How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process [2nd edition]

Title Preface to the New Edition Preface to the First Edition Contents Part 1: The Problem of Training Thought Chapter 1: What Is Thinking? I. Different Meanings of Thought II. The Central Factor in Thinking III. Phases of Reflective Thought IV. Summary Chapter 2: Why Reflective Thinking Must Be an Educational Aim I. The Values of Thinking II. Tendencies Needing Constant Regulation Chapter 3: Native Resources in Training Thought I. Curiosity II. Suggestion III. Orderliness IV. Some Educational Conclusions Chapter 4: School Conditions and the Training of Thought I. Introductory: Methods and Conditions II. The Influence of the Habits of Others III. The Influence of the Nature of Studies IV. The Influence of Current Aims and Ideals Part 2: Logical Considerations Chapter 5: The Process and Product of Reflective Activity: Psychological Process and Logical Form I. Thinking as a Formal and as an Actual Occurrence II. Education in Relation to Form III. Discipline and Freedom Chapter 6: Examples of Inference and Testing I. Illustrations of Reflective Activity II. Inference to the Unknown III. Thinking Moves from a Doubtful to a Settled Situation Chapter 7: Analysis of Reflective Thinking I. Facts and Ideas II. The Essential Functions of Reflective Activity Chapter 8: The Place of Judgment in Reflective Activity I. Three Factors in Judging II. Analysis and Synthesis: The Two Functions of Judgment Chapter 9: Understanding: Ideas and Meanings I. Ideas as Suggestions and Conjectures II. Things and Meanings III. The Process by Which Things Acquire Meaning Chapter 10: Understanding: Conception and Definition I. The Nature of Conceptions II. How Conceptions Arise III. Definition and Organization of Meanings Chapter 11: Systematic Method: Control of Data and Evidence I. Method as Deliberate Testing of Facts and Ideas II. The Importance of Method in Judging Data Chapter 12: Systematic Method: Control of Reasoning and Concepts I. The Value of Scientific Conceptions II. Significant Applications to Education: Characteristic Inadequacies Chapter 13: Empirical and Scientific Thought I. What Is Meant by Empirical II. Scientific Method Part 3: The Training of Thought Chapter 14: Activity and the Training of Thought I. The Early Stage of Activity II. Play, Work, and Allied Forms of Activity III. Constructive Occupations Chapter 15: From the Concrete to the Abstract I. What Is the Concrete? II. What Is the Abstract? Chapter 16: Language and the Training of Thought I. Language as the Tool of Thinking II. The Abuse of Linguistic Methods in Education III. The Use of Language in Its Educational Bearings Chapter 17: Observation and Information in the Training of Mind I. The Nature and Value of Observation II. Methods and Materials of Observation in the Schools III. Communication of Information Chapter 18: The Recitation and the Training of Thought I. False Ideas About the Recitation II. The Functions of the Recitation III. The Conduct of the Recitation IV. The Function of the Teacher V. Appreciation Chapter 19: Some General Conclusions I. The Unconscious and the Conscious II. Process and Product Index