Lilies of the Field Toil Not Neither Do They Spin

�T Introduction

�U Instances under Discussion

�V　Conclusion

In our study of English language and culture, knowledge of　 In our study of English language and culture, knowledge of　 familiar quotations from the Bible will prove helpful for　 better　 appreciation of English　 literature.　 This　 is　 particularly　 true　 of　 Whiteheas writings. His instances of reference to the Bible, however,　s writings. His instances of reference to the Bible, however,　 are　 not literal quotations in most cases, but is what may be termed　 'Biblical echo'. This is probably because they are so familiar that it　 is　 not necessary to indicate their exact textor sources.

We find a record of Whitehead himself　 talking　 about　 his　 frequent quotations from the Bible in his lectures in Harvard University

It seems natural, therefore, that in his　 It seems natural, therefore, that in his　 writings　 also　 he　 should have made frequent references to familiar verses　 in　 the　 Bible,　 not only when he writes about religion but also his　 phisophic　sophic　 thoughts in general. An　 approach　 to　 the　 study　 of　 Whitehead's　 philosophy through these familiar quotations from and　 references　 to　 the　 Bible seems to be a worthwhile attempt to understand Whitehea

The following verses are some instances of　 The following verses are some instances of　 Whitehead's　 quotations from the Bibl

See The Function of Reason,　 pp. 39, 72, 74.

　 B. The wind bloweth where it listeth. (John 3:1-8)

The common topic throughout those passages in which Whitehead　 The common topic throughout those passages in which Whitehead　 makes above references proves to be, for the　 most　 part,　 the　 antithetical ideas of Order and Novelty, in its relation to problems　 of　 education in particular

The ideal scope of the word Order in these discussions would include such words as　eal scope of the word Order in these discussions would include such words as　 Massive　 Foundation,　 Discipline,　 System,　 Repetition, Instinct, Inheritance, Unconscious Causal Efficacy. That of　 Novelty, on the other hand, would include Freedom, Imaginive Zest, Curiosity, Fresh Change, Urge　ve Zest, Curiosity, Fresh Change, Urge　 Beyond,　 Purpose,　 Prayer,　 Appetition,　 Conscious Presentational Immediacy

The common features of one group different from the other　 The common features of one group different from the other　 might　 as well be kept in mind throughout the discussions that follo

Let me begin this topic with quoting the whole story　 Let me begin this topic with quoting the whole story　 of　 Solomon's dream from the Bibl

Whitehead refers to Solomon's Dream in the first and third　 Whitehead refers to Solomon's Dream in the first and third　 chapters oThe Function of Reason:

The main topic of The Function of Reason is concerned with　is concerned wit the　 the　 two aspects of　 function　 of　 reason,　 Speculative　 Reason　 and　 Practical Reason. He calls the former, by way of symbolic figures,　 the　 Reason of Plato and the latter the Reason of Ulysses. The　 Reason　 of　 Plato seeks a complete understandin whereas The Reason of Ulysses　whereas The Reason of Ulysses　 studies immediate method of action, which is, in modern　 sense,　 of　 practical methodology in science and technolog

Most scientists, confident of the　 Most scientists, confident of the　 brilliant　 success　 of　 practical methodology, seem to have failed sfar to give a due consideration to the broader perspective of the Speculative Reason　far to give a due consideration to the broader perspective of the Speculative Reason　 which　 pursues　 the complete understanding through the study of philosophy and religio

The example of modern physics, however, shows　 The example of modern physics, however, shows　 that　 the　 antithesis between e study of mathematical physics and　e study of mathematical physics and　 speculative　 philosophy "is not so sharp," Whitehead say

"My conviction in this way" of course means his　 "My conviction in this way" of course means his　 conviction　 in　 the speculative philosophy in which the Reason of Plato and the Reason　 of Ulysses are in close coordination,　 because　 the　 two　 are　 in　 mutual requirement and each should contribute tachievements of the other.

