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How do we think : a restatement of the relation of reflective thinking to the educative process

"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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  • ""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." (PsycINFO Database Record (c) 2005 APA, all rights reserved)."

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

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  • "How we think : A restatement of the relation of reflective thinking to the educative process"
  • "How do we think : a restatement of the relation of reflective thinking to the educative process"@en
  • "How we think, by John Dewey"@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
  • "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.]"@en
  • "[How we think.]"
  • "How we think, a restatement of the relation of the reflective thinking to the educative process"@en
  • "How We Think"@en
  • "How we think : a restatement of reflective thinking to the educative process"
  • "How we think"
  • "How we think"@en
  • "How we think, a restatement of the relation of reflective thinking to the education process"@en
  • "how we think"
  • "How we think : a restatement of the reflective thinking to the educative process"
  • "How we think : a restatement of the relation of reflective thinking to the education 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"@en
  • "How we think; a restatement of the relation of reflective thinking to the educative process"
  • "How we Think"
  • "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 reflective thinking to the educative process"

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