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Extra info for A Different Three Rs for Education: Reason, Relationality, Rhythm (Value Inquiry Book Series 176)

Example text

The process perspective on teaching and learning being presented here is derived from Whitehead’s philosophy of organism—a process philosophy. ” It is never bare thought or bare existence that we are aware of. I find myself as essentially a unity of emotions, enjoyments, hopes, fears, regrets, valuations of alternatives, decisions—all of them subjective reactions to the environment as active in my nature. My unity—which is Descartes’ “I am”—is my process of shaping this welter of material into a consistent pattern of feelings.

They are their parents’ story continued, as their parents are continuations of their grandparents’ stories, all of them participants in something greater than any one of them. Our love for virtuous individuals—for mothers and fathers, heroes and saints, leaders and geniuses—can now modulate into love of country. Love of other individuals leads us to a love for the community of which they are members. We may do so at first for utilitarian reasons, because we realize that our On Learning to be Good 37 country provides the basic environment for securing the lives of loved ones and for assuring proper opportunities for their development.

Robert S. Brumbaugh names this last stage satisfaction instead of generalization (1982, p. 119). Satisfaction is emotional, a sense of completion, perhaps a goal reached. In educational What is a Process Perspective on Learning? 23 settings both generalization and satisfaction are to be found and sought. Emotion as well as intellect is present whether the task is one of generalization from newly acquired knowledge or simple satisfaction of task completion or goal attainment. , p. 120). This recognition that emotion attached to the notion of doing intellectual tasks oneself is missing in the usual practice of educational drill and rote learning—a fact of educating of which teachers with a process perspective are well aware.

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