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essay in equally strong terms and incorporated elements of his own emotional state, including details of not sleeping, of his descent into despondency, and how those factors related to his breakthrough of “understanding understanding.”
    The essay was carefully constructed. He reviewed Yale’s purpose and practices. The university’s motto—Lux et Veritas, light and truth—was in his estimation a good one, and in keeping with Whitehead’s critique of education. If one could understand understanding, Whitehead proposed, then one could understand anything.
    As a mathematician, Max believed that the only way this could be achieved would be by escaping the human system, and expressed that theory in his report.
    Then he closed with the formulation that “A is and is not equal to A” as the ultimate equation in explaining how to penetrate the impenetrable intellectual domain of “understanding understanding.” It was like an alchemist’s magical stone, the one that would turn lead to gold or turn any situation of ignorance into one of knowing.
    Whitehead believed that in every educational moment students and teachers should focus on the highest possible learning experience. Thus it was clear to Max that the highest possible learning experience for his fellow students would be for him to read and then discuss his breakthrough paper.
    First, however, he thought he should discuss this with Professor Fox, who also chaired the philosophy department, to see if perhaps he would choose this higher course of action and simply postpone the exam. With this in mind, Max arrived at the examination room early, and stepped on the wooden stage. He stood by the podium, facing the large lecture hall.
    Because of his resemblance to their instructor—brown unkempt curly hair, glasses, and good casual, but carelessly assembled, jacket, preppy pants, and shirt with no tie—many of the students assumed Max was Professor Fox. One or two approached him with questions about the exam. Max calmly told them to just take their seats and not to worry.
    â€œThere might not even be a final exam,” he said cryptically.
    As a result, a steady buzz had spring up throughout the room by the time Professor Fox showed up, a minute or two before the exam was to begin. While the puzzled students looked on, Max triumphantly handed him the “A is and is not A” essay.
    â€œI’ve been up all night writing this essay,” Max explained in a matter-of-fact way, “and I think I’ve reached Whitehead’s ultimate goal of ‘understanding understanding.’”
    As the professor leafed through the paper, he continued, “The class will benefit more from the reading of this essay than from taking the exam,” he declared.
    Professor Fox listened quietly and then replied.
    â€œYou may have, in fact, experienced this amazing breakthrough,” he said, “but I have not had an opportunity to read the paper yet, and so just as you are following Whitehead’s dictate that each individual must in every moment follow what they believe the highest course of educational learning, I must continue with the exam.”
    Though it wasn’t what he had hoped, Max received this news calmly and replied.
    â€œI understand. Perhaps there will be another time. I just wanted to offer you the opportunity.”
    â€œWell, you needn’t take the exam at this time, if you don’t wish to do so. You’ve written a much longer essay than was required, and having been up all night—as you say—to complete it, might put you at a disadvantage.”
    â€œNo, I’ll be fine,” Max responded. “I can sit for the exam now—I’m not really that tired.”
    Yet as he went to take his seat, moving along the stage, he realized that in order to be true to Whitehead’s modes of thought, he really should spend his time contemplating the insights of