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How we think ; &, Experience and education

"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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  • "经验与教育"
  • "Experience and education"@en
  • "Women zenyang siwei"
  • "How we think"
  • "How we think"@it
  • "APA ebooks"@en
  • "Jing yan yu jiao yu"
  • "How We Think"
  • "How we Think"
  • "Education and experience"@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)."@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)."
  • ""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)"
  • ""How We Think by John Dewey is a classic book about thinking. The contents of Dewey's book are applicable to innovation, learning, business management, and many other fields....Though written many years ago, How We Think is an easy book to read and well worth the time spent on it."--page 4 of cover."

http://schema.org/genre

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

http://schema.org/name

  • "Si wei shu : si xiang fang fa lun"
  • "Psikhologii︠a︡ i pedagogika myshlenii︠a︡"
  • "How we think ; &, Experience and education"@en
  • "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
  • "Cómo pensamos: nueva exposición de la relación entre pensamiento y proceso educativo"
  • "Si wei shu"
  • "Wie wir denken"
  • "Cách ta nghĩ"
  • "Cómo pensamos"
  • "Cómo pensamos"@es
  • "Tian cai er tong de si wei xun lian"
  • "Si wei shu = How we think"
  • "Como Pensamos"@pt
  • "Jak myslimy?"
  • "Wo men zen yang si wei : Jing yan yu jiao yu / Women Zenyang Siwei; Jingyan Yu Jiaoyu"
  • "Pōs skeptometha"
  • "How we think : a restatement of reflective thinking to the educative process"
  • "思維與敎學"
  • "How we think"
  • "How we think"@en
  • "How we think, by John Dewey"@en
  • "Wie wir denken : eine Untersuchung über die Beziehung des reflektiven Denkens zum Prozeß der Erziehung"
  • "Psicología del pensamiento"
  • "Come pensiamo"@it
  • "Come pensiamo"
  • "我们怎样思维 : 经验与教育 / Women Zenyang Siwei; Jingyan Yu Jiaoyu"
  • "Jak myślimy?"@pl
  • "Como pensamos"@pt
  • "Como pensamos"
  • "Wie wir denken : eine Untersuchung über die Beziehung des reflektiven Denkens zum Prozess der Erziehung"
  • "天才儿童的思维训练 : [修订版]"
  • "Cómo pensamos : la relación entre pensamiento reflexivo y proceso educativo"
  • "Cómo pensamos : la relación entre pensamiento reflexivo y proceso educativo"@es
  • "思维术"
  • "Wie wir denken eine Untersuchung über die Beziehung des reflektiven Denkens zum Prozeß der Erziehung"
  • "天才儿童的思维训练"
  • "思維術 : 思想方法論"
  • "Si wei yu jiao xue"
  • "Psicología del pensamiento ... Traducción del inglés por Alejandro A. Jascalevich"@en
  • "天才兒童的思維訓練 = How we think"
  • "Wie wir denken : mit einem Nachwort neu herausgegeben"
  • "[How we think.]"@en
  • "[How we think.]"
  • "我们怎样思维 : 经验与教育 = Women zenyang siwei : jingyan yu jiaoyu"
  • "Tian cai er tong de si wei xun lian : [xiu ding ban]"
  • "Cómo pensamos : nueva exposición de la relación entre pensamiento y proceso educativo"@es
  • "Cómo pensamos : nueva exposición de la relación entre pensamiento y proceso educativo"
  • ""Pōs skeptometha""
  • "Comment nous pensons"
  • "Tian cai er tong de si wei xun lian = How we think"
  • "思维与教学"
  • "<&gt"
  • "Jak myślimy ?"@pl
  • "天才兒童的思維訓練"
  • "思維與教學"
  • "Wo men zen yang si wei : jing yan yu jiao yu = Women zenyang siwei : jingyan yu jiaoyu"
  • "思維術"
  • "Como pensamos; como se relaciona o pensamento reflexivo com o processo educativo: uma reexposição"
  • "Come pensiamo : una riformulazione del rapporto fra il pensiero riflessivo e l' educazione"@it

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