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How We Think

"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. This book examines the problem of training thought and the logical considerations for training thought. 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." (PsycINFO Database Record (c) 2005 APA, all rights reserved).

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  • "How we think"@it
  • "How we think"
  • "APA ebooks"@en

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  • ""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. This book examines the problem of training thought and the logical considerations for training thought. 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." (PsycINFO Database Record (c) 2005 APA, all rights reserved)."
  • ""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. This book examines the problem of training thought and the logical considerations for training thought. 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." (PsycINFO Database Record (c) 2005 APA, all rights reserved)."@en
  • ""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. This book examines the problem of training thought and the logical considerations for training thought. 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.""@en
  • ""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. This book examines the problem of training thought and the logical considerations for training thought. 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." (PsycINFO Database Record (c) 2005 APA, all rights reserved)"

http://schema.org/genre

  • "Electronic books"@en
  • "Electronic books"
  • "Ressources Internet"

http://schema.org/name

  • "How we think: a restatement of the relation of reflective thinking to the educative process"
  • "How we think : A restatement of the relation of reflective thinking to the educative process"
  • "Psikhologii︠a︡ i pedagogika myshlenii︠a︡"
  • "how we think"
  • "Come pensiamo : una riformulazione del rapporto fra il pensiero riflessivo e l'educazione"@it
  • "Come pensiamo : una riformulazione del rapporto fra il pensiero riflessivo e l'educazione"
  • "How We Think"@en
  • "Si wei shu"
  • "How we think; a restatement of the relation of reflective thinking to the educative process"@en
  • "How we think; a restatement of the relation of reflective thinking to the educative process"
  • "Wie wir denken"
  • "Cách ta nghĩ"
  • "Cómo pensamos"
  • "Cómo pensamos"@es
  • "How we think a restatement of the relation of reflective thinking to the educative process"
  • "How we think a restatement of the relation of reflective thinking to the educative process"@en
  • "How we think, a restatement of the relation of the reflective thinking to the educative process"@en
  • "How we think : a restatement of the reflective thinking to the educative process"
  • "Si wei shu = How we think"
  • "Como Pensamos"@pt
  • "How we think - A restatement of the relation of reflective thinking to the educative process"
  • "Jak myslimy?"
  • "How we think : a restatement of the relation of reflective thinking to the educative process"@en
  • "How we think : a restatement of the relation of reflective thinking to the educative process"
  • "How we think : a restatement of the relation of reflective thinking to the educative process"@es
  • "Pōs skeptometha"
  • "How we think : a restatement of reflective thinking to the educative process"
  • "思維與敎學"
  • "How we think"@en
  • "How we think"
  • "How we think, by John Dewey"@en
  • "Psicología del pensamiento"
  • "How do we think : a restatement of the relation of reflective thinking to the educative process"@en
  • "Come pensiamo"
  • "Come pensiamo"@it
  • "How we think : a restatement of the relation of reflective thinking to the education process"@en
  • "Jak myślimy?"@pl
  • "Shikō no hōhō : ikani wareware wa shikōsuruka"@ja
  • "Como pensamos"@pt
  • "Como pensamos"
  • "思维术"
  • "Si wei yu jiao xue"
  • "Psicología del pensamiento ... Traducción del inglés por Alejandro A. Jascalevich"@en
  • "Shikō no hōhō : ikani wareware wa shikō suru ka"
  • "Wie wir denken : mit einem Nachwort neu herausgegeben"
  • "[How we think.]"
  • "[How we think.]"@en
  • ""Pōs skeptometha""
  • "Comment nous pensons"
  • "思考の方法"
  • "How we think, a restatement of the relation of reflective thinking to the educative process"
  • "How we think, a restatement of the relation of reflective thinking to the education process"@en
  • "思维与教学"
  • "Jak myślimy ?"@pl
  • "Shikō no hōhō"@ja
  • "Shikō no hōhō"
  • "思維與教學"
  • "思維術"
  • "Como pensamos; como se relaciona o pensamento reflexivo com o processo educativo: uma reexposição"
  • "思考の方法 : いかにわれわれは思考するか"
  • "How we Think"
  • "Come pensiamo : una riformulazione del rapporto fra il pensiero riflessivo e l' educazione"@it

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