How we think john dewey review
How We Think by John DeweyOne of America’s foremost philosophers, John Dewey (1859-1952) fought for civil and academic freedom, founded the Progressive School movement, and steadfastly promoted a scientific approach to intellectual development.
In How We Think, Dewey shares his views on the educator’s role in training students to think well. Basing his assertions on the belief that knowledge is strictly relative to human interaction with the world, he considers the need for thought training, its use of natural resources, and its place in school conditions; inductive and deductive reasoning, interpreting facts, and concrete and abstract thinking; the functions of activity, language, and observation in thought training; and many other subjects.
John Dewey’s influence on American education and philosophy is incalculable. This volume, as fresh and inspirational today as it was upon its initial publication a century ago, is essential for anyone active in the field of teaching or about to embark on a career in education.
How We Think
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Decades before Carl Sagan published his now-legendary Baloney Detection Kit for critical thinking, the great philosopher, psychologist, and education reformer John Dewey October 20, —June 1, penned the definitive treatise on the subject — a subject all the more urgently relevant today, in our age of snap judgments and instant opinions. In his masterwork How We Think free download public library , Dewey examines what separates thinking, a basic human faculty we take for granted, from thinking well , what it takes to train ourselves into mastering the art of thinking, and how we can channel our natural curiosity in a productive way when confronted with an overflow of information. Dewey begins with the foundation of reflective thought, the defining quality of the fruitful, creative mind:. More of our waking life than we should care to admit, even to ourselves, is likely to be whiled away in this inconsequential trifling with idle fancy and unsubstantial hope…. Reflection involves not simply a sequence of ideas, but a con sequence — a consecutive ordering in such a way that each determines the next as its proper outcome, while each in turn leans back on its predecessors. The successive portions of the reflective thought grow out of one another and support one another; they do not come and go in a medley. Each phase is a step from something to something — technically speaking, it is a term of thought.
Dewey argues that thinking is a natural automated act, just like breathing and heartbeat are, and therefore it is impossible to teach someone to think. To do so we do not need to teach information in schools, rather encourage stimulus in the form of challenging the external reality. Instead of teaching data in schools, we can create encouraging environment, within which the already-creative-mind will be stimulated into further creative thinking. Thinking — succession of such mental pictures. In reflective thinking we go outside the succession of the mental pictures. We have accepted the idea that the world is round because this is an idea accepted in our cultural and educational system which might indeed be correct. Yet, we did not examine it ourselves… some scientists did, but most of us did not.