How We Think
Dover Publications, 1997 - Education - 224 pages
One of America's foremost philosophers, John Dewey (1859-1952) fought for civil and academic freedom, founded the Progressive School movement, and steadfastly promoted a scientific approach to intellectual development.
In How We Think, Dewey shares his views on the educator's role in training students to think well. Basing his assertions on the belief that knowledge is strictly relative to human interaction with the world, he considers the need for thought training, its use of natural resources, and its place in school conditions; inductive and deductive reasoning, interpreting facts, and concrete and abstract thinking; the functions of activity, language, and observation in thought training; and many other subjects.
John Dewey's influence on American education and philosophy is incalculable. This volume, as fresh and inspirational today as it was upon its initial publication a century ago, is essential for anyone active in the field of teaching or about to embark on a career in education.
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THE PROBLEM OF TRAINING THOUGHT
NATURAL RESOURCES IN THE TRAINING OF THOUGHT
SCHOOL CONDITIONS AND THE TRAINING OF THOUGHT
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abstract accepted activity already application attitude become begin belief called certain CHAPTER child conception conclusion connection conscious course definite difficulty direct distinct effective existing experience factor facts familiar follow force function give given habits hand Hence idea illustrations important indicate individual inference influence inquiry intellectual interest involves isolated judging judgment kind knowledge language learning less light logical marked material matter meaning ment mental merely method mind natural object observation occurs operations original particular persons physical play possible practical present principle problem pupils qualities question reached reasoning reference reflection relation response scientific selection sense significant signs simply situation skill social specific stand steps suggested taken teacher technical tend things thinking thought tion traits turn understanding various whole