uhttps://www.gutenberg.org/ebooks/77011  c117735d117735