Abstract
Besides learning transmitted content, university students develop learning patterns through pedagogical processes designed into the structure of their courses. Courses shaped within the assumptions of epistemologies and ontologies that only afford narrow learning patterns can eschew learning as valuing processes. However, university courses can be conceptualized and constructed within assumptions that allow students to respond to the lure for learning through the valuation of importance that makes freedom possible. This paper proposes the two Whiteheadian notions of learning as event and learning as achieving strength of beauty through which courses can be conceptualized to facilitate the lure for learning in the pursuit of truth. Then, the paper illustrates how university courses can be designed as learning events through which students create prophetic visions as a means of achieving strength of beauty.
Similar content being viewed by others
References
Allan, G. (1998). Harmony and holism in process philosophy of education. Interchange, 29(1), 90–99.
Garrison, J. (1997). Dewey and Eros: Wisdom and desire in the art of teaching. New York: Teachers College Press.
Purpel, D. (1989). The moral and spiritual crisis in education: A curriculum for justice and compassion in education. New York: Bergin & Garvey.
Roy, D.E. (2000). Toward a process psychology. Fresno, CA: Adobe Creations Press.
Whitehead, A.N. (1949). Aims of education. New York: MacMillan. (Originally published in 1929)
Whitehead, A.N. (1969). Adventure of ideas. New York: MacMillan. (Originally published in 1933)
Whitehead, A.N. (1978). Process and reality. New York: MacMillan. (Originally published in 1927)
Whitehead, A.N. (1985). Symbolism: Its meaning and effect. New York: MacMillan. (Originally published in 1927)
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Regnier, R. Prophetic Visions for Professional Teachers: A Whiteheadian Perspective on Designing University Courses. Interchange 36, 95–120 (2005). https://doi.org/10.1007/s10780-005-2347-x
Issue Date:
DOI: https://doi.org/10.1007/s10780-005-2347-x