Education and Learning in a World of Accelerated Knowledge Growth
Today, digitalization and the results of research in the fields of artificial intelligence and biology are rapidly interfusing our knowledge societies, meaning that each individual will have to cope with this new and challenging situation. Nearly a century ago, Alfred North Whitehead predicted this accelerating process: “Modern science has imposed on humanity the necessity for wandering. Its progressive thought and its progressive technology make the transition through time, from generation to generation, a true migration into uncharted seas of adventure.” (Whitehead, 1925, p. 207)
Traditional education only creates inert knowledge, although “our training must prepare individuals to face a novelty of conditions.” (Whitehead, 1933/1967, p. 93) In order to meet this enormous challenge, Whitehead developed the basic features of such a new learning cycle approach.
This enormous educational challenge forms the background of this book, which investigates the possible role of Whitehead’s process-organismic philosophy in this entirely new setting. The volume is accordingly divided into four sections: (1) Foundational and Boundary Issues; (2) Learning and Teaching Cycles; (3) Learning and Artificial Intelligence; and (4) Aesthetics and Music.
This book is part of a series. View the full series, "European Studies in Process Thought", here.
Dr Vesselin Petrov holds an MA in Mathematics, a PhD in Philosophy, and a DSc in Philosophy. He is a Professor and the Director of the Institute of Philosophy and Sociology at the Bulgarian Academy of Sciences. His fields of research include process-relational philosophy, metaphysics, ontology, applied ontology, philosophy of mathematics, and philosophy of education. He is the author of seven books, including Elements of Contemporary Process Philosophical Theory of Education and Learning (2020), and more than 140 papers.
Dr Franz Riffert is Professor for Research on Learning and Teaching at the Department of Educational Science at Salzburg University, Austria. He received two Fulbright Grants to conduct research at the Center for Process Studies, USA, and the Harvard Graduate School of Education. His research focuses on philosophy of science, anthropological aspects of education, interdisciplinary relations between philosophy, and education and psychology, among other topics. He has published 13 books and more than 100 articles.
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