Narrowly　 Narrowly　 specialized　 divisions　 of　 scientific　 and　 technological courses in present-day universities　 are　 in　 case　 in　 point.　 It　 is commonplace to remark　 that　 what　 is　 required　 i these　 these　 scientific studies is a　 bader　ader　 view　 of　 synthetic　 coordination　 between　 the narrowly sub-divided　 special　 study　 and　 the　 broader　 philosophical understanding

Such a　 Such a　 synthetic　 coordination　 is　 also　 required　 in　 the　 modern curriculum of our primary and secondary scols, where teaching　ols, where teaching　 small parts of a large number of subjects is the usual　 practice.　 Note　 the following words of Whitehea

education, and that is Life in　 education, and that is Life in　 all　 its　 manifestations.(AE　 10)

Thus, in true education, many subject-matters　 Thus, in true education, many subject-matters　 are　 unified　 in　 one subject-matter, which is life,　 and　 one　 subjt-matter　t-matter　 of　 life　 is manifested in many subject-matters. In　 other　 words,　 many　 subjects should be absorbed in the final unity of one subject,　 life,　 and　 one subject is manifested in many subjects. Many in one, and one in man

The reason Whitehead refers to Solomon's Dream would be that he sees in Solomon an ardent desire by way of prayer to God, derived from　ad refers to Solomon's Dream would be that he sees in Solomon an ardent desire by way of prayer to God, derived from　 the spirit of seeking Novelty, on the basis of his rich　 inheritance　 from his father King David's faithfulness to God together with hisense of responsibility of　ense of responsibility of　 governing　 his　 great　 people　 with　 practical　 and orderly methods. This can be considered　 as　 reflecting　 the　 idea　 of coordination between the two functions of reaso

Whitehead suggests that we should seek to share　 Whitehead suggests that we should seek to share　 wit king　 king　 Solomon and the wise men of Greece, the wisdom of seeking both the　 Reason　 of Plato, a　 complete　 understanding　 and　 the　 Reason　 of　 Ulysses,　 the practical methodology in coordination with　 it,　 for　 after　 all　 "the antithesis between the twfunctions of　unctions of　 Reason　 is　 not　 quite　 so sharp as it seems at first sight

Here we may be reminded of the true aim of　Here we may be reminded of the true aim of　 speculative　 philosophy, which Whitehead　 defines　 as　 "the　 endeavour　 to　 frame　 a　 coherent, logical, necessary system of general ids in　s in　 terms　 of　 which　 every element of our experience can be interpreted." The system of　 general ideas is such that it can　 never　 fail　 to　 interpret　 any　 and　 every element of our experience. The general ideas　 throw　 light　 on　 every experiencef our life, and every occasion　 our life, and every occasion　 of　 our　 many　 experiences contribute to a system of general idea

Whitehead quotes this Biblical verse where he refers to the　 Whitehead quotes this Biblical verse where he refers to the　 obvious fact of the Recurrences of things which establh the universal Order, calling attention to the　h the universal Order, calling attention to the　 complementary　 fact　 just　 as　 obvious,　 the Change in Nature

The fact of actual recurrences in nature is obvious and formative of the rational ideas. The fact of changes in detail in each　etail in each　 recurrence is equally obvious, and is a condition for　 creative　 advance　 of　 the world. We are obliged to accept this antithetical fact "as　 emanating from the inscrutable womb of things beyond the ken of rationality

The above quotation from the Bible is typical of the　n from the Bible is typical of the　 way　 Whitehead refers to a familiar verse in the Bible. Most readers may be left with a vague sense of adumbrating something important. The line of thought in this passage, however, seems to suggest the dual　 aspect　f　 Order and Novelty.

