For this reason philosophy is akin to poetry, and both of them seek to express that ultimate good sense which we term civilization. The paradox which wrecks so many promising theories of education is that the training which produces skill is so very apt to stifle imaginative zest.
Skill demands repetition, and imaginative zest is tinged with impulse.
It comprises a group of interdisciplinary researchers, who have been actively engaged in investigating process philosophy and its relationship to education, ecology, culture, science and society since 1992. We have published more than thirty book chapters and articles in refereed journals, and presented papers at twenty four international, national and local conferences on process philosophy and education. The framework we adopt is that of process thought, which is a vibrant philosophical tradition stemming from the work of John Dewey, Alfred North Whitehead and Henri Bergson. It provides a constructive yet critical perspective for exploring the presuppositions of culture, modern science, education and ecology. By incorporating elements of the new physics with those inherited from the seventeenth century, process thought enhances a balanced understanding of the various phenomena which it considers.