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How We Think

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By: (1859-1952)

A book written by an American education philosopher in which he proposed “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. 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, ...”

Excerpt From: John Dewey. “How We Think.”

First Page:

TRANSCRIBER'S NOTE: Minor inconsistencies in hyphenated words have been adjusted to correspond with the author's most frequent usage.

On page 60 a printer error from the original text was corrected: the word "drawings" has been changed to "drawing" in the phrase, "... drawing has been taught...."

HOW WE THINK

BY JOHN DEWEY PROFESSOR OF PHILOSOPHY IN COLUMBIA UNIVERSITY

D. C. HEATH & CO., PUBLISHERS BOSTON NEW YORK CHICAGO

COPYRIGHT, 1910, BY D. C. HEATH & CO.

2 F 8

Printed in U. S. A.

PREFACE

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... Continue reading book >>


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