The original verse "The wind blows　 The original verse "The wind blows　 where　 it　 listeth"　 is　 in　 the dialogue of Jesus with Nicodemus, a Pharisee, the　 strict　 observer　 of Moses' La

Jesus, while realizing the importance of order in　 Jesus, while realizing the importance of order in　 the　 Mosaic　 Law, also talked about the spiritual birth, issuing from　 the　 fe　e　 mental function of novel spirit. Every word of Jesus in this　 dialogue　 with Nicodemus carries an important meaning. Not only does it　 involve,　 I believe,　 the　 vital　 Christian　 doctrine,　 but　 also　 it　 reveals　 an important metaphysical truth. or this is　r this is　 also　 an　 example　 of　 the ideal opposites of Order and Novelty. The mere sense of order tends to degenerate into a blind and loveless observance of　 the　 law,　 whereas Novelty　 is　 the　 craving　 for　 a　 change　 toward　 the　 living　 mental futioning such as　ioning such as　 imagination,　 wider　 perspective,　 introspection, conscience, repentance of sin

Order and Novelty are in mutual requirement. Conceptual realization of 'order' is causative of the craving for the novel change into a new life born of spirit. The new life realized in love, in turn,　nd Novelty are in mutual requirement. Conceptual realization of 'order' is causative of the craving for the novel change into a new life born of spirit. The new life realized in love, in turn,　 fulfills the requirement of order for its renewal in the　 eative　ative　 advance　 of the world, for "he who loves his fellow man has fulfilled the law

In passing, there is reason to assume that Jesus himself quoted this verse from part of the Old Testament, for it is recorded that as a boy he frequented the synagogue where he was able to have access　Testament, for it is recorded that as a boy he frequented the synagogue where he was able to have access　 to　 scrolls of the Scriptures, so that he must have been well　 conversant　 with　 some important parts of the Scriptures. For example,　 the　 cross-ference of the verse "The wind blows where it listeth." indicates a　erence of the verse "The wind blows where it listeth." indicates a　 verse　 in the the Old Testament, which reads

In the original languages of the Bible, either Hebrew or Greek,　 In the original languages of the Bible, either Hebrew or Greek,　 the same word is said to have been used to mean both "wind" and　 "spirit and it can be translated into English in either way. Thus the verse is translated in the Authorized Version as "As thou knowest not　 and it can be translated into English in either way. Thus the verse is translated in the Authorized Version as "As thou knowest not　 what　 is the way of thspirit", whereas in the Revised Version,　", whereas in the Revised Version,　 the　 footnote for the same verse reads "As you do not ow the　ow the　 way　 of　 th wind." It seems too far-fetched to construe　." It seems too far-fetched to construe　 Whitehead's　 quotation　 of　 this verse in this way, but it seems proper to read this　 passage　 in　 this contex

This verse Chaff Is Burnt is not a　 This verse Chaff Is Burnt is not a　 litera quotation　 quotation　 from　 the Bible, but it obviously comes from Matthew 3:12 and Luke 3:17, as　 the words of John the Baptist.

John the Baptist preached in the wilderness for　 John the Baptist preached in the wilderness for　 the　 repentance　 of sins to prepare for the new life born of spirit.　 Those　 who　 fail　 to comply wh the divine aim and who do　h the divine aim and who do　 not　 produce　 fruit　 worthy　 of repentance will be doomed to be burnt as the useless chaff on the　 day of final judgment. This is one aspect of God as of remorseless　 order personified as the Goddess of mischie

Whitehead's reference to this verse is found in the chapter　reference to this verse is found in the chapter　 of　 The Transmission of Feelings, where he reviews some of the　 key　 ideas　 of the philosophy of organism, such as actual　 entities,　 self-causation, subjective aim, God. The focal point of this introducry section　y section　 is summarized in the last two sentences of the following　 passage,　 in which Whitehead draws attention to his idea of 'order

　　　 of things in Greek and in Buddhist thought. The initial

Here, in this section, Whitehead refers to one aspect　 Here, in this section, Whitehead refers to one aspect　 of　 order　 as remorseless and ruthless working of Go

The idea of 'order' is always crucial to Whitehead's philosophy, for the whole universe is in　's philosophy, for the whole universe is in　 the　 grip　 of　 the　 hierarchies　 of　 orders, natural and social, interconnected in high　 complexity,　 characterized as remorseless working of thing

Apart from this remorseless working of things in 'order',　 Apart from this remorseless working of things in 'order',there　there　 is another aspect concomitant with it, namely 'subjective aim', which is an endowment from God in the initial stage of the concrescent　 subject (such as the human　 being,　 for　 example)　 which　 "inherits　 from　 the inevitable ordering of things cceptually realized in the　eptually realized in the　 nature　 of God." (PR 24

