Education, Modernity, and Fractured Meaning

Toward A Process Theory of Teaching and Learning

By Donald W. Oliver
Assisted by Kathleen Waldron Gershman

Subjects: Philosophy Of Education
Series: SUNY series in Philosophy, SUNY series, The Philosophy of Education
Paperback : 9780887069420, 268 pages, July 1989
Hardcover : 9780887069413, 268 pages, August 1989

Alternative formats available from:

Table of contents

Part One. Modernity
Introduction and Overview
1. Prologue and Introduction
2. Modernity, Fragmentation, and Cultural Balance

Part Two. Cosmology
Introduction and Overview
3. Categories of the Whole
4. Cosmology
5. Cosmology as Curriculum

Part Three. Process Cosmology
Introduction and Overview
6. From Scientific Modernity Toward a Process Universe
7. Whitehead's Process Cosmology
8. The Moral Basis of Process Education: Intimacy, Intensity, and Balance

Part Four. Process and Education
Introduction and Overview
9. Teaching and Learning Within the Occasion: Notes on Process Education
10. The Current Context of Process Education




An indictment of the ideology of modernity, which has resulted in our leading incoherent and fragmented lives, Oliver and Gershman's book explores the profound paradigmatic differences that exist among the world's people and describes a rich theory of knowing and being, commonly called "process philosophy. " The promise of process philosophy is in its potential to allow us to participate more fully in the flow of all of time and nature. But what does it mean for a teacher and student in the learning situation to have a process point of view? The authors also discuss many of the various implications in regard to language, space, power relationships, and time as they place process philosophy in the educational context.


". ..A splendid contribution to philosophy of education, a book with revolutionary implications. The book identifies a pervasive problem with most contemporary education: its discrete functionalism deriving from the philosophy and culture of modernity. Rather than engage in a dialectical negation of modernity, as so-called 'post-modern' thinkers do, it proposes and fleshes out an independent alternative—process education. " — Robert Cummings Neville

"It is motivated by a desire to nurture human community and is notably insightful, daring, and intriguing. " — Philip L. Smith