How We Think - Couverture souple

Dewey, John

Couverture souple

ISBN 10 : 1605978809 ISBN 13 : 9781605978802

Editeur : Book Jungle, 2008

Synopsis

Arguably the most influential thinker on education in the twentieth century, Dewey's contribution lies along several fronts. His attention to experience and reflection, democracy and community, and to environments for learning have been seminal...

A propos du livre

Présentation de l'éditeur

"Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific. 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, the book will amply have served its purpose.

"It is hardly necessary to enumerate the authors to whom I am indebted. My fundamental indebtedness is to my wife, by whom the ideas of this book were inspired, and through whose work in connection with the Laboratory School, existing in Chicago between 1896 and 1903, the ideas attained such concreteness as comes from embodiment and testing in practice. It is a pleasure, also, to acknowledge indebtedness to the intelligence and sympathy of those who cooperated as teachers and supervisors in the conduct of that school, and especially to Mrs. Ella Flagg Young, then a colleague in the University, and now Superintendent of the Schools of Chicago." -New York City, December, 1909

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 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

Biographie de l'auteur

John Dewey (1859 1952) was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology. He was a major representative of progressive education and liberalism.In 1894 Dewey joined the newly founded University of Chicago(1894 1904) where he developed his belief in an empirically based theory of knowledge, becoming associated with the newly emerging Pragmatic philosophy. His time at the University of Chicago resulted in four essays collectively entitled Thought and its Subject-Matter, which was published with collected works from his colleagues at Chicago under the collective title Studies in Logical Theory (1903). During that time Dewey also initiated the University of Chicago Laboratory Schools, where he was able to actualize the pedagogical beliefs that provided material for his first major work on education, The School and Social Progress (1899). In 1899, Dewey was elected president of the American Psychological Association. From 1904 until his retirement in 1930 he was professor of philosophy at both Columbia University and Columbia University's Teachers College. In 1905 he became president of the American Philosophical Association. He was a longtime member of the American Federation of Teachers.

Détails de l'édition

• Éditeur: Book Jungle
• Date d'édition: 2008
• Langue: anglais
• ISBN 10: 1605978809
• ISBN 13: 9781605978802
• Reliure: Broché
• Nombre de pages: 240
• Coordonnées du fabricant: non disponible
• Personne responsable: non disponible