Thus, the initial stage of the aim in　 Thus, the initial stage of the aim in　 the　 concrescent　 subject　 is rooted in the nature of God, but its completion depends on　 the　 self-determination of　 the　 subject　 itself,　 for　 "the　 immediacyof　of　 the concrescent subject is constituted by its living aim at its own　 self-constitution." (ibid.) In this sense, a concrescent actual entity (a human being, for example) is self-creating creature　 and　 part-creator with the transcendent creator, Go When　When　 an　 actual　 entity　 excludes God's subjective aim without autonomous　 living　 aim　 toward　 creative advance, "then the ruthlessness of　 God　 can　 be　 personified　 as　 the goddess of mischief

Whitehead, therefore, questions whether this　 Whitehead, therefore, questions whether this　 remorsess　ss　 of　 order personified as the goddess of mischief　 represents　 the　 whole　 truth. There must be something more to promote　 creative　 advance,　 a　 tender caretaker as God the redeemer. Let　 me　 quote　 Whitehead's　 own　 words which suggest the inevitab relationship between　relationship between　 system　 and　 freshness, or 'Order' as foundation and 'Novelty' as renewed change as　 the condition for creative advanc

　　　from delicacies of contrast between system and freshness.

Mere order is not sufficient, even though　 Mere order is not sufficient, even though　 it　 is　 required　 as　 the essential foundation. What is required is immediate　 valuion　ion　 rooted in the nature of God, which is　 a　 mental　 function　 of　 novelty,　 the 'subjective aim, functioning on the basis of inherited order, for Order and Novelty are　 the　 instrument　 of　 God's　 subjective　 aim　 for　 the creative advance of the wor. Thus, "What is inexorable　 Thus, "What is inexorable　 in　 God　 is valuation as an aim toward order.

　The parable of the talent may briefly be outlined as follows:

'You wicked and　 'You wicked and　 slothful　 servant!'　 answered　 the　 master　 to　 the servant who stored in a napkin the entrusted talent　 without　 trading with it for profit. The other two servants, in corast, trading　rast, trading　 with the talents the master had entrusted to them, brought additional　 five and two talents each, to his master's great joy and approva

　　　　　　　　　　　　　 (See Matthew Chapt. 25, and Luke Chapt. 19).

In short, "Storing in a napkin" means to keep something idle without putting it into the proper use which requires a higher level of　 In short, "Storing in a napkin" means to keep something idle without putting it into the proper use which requires a higher level o human mentality more than mere animal life.

In process philosophy, basic activities of actual entities or actual occasions, both inorganic and organic, are the　 In process philosophy, basic activities of actual entities or actual occasions, both inorganic and organic, are the　 process　 of　 receiving what is given from the actual world and transmitting it for the fute This doctrine attributes 'feeling' through which　e This doctrine attributes 'feeling' through which　 both　 receiving　 and transmission is accomplished.　 It　 involves　 all　 actual　 entities　 or occasions, ranging from inorganic entities such as atoms or molecules, to the higher organic living occasionslong the personal route of the life of the human being.

There are grades of actual occasions ranging from　 There are grades of actual occasions ranging from　 the　 low　 to　 the high. The lowest　 grade　 is　 those　 actual　 occasions　 of　 non-living objects, such as electrons or other primitive organism.he　he　 world　 is in the firm grip of these fundamental organism

A higher grade would be plants　 A higher grade would be plants　 and　 animals,　 which　 are　 the　 life history of enduring living occasions. The highest grade is the life of the human being which is the life-history　 of　 enring　ring　 objects　 with conscious urge for the novel mentality represented by thought,　 imagination, wish, prayer, through symbolic reference　 of　 language　 activities. This is the originativeness of human mentalit

Inorganic objects and the lower organic entities such as animal life are characterized　ntities such as animal life are characterized　 by　 mechanical　 repetitions　 in　 which　 novelty　 is negligible; they are just "storing in a napkin and　 restoring　 without loss or gain" whatever they inherit from the pas

