How We Think

The characteristic outcome of thinking we saw to be the organization of facts and conditions which, just as they stand, are isolated, fragmentary, and discrepant, the organizati...

As in our discussion of judgment we were making more explicit what is involved in inference, so in the discussion of meaning we are only recurring to the central function of all...

Speech has such a peculiarly intimate connection with thought as to require special discussion. Although the very word logic comes from logos ([Greek: logos]), meaning indiffere...

In the last chapter we considered the need of transforming, through training, the natural capacities of inference into habits of critical examination and inquiry. The very impor...

A man of good judgment in a given set of affairs is a man in so far educated, trained, whatever may be his literacy. And if our schools turn out their pupils in that attitude of...

To expatiate upon the importance of thought would be absurd. The traditional definition of man as "the thinking animal" fixes thought as the essential difference between man and...

We shall conclude our survey of how we think and how we should think by presenting some factors of thinking which should balance each other, but which constantly tend to become...

No words are oftener on our lips than _thinking_ and _thought_. So profuse and varied, indeed, is our use of these words that it is not easy to define just what we mean by them....

In the recitation the teacher comes into his closest contact with the pupil. In the recitation focus the possibilities of guiding children's activities, influencing their langua...

In this chapter we shall gather together and amplify considerations that have already been advanced, in various passages of the preceding pages, concerning the relation of _acti...

Thinking is an ordering of subject-matter with reference to discovering what it signifies or indicates. Thinking no more exists apart from this arranging of subject-matter than...

Apart from the development of scientific method, inferences depend upon habits that have been built up under the influence of a number of particular experiences not themselves a...

In the preceding chapters we have considered (_i_) what thinking is; (_ii_) the importance of its special training; (_iii_) the natural tendencies that lend themselves to its tr...

After a brief consideration in the first chapter of the nature of reflective thinking, we turned, in the second, to the need for its training. Then we took up the resources, the...

The so-called faculty-psychology went hand in hand with the vogue of the formal-discipline idea in education. If thought is a distinct piece of mental machinery, separate from o...

The maxim enjoined upon teachers, "to proceed from the concrete to the abstract," is perhaps familiar rather than comprehended. Few who read and hear it gain a clear conception...