How we think
1910
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, ...”
Verknoten & Verknüpfen
How we think
2008
Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.
1 No words are oftener on our lips than thinking and thought. So profuse and varied, indeed, is our use of these words that it is not easy to define just what we mean by them. The aim of this chapter is to find a single consistent meaning. Assistance may be had by considering some typical ways in which the terms are employed. In the first place thought is used broadly, not to say loosely. Everything that comes to mind, that ''goes through our heads," is called a thought. To think of a thing is just to be conscious of it in any way whatsoever. Second, the term is restricted by excluding whatever is directly presented; we think (or think of)^ only such things as we do not directly see, hear, smell, or taste. Then, third, the meaning is further limited to beliefs that rest upon some kind of evidence or testimony. Of this third t)rpe, two kinds — or, rather, two de- grees — must be discriminated. In some cases, a belief is accepted with slight or almost no attempt to state the grounds that support it
1 No words are oftener on our lips than thinking and thought. So profuse and varied, indeed, is our use of these words that it is not easy to define just what we mean by them. The aim of this chapter is to find a single consistent meaning. Assistance may be had by considering some typical ways in which the terms are employed. In the first place thought is used broadly, not to say loosely. Everything that comes to mind, that ''goes through our heads," is called a thought. To think of a thing is just to be conscious of it in any way whatsoever. Second, the term is restricted by excluding whatever is directly presented; we think (or think of)^ only such things as we do not directly see, hear, smell, or taste. Then, third, the meaning is further limited to beliefs that rest upon some kind of evidence or testimony. Of this third t)rpe, two kinds — or, rather, two de- grees — must be discriminated. In some cases, a belief is accepted with slight or almost no attempt to state the grounds that support it
2025-02-20 08:43:22
John Dewey
†01.06.1952 in New York
ein US-amerikanischer Philosoph und Pädagoge. Zunächst folgte Dewey bis in die 1890er Jahre dem Hegelschen Idealismus. In Chicago vollzog er schließlich die Wende zu einer empiristischen Philosophie. Diese Position legte er am deutlichsten 1929 in Die Suche nach Gewissheit dar. Das Lernen muss seiner Meinung nach ganz und gar auf Erfahrung aufgebaut sein. Daher berufen sich auch heute noch viele Reformpädagogen auf ihn.
2025 Re:Public Domain