What differentiates the human being from the lower organic　ng from the lower organic　 entities is, needless to say, the high level of mentality which　 animals　 lack. It is the urge beyond, to make difference for creative advanc

Whitehead also refers to this parable of the　 Whitehead also refers to this parable of the　 talent　 in　 the　 first chapter oThe Aims of Education, where he discusses the true aims　where he discusses the true aims　 of education

Education is　 Education is　thacquisition of the art of utilization of

What is the useful education? Education begins with acquiring basic skills and knowledge with the ensuing utilization and　 What is the useful education? Education begins with acquiring basic skills and knowledge with the ensuing utilization and　 application　 of them. re imparting of knowledge and mere training　re imparting of knowledge and mere training　 in　 skills　 seems comparatively easy. It is　 always　 possible　 to　 cram　 the　 minds　 of students a certain amount of knowledge　 and　 to　 train　 them　 in　 some skills. But the knowledge without the proper utization only　ation only　 remains what Whitehead calls "inert knowledge". Mere skill without any　 proof of its useful value is always abomination to the student.　 Unutilized knowledge and skill are just "stored it in a napkin

One problem of education is that we　 One problem of education is that we　ften　ften　 fail　 in　 attempting　 to contrive a way of utilizing the 'acquired'　 skill　 and　 knowledge.　 To coordinate these　 tw requirements　 requirements　 are　 most　 difficult　 problem　 in education

Of course, useful education is not　 Of course, useful education is not　 to　 be　 confined　 to　 a　 narrowshort-sighted aim for some immediate use, at which pedants sneer.　short-sighted aim for some immediate use, at which pedants sneer.　 The truly useful education should aim at the art of realizing the value of basic skills and knowledge. This realization is the joy　 of　 discovery of the usefulness of acquired knowledge d skills.

The essential need of basic skills and knowledge in education may be symbolized by the story of Helen Keller and her teacher Miss Sullivan. It is the constant and untiring　 The essential need of basic skills and knowledge in education may be symbolized by the story of Helen Keller and her teacher Miss Sullivan. It is the constant and untiring　 practice　 of　 manipulatory　 skill　 of spelling on the hand of Helen Keer by Miss Sullivan that　er by Miss Sullivan that　 led　 Helen Keller to her dramatic joy of discovery of the mystery of language, to say nothing of her remarkable advance in further skills　 and　 intelligent activities that followe

Whitehead refers to the 'lilies of the field' in Section III of　 Whitehead refers to the 'lilies of the field' in Section III of　 the chapter of Final Interpretation　 ofProcess　Process　 and　 Reali,　,　 in　 which Whitehead reviews the ideal opposites of Order and　 Novelty　 As　 has often been repeated, the id of 'Order' assumes　 of 'Order' assumes　 the　 primary　 importance in the philosophy of organism. One aspect of order is the matter of repetitions　 issuing　 in　 the　 causal　 efficacy　 which　 is　 largely unconscious, like the air we breat

Opposite to the idea of Order is that of Novelty,　hat of Novelty,　 characterized　 by the life present, immediate and conscious. As to the essential　 nature of this opposite pole, Whitehead says

Order is the　 Order is the　 necessary　 undation　undation　 on　 which　 the　 present　 living occasions are to be realized. The human body, a miracle　 of　 order　 is the solid, but unconscious, foundation upon which it is　 possible　 for the human soul to express its mental activities. Here we may note thobvious fact that the characteristic of the foundation is to be　bvious fact that the characteristic of the foundation is to be　 solid but usually under cover and a matter of unconsciousness　 in　 spite　 of its obvious importance.

Education is an important example of social order in human　 Education is an important example of social order in human　 society. It is only natur for Whitehead to begin the section with the problem of education where he reviews the ideal opposite of Order and Novelty. Let me first quote the part in which Whitehead puts emphasis on　 for Whitehead to begin the section with the problem of education where he reviews the ideal opposite of Order and Novelty. Let me first quote the part in which Whitehead puts emphasis on　 skill or technique at the one end of the pole, orde

He has probably in mind the teaching and learning of subject-matters in schools such as mathematics or　 He has probably in mind the teaching and learning of subject-matters in schools such as mathematics or　 language.　 He　 emphases　es　 on　 the routines of giving thorough training in skill, for skill is　 obviously a matter of order or　 discipline　 in　 education,　 and　 that　 skill　 or technique should be learned so thoroughly as to pass out of the sphere of conscious exercise and asme the character of unconscious habit.

