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

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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