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

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D.C. Heath and company, 1933 - Education - 301 pages
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The nature and importance of thought are viewed in conjunction with conditions conducive to training thought in the classroom

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User Review  - Jewsbury - LibraryThing

This worthy book is a reminder of how much times change but some things still stubbornly stay the same. Written over a hundred years ago, the book opens by describing the basic problems facing Western ... Read full review

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User Review  - tharleman - LibraryThing

This is a outstanding theory of the process of thinking. Dewey's explanation separates the idea of thoughts from the process of thinking. Thinking, not something we turn on or off, is constantly ... Read full review

Contents

CHAPTER
3
Why Reflective Thinking Must Be
17
Native Resources in Training Thought
35
Copyright

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About the author (1933)

John Dewey was born in 1859 in Burlington, Vermont. He founded the Laboratory School at the University of Chicago in 1896 to apply his original theories of learning based on pragmatism and "directed living." This combination of learning with concrete activities and practical experience helped earn him the title, "father of progressive education." After leaving Chicago he went to Columbia University as a professor of philosophy from 1904 to 1930, bringing his educational philosophy to the Teachers College there. Dewey was known and consulted internationally for his opinions on a wide variety of social, educational and political issues. His many books on these topics began with Psychology (1887), and include The School and Society (1899), Experience and Nature (1925), and Freedom and Culture (1939).Dewey died of pneumonia in 1952.

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