Order and discipline in the training of skill and in imparting basic knowledge in the process of teaching and　 Order and discipline in the training of skill and in imparting basic knowledge in the process of teaching and　 learning　 of　 a　 subject　 is different from the unconscious order in nature, because such an　 order or skill of a subject-matter is usually acquired　skill of a subject-matter is usually acquired　 through　 conscious efforts until it becomes unconscious habit　 or　 what　 Whitehead　 calls 'acquired instinct.

Whitehead seems to symbolize　 Whitehead seems to symbolize　 this　 unconscious　 habit　 or　 acquired instinct, by quoting theerse "the lilies　erse "the lilies　 of　 the　 field　 toil　 not, neither do they spin." This means that in the training　 of　 skill　 in education this stage of unconscious habit, or acquired　 instinct　 must be aimed at, for it is on this unconscious exercise of　 order　 as　he foundation that the true aim of education in terms of useful　e foundation that the true aim of education in terms of useful　 application in novel thought or creative imagination is to be fulfille

Educationists talk too much about creative imagination to ignore the necessary role of training in skill. The reason for the neglect is　for the neglect is　 of course the tendency of the drab skill falling　 into　 dry,　 mechanical, repetitive exercises

This function of order in education as 'acquired　 This function of order in education as 'acquired　 instinct'　 may　 be compared to that of our healthy body. We are rarely conscious of　ny part of our body, unless that part is　ny part of our body, unless that part is　 ill.　 Thus　 the　 importance　 of skill as 'acquired instinct' in education may be likened　 to　 that　 of the healthy body

It is clear that, while Whitehead emphasizes on thorough training in technique, he no less　 It is clear that, while Whitehead emphasizes on thorough training in technique, he no les emphasizes　 emphasizes　 on　 the　 other　 end　 of　 the　 pole, represented　 by　 creative　 imagination　 or　 what　 he　 calls　 impulsive imaginative zes

Paradoxically, the inevitable repetition required for　 Paradoxically, the inevitable repetition required for　 the　 acquisition of skill is the very reason for　 stiflingcreative　creative　 imagination, and due care must be　 taken　 against　 any　 over-exercise　 that　 limits mental activities. Thus Whitehead say

　　　is met with in the theory of education. (PR 338)

This is the paradox which confronts any conscientious teacher,　 This is the paradox which confronts any conscientious teacher,　 for the acquisition of skill is the condition for excellence,　 and　 at　 the same time is　 the　 reason　 for　 thedanger　danger　 of　 killing　 such　 mental functions as curiosity, interest, or the joy of discovery. The importance of skill in learning is best illustrated by the dramatic event in which Helen Keller as a deaf and dumb child of seven experienced,　 for the firstime in her life, the great　ime in her life, the great　 joy　 of　 discovering　 the　 true meaning of languag

The very first thing Miss Sullivan taught her was to spell the　 The very first thing Miss Sullivan taught her was to spell the　 word "d-o-l-l" and some other　 simple　 words　 for　 familiar　 objects.　 This practice of manipulative skill　ontinued　ontinued　 for　 several　 weeks　 until Helen, getting so impatient　 and　 angry　 at　 this　 repeated　 attempts, dashed the doll upon the floor. Even after this　 sad　 incidence,　 Miss Sullivan, with infinite love and patience, took her to the well-house, whe the same exercise of spelling on her hand of the word w-a-t-e-r, was repeated, pouring on her hand a gush of water from the pump. Then, all of a sudden, there came to her　the same exercise of spelling on her hand of the word w-a-t-e-r, was repeated, pouring on her hand a gush of water from the pump. Then, all of a sudden, there came to her　 the　 dramatic　 revelation　 of　 the mystery of languag

