Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
How We Think

How We Think

Dewey, John

Hardcover

Fiction AnthologiesGeneral EducationGeneral World History

ISBN10: 1163199060
ISBN13: 9781163199060
Publisher: Kessinger Pub Llc
Published: Sep 10 2010
Pages: 236
Weight: 1.14
Height: 0.69 Width: 6.00 Depth: 9.00
Language: English
How We Think is a classic book written by the renowned philosopher and educator, John Dewey. First published in 1910, the book explores the nature of thought and the process of thinking itself. Dewey argues that thinking is not a passive act but an active one that involves problem-solving, inquiry, and experimentation. He also emphasizes the importance of reflection and critical thinking in learning and argues that education should focus on developing these skills in students. The book is divided into three parts. In the first part, Dewey discusses the nature of thought and its relationship to experience. He argues that thought is not separate from experience but rather emerges from it. In the second part, he explores the process of thinking and the different stages involved in it. He also discusses the role of language and communication in thinking. In the third part, Dewey applies his ideas to education and discusses how teachers can help students develop their thinking skills.Overall, How We Think is a thought-provoking and insightful book that offers a unique perspective on the nature of thought and its relationship to learning. It is a must-read for anyone interested in philosophy, education, or cognitive science.1910. Dewey, Professor of Philosophy in Columbia University writes: 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 clue 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. See other titles by this author available from Kessinger Publishing.This scarce antiquarian book is a facsimile reprint of the old original and may contain some imperfections such as library marks and notations. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions, that are true to their original work.

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