John Dewey
The Logic of Thought
Including Essays in Experimental Logic; Creative Intelligence; Human Nature & Conduct, Leibniz's New Essays...
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EAN 4064066051471
Table of Contents
Leibniz's New Essays Concerning the Human Understanding
Creative Intelligence: Essays in the Pragmatic Attitude et al.
Human Nature and Conduct: An Introduction to Social Psychology
How We Think
Part One: The Problem of Training Thought
Chapter Two. The Need for Training Thought
Chapter Three. Natural Resources in the Training of Thought
Chapter Four. School Conditions and the Training of Thought
Chapter Five. The Means and End of Mental Training: The Psychological and the Logical
Part Two: Logical Considerations
Chapter Six. The Analysis of a Complete Act of Thought
Chapter Seven. Systematic Inference: Induction and Deduction
Chapter Eight. Judgment: The Interpretation of Facts
Chapter Nine. Meaning: Or Conceptions and Understanding
Chapter Ten. Concrete and Abstract Thinking
Chapter Eleven. Empirical and Scientific Thinking
Part Three: The Training of Thought
Chapter Twelve. Activity and the Training of Thought
Chapter Thirteen. Language and the Training of Thought
Chapter Fourteen. Observation and Information in the Training of Mind
Chapter Fifteen. The Recitation and the Training of Thought
Chapter Sixteen. Some General Conclusions
Preface
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 coöperated 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.
Part One:
The Problem of Training Thought
Chapter One
What is Thought?
§ 1. Varied Senses of the Term
Four senses of thought, from the wider