This basic, limited skill of spelling on her hand opened　 This basic, limited skill of spelling on her hand opened　 up　 a　 new path to the wider world　 of　 thought　 and　 imagination.　 She　 went　 on pursuing the wod of further thought and imagination, but this simple and crude technique of spelling　d of further thought and imagination, but this simple and crude technique of spelling　 on　 her　 hand　 must　 have　 had　 grave limitations. She must go on learning　 more　 advanced　 skills　 such　 as Braille. Later she developed lip reading and even the ordary　ry　 speech sound of her own that made it　 possible　 to　 make　 herself　 understood through speech. All these skills contributed to　 her　 great　 world　 of imagination, thought and communication to the　 enormous　 benefits　 for herself and for the whole humity.

This dual aspect of skill and creative imagination, which are　 This dual aspect of skill and creative imagination, which are　 antithetical to each other but require and stimulate each other, should be the matter of central concern　 in　 education.　 This　 ideal　 opposites, technique and imaginative zest, to use itehead's own words,　itehead's own words,　 corresponds to that of Order and Novelty, which is one of the key　 ideas　 in the philosophy of organis

In considering some of the Biblical　 In considering some of the Biblical　 references　 of　 Whitehead　 with the key ideas of his philosophy in mind, it comes out that there is, in each instance, the example of ideal opposites of　 Order　 and　 Novelty, either overtly or covertl

Order is fundamental in God's creative activity.　 Order is fundamental in God's creative activity.　 For　 example,　 the human body as well as the lilies of the field is the　 miracle　 of　 the order of nature, and it is on this basis of order that either a　 human being or the lilies of the field can enjothe immediate valuation　he immediate valuation　 of life

Apart from the order of nature, there is also　 Apart from the order of nature, there is also　 a　 great　 variety　 of order in human society. For instance, language is a system　 of　 order, so is the codes of law. On these foundations the　 essential　 need　 of communition and orderly life is to be realized.

The ideal state of order　 The ideal state of order　 is　 characterized　 by　 unconscious　 causal efficacy. Just as we usually use our language without being conscious of its grammatical order, so we are not particularly conscious of　 theorkings of our bodily order. Too much　orkings of our bodily order. Too much　 consciousness　 of　 grammar　 or bodily function is a symptom of ineffectiveness or bodily disorder. It is on the basis of our healthy, unconscious functionings of order that we usually enjoy the immediate present ocsions.

Novelty, on the other hand, is free,　 Novelty, on the other hand, is free,　 unbounded　 mentality　 such　 as 'imaginative zest' or 'anarchic　 impulse'　 to　 refresh　 living　 actual occasions with novel change towards creative advance of the world.　 It is an appetitive urge for the futurchange.

'Order' is causative of activities of novelty, which　 'Order' is causative of activities of novelty, which　 is,　 in　 turn, formative　 of　 renewed　 order　 for　 creative　 advance　 of　 the　 world. Solomon's dream is a story　 of　 his　 prayer　 to　 God　 for　 wisdom　 and knowledge of a complete understaing　ing　 and　 of　 practical　 methods　 in affairs of governing his people. This story　 suggests　 the　 important role of speculative philosophy that aims at a　 complete　 understanding of general ideas which are interpretative of all　 the　 facets　 of　 our expiences, thus leading to the wisdom and knowledge for　ences, thus leading to the wisdom and knowledge for　 our　 better life

Apart from the theoretical understanding of speculative　 Apart from the theoretical understanding of speculative　 philosophy, the practical knowledge of a special field of science has　 some　 value and contributes to the wisdom of its ownind. It is true that theoretical understanding and practical knowledge have tended to be　ind. It is true that theoretical understanding and practical knowledge have tended to be　 antithetical, but the two should be brought together for the betterment of our life. The whole chapter in which Solomon's dream is　 three　 times cited, can be rerded as focusing on Whitehead's idea of　ded as focusing on Whitehead's idea of　 speculative philosophy, especially　 on　 the　 the　 two　 functions　 of　 reason,　 the coordination between the Reason of Plato and the Reason of Ulysses, or the ideal opposite of Order and Novelt

