Author
Alfred North Whitehead
1861-1947
Alfred North Whitehead (1861-1947) is a public-domain author available on Rivro. Read free books, explore subjects, and discover related classics.
WikipediaBooks by Alfred North Whitehead
Science and the modern world
"Science and the Modern World" by Alfred North Whitehead is a series of philosophical lectures presented in the early 20th century, specifically during the 1920s. This work examines the evolution of scientific thought and its profound impact on modern Western culture, framing science as a central force in shaping contemporary philosophy, religion, and ethical perspectives. Whitehead seeks to elucidate the historical context that led to the emergence of modern science and discusses how this scientific mindset has redefined humanity's understanding of nature and existence. At the start of the text, the author lays out his intention to explore the origins of modern scientific thought, tracing its roots back to significant intellectual upheavals that occurred during the Renaissance and the Reformation. He introduces critical figures such as Copernicus and Galileo, who challenged the accepted cosmologies of their times, and illustrates the transition from a predominantly theological worldview to one shaped by empirical observation and mathematical reasoning. Whitehead emphasizes the gradual yet transformative nature of this shift, asserting that the modern scientific mentality has recontextualized not only how people engage with nature but also the underlying metaphysical beliefs that influence wider societal structures.
The Concept of Nature The Tarner Lectures Delivered in Trinity College, November 1919
"The Concept of Nature" by Alfred North Whitehead is a philosophical treatise written in the early 20th century. This work embodies a series of lectures that explore the philosophy of the sciences and the interrelations between various branches of knowledge, particularly focusing on the natural sciences. Whitehead aims to redefine and clarify the nature of scientific inquiry, challenging prevailing notions of matter and substance that have dominated scientific discourse. The opening of the work outlines the intentions behind the Tarner lectures at Trinity College, establishing a framework for discussing the philosophy of the sciences. Whitehead emphasizes the importance of understanding nature as both a complex of entities and a process that unfolds through time, advocating for a view that avoids dualistic interpretations of reality. He introduces key concepts such as sense-perception, thought, and the distinctions between homogeneous and heterogeneous thinking. Through these foundational ideas, he begins to navigate the challenging terrain of natural philosophy, seeking to unite various scientific perspectives under a cohesive understanding of nature itself.
An enquiry concerning the principles of natural knowledge
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The organisation of thought, educational and scientific
"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).