The Aims of Education (1916)

You might also be interested in "The rhythm of education; an address delivered to the Training college association" (1922).[0] We focus so heavy on what Whitehead calls the precision stage of education without the romance and generalization stages, the first to become interested in the material and the last to use the material new and original ways. When we go forward with using technology in education, it doesn't necessarily mean that teaching jobs are no longer needed or software is replacing teachers. The technology and formative assessment with software is there for the second step, precision, but human interaction needs to be there for the romance and synthesis of the acquired information. 100 years ago I think Whitehead was applying concepts of agile development to education.

>Of course, the stage of precision prolongs itself as recurring in minor cycles which form eddies in the great romance. The perfecting of writing, of spelling, of the elements of arithmetic, and of lists of simple facts, such as the Kings of England, are all elements of precision, very necessary both as training in concentration and as useful acquire- ments. However, these are essentially fragmentary in character, whereas the great romance is the flood which bears on the child towards the life of the spirit.

>The success of the Montessori system is due to its recognition of the dominance of romance at this period of growth. If this be the explanation, it also points to the limitations in the usefulness of that method. It is the system which in some measure is essential for every romantic stage. Its essence is browsing and the encouragement of vivid freshness. But it lacks the restraint which is necessary for the great stages of precision.

[0] https://archive.org/details/rhythmofeducatio00whitiala