From November 16 to 17, 2024, the "Process Philosophy and Basic Education Development" International Academic Symposium was held in Luoyang, jointly organized by the Enterprise Development and Cultural Studies Committees of the China Dialectical Materialism Research Association and the Luoyang Longmen Oceanarium. The conference brought together experts and scholars from the education field, engaging in in-depth dialogues on topics such as basic education innovation, process philosophy, and educational practice. Three scholars from the Center for Whitehead Studies at the Insititute for Advanced Study of Beijing Normal Hong Kong Baptist University (BNBU) — Guo Haipeng, Yang Fubin, and Chen Lu — participated in the conference and delivered keynote speeches, contributing to the discussion with cutting-edge academic insights.

At the conference

Professor Guo Haipeng: Whitehead's View on Mathematics Education and Basic Education Reform

Professor Guo Haipeng delivered a speech titled "Whitehead's View on Mathematics Education," systematically reviewing Whitehead's core propositions on mathematics education during his time in London (1910-1924). He pointed out that Whitehead opposed reducing mathematics to mechanical training based on "inert ideas," emphasizing that mathematics should help students understand the nature of abstract concepts through logical reasoning and practical application. For instance, the teaching of elementary algebra should focus on its internal logical relationships, rather than being a "preparatory course" for higher mathematics.

Guo Haipeng particularly mentioned Whitehead's staged approach to teaching geometry: from congruence and similarity to trigonometry and analytic geometry, gradually guiding students to master spatial analysis skills while cultivating logical thinking. Whitehead advocated for "burning the foolish problems in textbooks" and called for the reduction of redundant technical details in mathematics education, encouraging the use of important case studies to explain concepts and making mathematics the "foundation of scientific and philosophical inquiry into the universe." This idea provides significant insights for current basic education reform: mathematics should not only be a tool subject but also a core medium for developing critical thinking.

Professor Guo Haipeng delivering the speech

Professor Yang Fubin: The Purpose and Essence of Education — Cultivating the "Wisdom of the Fully Developed Human"

In his lecture "Whitehead on the Purpose and Essence of Education," Professor Yang Fubin deeply analyzed the core of Whitehead’s educational philosophy. He emphasized that the ultimate purpose of education is not to prepare for exams or produce "craftsmen," but to shape individuals who possess both cultural refinement and professional knowledge, the "wisdom of the fully developed human." Whitehead believed that education should achieve the integration of "knowledge and action," i.e., the unity of knowledge transfer, mental cultivation, and practical application. Its essence is "religious" in nature — it should guide students to develop a sense of responsibility and reverence.

Yang Fubin further pointed out that a sense of responsibility arises from mastery of knowledge, while a sense of reverence comes from the understanding of "the eternal within the present." He referenced Zhang Zai’s concept of "establishing the mind for the heaven and earth, establishing the destiny for the people," calling on educators to follow the rhythm of "romanticism — precision — generalization" to inspire students’ independent growth. This viewpoint directly critiques the current issues of exam-oriented education and advocates returning to the essence of education, closely integrating the classroom with "the colorful, vibrant reality of life."

Part of Professor Yang Fubin's lecture

Chen Lu: Process Philosophy and Emotional Education from the Perspective of Neuroscience

Research Assistant Chen Lu gave an interdisciplinary report titled "Process Philosophy and Emotional Education" from the perspective of neuroscience. She introduced Whitehead’s concept of "prehension" and proposed that the brain is a dynamic, relational, and temporally nested "process system." For example, neuroplasticity shows that repeated training in emotional education can reshape brain connections and enhance emotional intelligence, while Social-Emotional Learning (SEL) reflects Whitehead’s "relational" philosophy, indicating that emotional management must be achieved through interpersonal interaction.

Chen Lu also incorporated the theory of temporal orientation, emphasizing that emotional education is a long-term, directed neuro-adaptive process. She pointed out that students' emotional regulation abilities are influenced by multiple factors, including family, school, and social culture, thus educational designs should consider the interaction between the individual and the environment. This research provides scientific evidence for emotional education and aligns with Whitehead’s ontological principle that "process precedes attributes," opening up new theoretical pathways for future educational practice.

Chen Lu delivering the speech

Conclusion: Process Philosophy Empowering Educational Innovation

The three scholars’ presentations, covering mathematics education, educational philosophy, and neuroscience, demonstrated the profound significance of process philosophy in the development of basic education from multiple dimensions. The conference not only deepened the contemporary interpretation of Whitehead’s ideas but also provided interdisciplinary theoretical support and practical directions for educational innovation. With the wave of global educational reform, this intellectual feast in Luoyang may become an important milestone in promoting the implementation of "whole-person education."

Group photo of all participants