Overview

One of America's most prominent pedagogues discusses training students to think well. This educational classic covers inductive and deductive logic, concrete and abstract thinking, and many other aspects of thought training. 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.

Full Product Details

Author:   John Dewey
Publisher:   Dover Publications Inc.
Imprint:   Dover Publications Inc.
Edition:   New edition
Dimensions:   Width: 13.60cm , Height: 1.20cm , Length: 21.40cm
Weight:   0.260kg
ISBN:  

9780486298955

ISBN 10:   0486298957
Pages:   240
Publication Date:   28 March 2003
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   No Longer Our Product
Availability:   Awaiting stock  
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Table of Contents

PART I THE PROBLEM OF TRAINING THOUGHT I. WHAT IS THOUGHT? II. THE NEED FOR TRAINING THOUGHT III. NATURAL RESOURCES IN THE TRAINING OF THOUGHT IV. SCHOOL CONDITIONS AND THE TRAINING OF THOUGHT V. THE MEANS AND AND END OF MENTAL TRAINING: THE PSYCHOLOGICAL AND THE LOGICAL PART II LOGICAL CONSIDERATIONS VI. THE ANALYSIS OF A COMPLETE ACT OF THOUGHT VII. SYSTEMATIC INFERENCE: INDUCTION AND DEDUCTION VIII. JUDGMENT: THE INTERPRETATION OF FACTS IX. MEANING: OR CONCEPTIONS AND UNDERSTANDING X. CONCRETE AND ABSTRACT THINKING XI. EMPIRICAL AND SCIENTIFIC THINKING PART III THE TRAINING OF THOUGHT XII. ACTIVITY AND THE TRAINING OF THOUGHT XIII. LANGUAGE AND THE TRAINING OF THOUGHT XIV. OBSERVATION AND INFORMATION IN THE TRAINING OF MIND XV. THE RECITATION AND THE TRAINING OF THOUGHT XVI. SOME GENERAL CONCLUSIONS

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