Jesus spoke to Nicodemus, leader of the Pharisees who boasted　demus, leader of the Pharisees who boasted　 themselves on their strict observance of the Mosaic law　 for　 the　 maintenance of community order. Mere order, even if it is a basic factor in life, tends to degenerate　 into　 mechanical　 lifeless　 repetition Mere observance of law, which has a smack of hypocrisy,　Mere observance of law, which has a smack of hypocrisy,　 is　 not　 only insufficient but even evil. What is required is the mental function of novelty, which is in this case the new life born　 of　 the　 spirit,　 an urge toward a better life ever renewed

What does "The chaff is burnt" mean? This　What does "The chaff is burnt" mean? This　 is　 a　 warning　 directed toward those who will not produce fruit in keeping with　 the　 requirement of Novelty, doomed to be burnt as useless chaff　 on　 the　 day　 of judgment. They are only left with the remorsess　ss　 workings　 of　 inevitable order as personified in the goddess of mischie

John the Baptist, citing this verse, preached the repentance of sins as a precursor to the redeemer to come after him, the　 John the Baptist, citing this verse, preached the repentance of sins as a precursor to the redeemer to come after him, the　 good　 shepherd, fellow-sufferer for the spiritual eative advance of the world.　eative advance of the world.　 Thus John gave a warning to those who not only disobey the law of order but disregard the autonomous self-determination to comply with the subjective aim derived from God. They will finally　 be　 separated　 just like from　 t grain as the useless chaff to be burnt.

Turning to the topic of education, a subject-matter or a　 Turning to the topic of education, a subject-matter or course　 course　 of study in formal education is largely a matter of order, consisting　 of the basic matters to be learned as　 fundamental　 discipline.　 It　 is true that acquiring the basic matters of a subject as a discipline　 is essential in the process of ucation, but again it is not　cation, but again it is not　 sufficient in themselves. What is required is the utilization and　 valuation　 of basic knowledge and skill thus acquired. It is　 an　 outcome　 of　 mental workings such as curiosity or creative imagination. It is a proof and joyful discovery of the usefulness of knowledge and skill. It is　oyful discovery of the usefulness of knowledge and skill. It is　 what prompts students to pursue advanced study of　 the　 subject.　 It　 is　 a novel change for the future, an urge beyond. In this sense, what　 is most important in education is also to reize this inevitable　ze this inevitable　 aspect of Order and Novelt

The most difficult part of education is to find a due proportion　 The most difficult part of education is to find a due proportion　 of the antithetical poles of the training of skill and the free　 exercise of creative imagination. The difficulty lies in　 the　 fact　 tha "the training which produces skill is so very　 "the training which produces skill is so very　 apt　 to　 stifle　 imaginative zest. "Skill demands repetition, and imaginative zest is tinged　 with impulse." (PR 338

Moreover, the training in skill should be so　 Moreover, the training in skill should be so　 thorough　 that　 "sheer skill must passut of the sphere of conscious exercise, and must have assumed the character of unconscious habit. "Whitehead calls the state of unconscious habit 'acquired instinct.' (op.cit.)

An example of acquired instinct may be seen in the　 An example of acquired instinct may be seen in the　 child　 of　 about five yrs of age, who has acquired the　rs of age, who has acquired the　 basic　 order　 of　 the　 mother tongue. The unconscious grammar functions　 as　 causal　 efficacy.　 The child, then, can concentrate enjoying conscious　 application　 for　 the novelty of living communication. The child has quired the　uired the　 language skill as effective causal efficacy, as 'acquired instinct', and it　 is on this basis that the child can concentrate on　 active　 communication as presentational immediac

In this sense, the child at this stage of development,　 In this sense, the child at this stage of development,　 like　ilies of the field, "does not toil, neither does it spin. It　ilies of the field, "does not toil, neither does it spin. It　 receives　 from the past; it lives in the present." (PR 33

Keller, Helen, The Story of my　e Story of my　 Lif New York: Dell Pub. Co.,1966.