About this book
A book written by an American education philosopher in which he proposed “This scientific attitude of mind might, conceivably, be quite irrelevant to teaching children and youth. But this book also represents the conviction that such is not the case; that the native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near, to the attitude of the scientific mind. If these pages assist any to appreciate this kinship and to consider seriously how its recognition in educational practice would make for individual happiness and the reduction of social waste, ...”
Excerpt From: John Dewey. “How We Think.” - Summary by Linda Andrus
Chapters
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- 1PREFACE3:25 · read by Linda Andrus
- 2I. What is Thought?32:22 · read by Linda Andrus
- 3II. The Need For Training Thought35:41 · read by Linda Andrus
- 4III. Natural Resources in the Training of Thought36:41 · read by Linda Andrus
- 5IV. Social Conditions and the Training of Thought23:44 · read by Linda Andrus
- 6V. Training: The Psychological and the Logical28:40 · read by Linda Andrus
- 7VI. The Analysis of a Complete Act of Thought24:58 · read by Linda Andrus
- 8VII. Systematic Inference: Induction and Deduction50:13 · read by Linda Andrus
- 9VIII. Judgment: The Interpretation of Facts37:19 · read by Linda Andrus
- 10IX. Meaning: Or Conceptions and Understanding46:48 · read by Linda Andrus
- 11X. Concrete and Absract Thinking23:51 · read by Linda Andrus
- 12XI. Empirical and Scientific Thinking28:15 · read by Linda Andrus
- 13XII. Activity and the Training of Thought30:48 · read by Linda Andrus
- 14XIII. Language and the Training of Thought43:29 · read by Linda Andrus
- 15XIV. Observation and Information in the Training of Mind29:45 · read by Linda Andrus
- 16XV. The Recitation and the Training of Thought31:28 · read by Linda Andrus
- 17XVI. Some General Conclusions27:00 · read by Linda Andrus
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