• Robert R. Rusk


‘There can be no successful democratic society till general education conveys a philosophic outlook,’ declares Whitehead. We must accordingly consider first the philosophic outlook that general education should convey. Whitehead’s own philosophy of organism may be said to satisfy the need. It takes full account of modern scientific developments and is a remarkable contribution to the interpretation of reality from the contemporary standpoint. It is the only serious advance in metaphysics since German idealism more than a century before; Leclerc2 even refers to it as ‘an analysis which surpasses in the extent of its detail and meticulous rigour anything which has so far been achieved in the entire history of philosophy’. This estimate is confirmed by the succession of commentaries which keeps appearing.


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  1. 2.
    R. Adamson, On the Philosophy of Kant (Edinburgh: David Douglas, 1879), p. 150.Google Scholar
  2. 2.
    J. T. Merz, A History of European Thought in the Nineteenth Century (Edinburgh and London: Wm. Blackwood & Sons Ltd., 1903), vol. ii, p. 286.CrossRefGoogle Scholar
  3. 3.
    B. Bosanquet, Logic or the Morphology of Knowledge (Oxford Press, 1911), vol. i, p. 30. The cyclical procedure applied to a single subject, e.g., history, is known as the concentric method. SeeCrossRefGoogle Scholar
  4. H. M. Knox, Introduction to Educational Method (London: Oldbourne, 1911), pp. 111–17.Google Scholar

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© R. R. Rusk 1969

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  • Robert R. Rusk

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