How We ThinkOne 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. |
Contents
SCHOOL CONDITIONS AND THE TRAINING OF THOUGHT | 45 |
TION | 79 |
OR CONCEPTIONS AND UNDERSTANDING | 116 |
Copyright | |
5 other sections not shown
Other editions - View all
Common terms and phrases
A. E. Taylor abstract accepted activity adult analysis Arthur Baker attitude become belief Benedict de Spinoza called CHAPTER child CLARINET conception conclusion concrete connection conscious curiosity deduction definite denotes difficulty direct discipline empirical method ence experience external factor facts familiar genuine George Santayana grasp habits Hence Henri Bergson Herbartian ical idea illustrations important individual induction inference inquiry intel intellectual interest involves isolated John Dewey John Locke judgment language learning logical material matter meaning ment mental method mind modes natural natural signs notions object observation particular perplexity persons physical play practical present principle problem pupils qualities question reasoning recitation reflective thought relation routine scientific scientific method selection sense significant signs simply situation social steps stimuli subject-matter suggested teacher technical tend tendency term logical things thinking tion traits uncon understanding vague words