for one which has been well termed dynamic. It believes that truth, that reality, not necessary beliefs about reality, is given in the living experience of the soul's development.
Experience is realistic, not abstract. Psychical life is the fullest, deepest, and richest manifestation of this experience. The New Psychology is content to get its logic from this experience, and not do violence to the sanctity and integrity of the latter by forcing it to conform to certain preconceived abstract ideas. It wants the logic of fact, of process, of life. It has within its departments of knowledge no psycho- statics , for it can nowhere find spiritual life at rest. For this reason, it abandons all legal fiction of logical and mathematical analogies and rules; and is willing to throw itself upon experience, believing that the mother which has borne it will not betray it. But it makes no attempts to dictate to this experience, and tell it what it must be in order to square with a scholastic logic. Thus the New Psychology bears the realistic stamp of contact with life.
From this general characteristic result most of its features. It has already been noticed that it insists upon the unity and solidarity of psychical life against abstract theories which would break it up into atomic elements or independent powers. It lays large stress upon the will; not as an abstract power of unmotivated choice, nor as an executive power to obey the behests of the understanding, the legislative branch of the psychical government, but as a living bond connecting and conditioning all mental activity. It emphasizes the teleological element, not in any mechanical or external sense, but regarding life as an organism in which immanent ideas or purposes are realizing themselves through the development of experience. Thus modern psychology is intensely ethical in its tendencies. As it refuses to hypostatize abstractions into self-subsistent individuals, and as it insists upon the automatic spontaneous elements in man's life, it is making possible for the first time an adequate psychology of man's religious nature and experience. As it goes into the depths of man's nature it finds, as stone of its foundation, blood of its life, the instinctive tendencies of devotion, sacrifice, faith, and idealism which are the eternal substructure of all the struggles of the nations upon the altar stairs which slope up to God. It finds no insuperable problems in the relations of faith and reason, for it can discover in its investigations no reason which is not based upon faith, and no faith which is not rational in its origin and tendency. But to attempt to give any detailed account of these features of the New Psychology would be to go over much of the recent discussions of ethics and theology. We can conclude only by saying that, following the logic of life, it attempts to comprehend life.
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.
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