The organisation of thought, educational and scientificWhitehead, Alfred North
Philosophy
The organisation of thought, educational and scientific
Whitehead, Alfred North
Education
We accordingly ask whether any other definition of "spatial whole and
part" can be given. I think that it can be done in this way, though,
if I be mistaken, it is unessential to my general argument. We have
come to the conclusion that an extended body is nothing else than the
class of perception of it by all its percipients, actual or ideal. Of
course, it is not any class of perceptions, but a certain definite sort
of class which I have not defined here, except by the vicious method
of saying that they are perceptions of body. Now, the perceptions of a
part of a body are among the perceptions which compose the whole body.
Thus two bodies _a_ and _b_ are both classes of perceptions; and _b_ is
part of _a_ when the class which is _b_ is contained in the class which
is _a_. It immediately follows from the logical form of this definition
that if _b_ is part of _a_, and _c_ is part of _b_, then _c_ is part of
_a_. Thus the relation "whole to part" is transitive. Again, it will
be convenient to allow that a body is part of itself. This is a mere
question of how you draw the definition. With this understanding, the
relation is reflexive. Finally, if _a_ is part of _b_, and _b_ is part
of _a_, then _a_ and _b_ must be identical. These properties of "whole
and part" are not fresh assumptions, they follow from the logical form
of our definition.
One assumption has to be made if we assume the ideal infinite
divisibility of space. Namely, we assume that every class of
perceptions which is an extended body contains other classes of
perceptions which are extended bodies diverse from itself. This
assumption makes rather a large draft on the theory of ideal
perceptions. Geometry vanishes unless in some form you make it. The
assumption is not peculiar to my exposition.
It is then possible to define what we mean by a point. A point is the
class of extended objects which, in ordinary language, contain that
point. The definition, without presupposing the idea of a point, is
rather elaborate, and I have not now time for its statement.
The advantage of introducing points into geometry is the simplicity
of the logical expression of their mutual relations. For science,
simplicity of definition is of slight importance, but simplicity of
mutual relations is essential. Another example of this law is the way
physicists and chemists have dissolved the simple idea of an extended
body, say of a chair, which a child understands, into a bewildering
notion of a complex dance of molecules and atoms and electrons and
waves of light. They have thereby gained notions with simpler logical
relations.
Space as thus conceived is the exact formulation of the properties of
the apparent space of the commonsense world of experience. It is not
necessarily the best mode of conceiving the space of the physicist.
The one essential requisite is that the correspondence between the
commonsense world in its space and the physicists' world in its space
should be definite and reciprocal.
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