On November 8, 2024, in Zhuhai, China, Bulgarian Academy of Sciences Honorary Professor Vesselin Petrov delivered a deep lecture titled "Process Philosophy and Bulgarian Education Reform: Issues and Challenges" at the International Education Forum hosted by the Beijing Normal Hong Kong Baptist University (BNBU). The two-hour lecture was not only a discussion of educational policy but also a philosophical inquiry into the nature of modern education. Professor Petrov, using Whitehead's process philosophy as a theoretical foundation, combined it with practical explorations of Bulgarian educational reforms, offering the audience a vision of "dynamic education" for the future.

Professor Guo Haipeng, Executive Director of the Center for Whitehead Studies, introduced Professor Petrov

Professor Petrov delivering the lecture

Rigid Knowledge and a Fluid World

"Education is facing an identity crisis," Professor Petrov began with a sharp statement. He cited 2023 data from the OECD, which revealed that Bulgaria's 15-year-old students rank at the bottom in reading, mathematics, and science literacy among EU countries. Behind this result lies a deep disconnect between the education system and the needs of the modern world. "We are still using a 19th-century factory model to produce 21st-century citizens," he metaphorically described the predicament of traditional education. In the face of the dual pressures of digitalization and the climate crisis, the formulas and historical records in textbooks can no longer address students' most urgent questions: How can we understand the ethical boundaries of algorithms? How can we maintain critical thinking in the age of social media? And how can we rebuild a sense of community under the shadow of ecological collapse?

This issue is not unique to Bulgaria but is a collective problem in global education systems. Petrov pointed out that when education becomes a warehouse of "inert ideas," students become passive receivers rather than active explorers. "Whitehead warned us in 1929: 'The only subject of education is life.' Yet today, our classrooms are filled with dissected fragments of knowledge, which have lost the warmth of life."

Process Philosophy: The Dynamic Dimension of Education

The core of the lecture shifted to British philosopher Alfred North Whitehead’s process philosophy. Petrov emphasized that this theory views the universe as a continuously generating organism, with everything in a state of flow and interconnectedness. From this perspective, education should not be a one-way transmission of knowledge, but a creative process in which both teachers and students participate. "Whitehead once said that the art of education lies in grasping 'rhythm'—the cycle of romantic, precise, and synthetic phases. But in Bulgaria, we are stuck in the 'precise' phase, where standardized answers stifle romantic imagination and synthetic practice."

This philosophical perspective gave rise to the core concept of Bulgaria's education reform: the Competence-Based Approach. Petrov elaborated on the nine core competencies outlined in the European Parliament's Key Competences for Lifelong Learning Framework, including digital literacy, global citizenship, and entrepreneurship. But he particularly emphasized that these competencies are not static skill sets, but a "dynamic competency ecosystem." "What we require from students is not how to pass exams, but how to continuously evolve in an uncertain world," he said. For example, a pilot school in Sofia incorporated climate issues into mathematics lessons, where students calculated local carbon emission data, mastering statistical methods while also cultivating ecological responsibility. "Knowledge truly 'came alive' in this moment."

The audience listens to the lecture

Revolution in the Classroom

The practical aspect of the reform is embodied in the "Innovative Learning Laboratory" project. Launched in 2023 by the Bulgarian Academy of Sciences in collaboration with 12 primary and secondary schools, the laboratory aims to reshape the classroom through interdisciplinary project-based learning. Petrov presented specific cases from the experimental schools: in philosophy classes, high school students role-played ancient Greek city-state citizens to debate public finance allocation; in history lessons, students became war correspondents and used virtual reality technology to reconstruct Cold War political struggles. "These courses have no standard answers, but students must engage their critical thinking, collaboration skills, and ethical judgment—this is precisely the 'generative learning' emphasized by process philosophy."

However, the laboratory's exploration also exposed systemic contradictions. Teachers need transformative training to shift from "knowledge authorities" to "learning facilitators," but 30% of teachers in Bulgaria have not received professional training in competency-based teaching methods. A more fundamental challenge lies in the assessment system: when educational goals shift from "memorizing facts" to "developing competencies," how should traditional standardized exams be restructured? Petrov admitted that the experimental schools currently use a "process portfolio" assessment method, which records students' project participation, reflection journals, and peer evaluations, but this still appears fragile in the face of the national examination system. "It's like planting flowers in concrete, but at least the seeds have sprouted."

The Ultimate Paradox of Education

In the closing moments of his lecture, Petrov elevated the discussion to a philosophical level: "Educational reform is, at its core, humanity's struggle against temporality." In Whitehead’s philosophy, reality is the momentary generation of "actual entities," while education attempts to anchor certain eternal values in a flowing reality. This tension forms the fundamental paradox of education: it must transmit the wisdom accumulated by civilization, while also preparing minds for an unknown future. "We cannot predict what skills the world will require in 2040, but what we can be sure of is that humanity will need the critical spirit of philosophers, the imagination of artists, and the sense of community of citizens."

On site questioning session

Challenges and Future Vision

Petrov acknowledged that the reform faces multiple challenges: competence-based education must balance disciplinary systems with interdisciplinary practices, teacher training requires continuous investment of resources, and innovations in assessment methods need societal consensus. However, he emphasized that Bulgaria has already incorporated "key competencies" into national education standards, providing institutional support for the reform. Looking ahead, the team plans to gradually build a "student-centered" educational ecosystem by establishing teacher networks, public discussion platforms, and international cooperation.

Conclusion: Education as the Art of Life

"Education is guidance on the art of life," Petrov concluded, once again quoting Whitehead, urging educators to embrace change with an open mind. This reform is not only Bulgaria's self-innovation attempt but also offers a philosophical and methodological insight for the global education transformation. As he put it: "In a rapidly changing world, education must be an unending dynamic experiment."

The lecture ultimately transcended national experiences, becoming a global reflection on the essence of education. When asked, "How do we measure the success of reform?" Petrov’s response was thought-provoking: "Education truly begins when students no longer ask ‘Will this be on the test?’ but instead ask ‘Is this worth thinking about?’" After the forum, many educators remained gathered outside, continuing their discussions, their notes filled with Whitehead's maxims—perhaps this is the starting point of change: reigniting the vitality of education through the collision of ideas.

Group photo of on-site participants