How We Think John Dewey 9781290727686 Books
Download As PDF : How We Think John Dewey 9781290727686 Books
Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.
How We Think John Dewey 9781290727686 Books
Written with the educator in mind, How We Think - published just over a century ago by philosopher, psychologist and educator John Dewey - offers philosophical guidance for teachers with an analysis of rational thought, scientific inquiry, the processes of inductive and deductive reasoning, the teacher-student relationship, and other topics. Dewey’s form of pragmatic philosophy guides this work; you’ll have to read elsewhere for a discussion of these presuppositions. But you do not have to agree with Dewey’s philosophy to profit from this work.Dewey analyzes the various forms of thought, from sloppy, unreflective daydreaming to philosophically minded, critical thinking. He argues that the natural resources of the student should be taken account of, and school conditions must be adjusted to them. What school conditions should foster is the “scientific attitude of mind,” which is near to the “native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry.”
Critical, scientific thought, Dewey writes, involves a symbiotic relationship between observation and reasoning. The inductive and deductive processes are intertwined and rooted in experience. The nature of scientific meaning or conceptions is analyzed. Neither concrete nor abstract thought is superior: each serves the ends of the other - practical ends are blind without theory, and theorizing is empty without practical ends to serve. Scientific thinking attempts to rise above empirical thought by controlling our observations and seeking to master our environment, allowing the future to come under our grasp. Empirical thought is confined to what is; scientific thought attempts to extend beyond the bounds of sense and ask ‘what if?’ “The prime necessity for scientific thought,” writes Dewey, “is that the thinker be freed from the tyranny of sense stimuli and habit, and this emancipation is also the necessary condition of progress.”
Dewey views on logic and scientific induction are insightful. Being logical, in a special sense as viewed through Dewey’s pragmatism, denotes “the systematic care, negative and positive, taken to safeguard reflection so that it may yield the best results under the given conditions.” Use determines meaning here, as in the Pragmatist epistemology. The inductive and deductive processes exhibit a unity of contrasting processes. ”The inductive movement,” Dewey writes, “is toward of a binding principle; the deductive toward its testing - confirming, refuting, modifying it on the basis of its capacity to interpret isolated details into a unified experience. So far as we conduct each of these processes in the light of the other, we get valid discovery or verified critical thinking.”
Throughout this work Dewey perceives a unity of (what are perceived to be) opposites. Instead of occupying different realms, activities like theoretic and practical thinking, art and science, logic and psychology, and others each provide fuel for or grow out of the other. “The psychological and the logical,” Dewey writes, “instead of being opposed to each other (or even independent of each other), are connected as the earlier and the later stages in one continuous process of normal growth.”
The student's activities should be geared around fostering the scientific spirit. The information given to the student should be connected with the student's own observations and experience. Thought should be trained to base general principles on observation and use; the function and use of general principles determines their form. “Application,” Dewey writes, “is as much an intrinsic part of genuine reflective inquiry as is alert observation or reasoning itself. Truly general principles tend to apply themselves.” Work and play should fuel each other, forming a symbiotic relationship.
This is another great classic available for free on the web for e-readers (this review pertains to the free Kindle ebook version). Students of philosophy, psychology and educators have much to profit from this work.
Product details
|
Tags : How We Think [John Dewey] on Amazon.com. *FREE* shipping on qualifying offers. Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition),John Dewey,How We Think,HardPress Publishing,1290727686,General,History,History - General History,History General
People also read other books :
- Flightless Bird Teen Paranormal Romance The Caged Series Book 1 eBook Kellie McAllen
- Nodaway Trail the Trail series Book 2 edition by David R Lewis Ulva Eldridge Literature Fiction eBooks
- Riverbank Rescue Abbey Adventures Book 1 1 Ronnie Maum
- Gorbachev The Rise and Fall of a Hero eBook I D Oppenhiem Ian Davies
- First Aid Philosophy edition by Brett Perryman Politics Social Sciences eBooks
How We Think John Dewey 9781290727686 Books Reviews
An excellent book to add to my professional library as a teacher. Mr. Dewey had some interesting ideas that are still important in this day and age. An great book and must read.
In this book, Hayles revisits a lot of what she has written before. Her views on the attention span of millenials and beyond are astute, but there's not much by way of new material in this book.I am a fan of Hayles, so that's kind of hard for me to say. She basically recommends that instructors at the college level meet computer-generation students where they are--that is--in a place of competition for their attention, divided and multiplied tasking, and a questionable ability to deeply consider, think, analyze, and otherwise closely "read" materials they encounter. Using the techniques these students are accustomed to to engender "real" learning can be challenging, but doing so is necessary to the success of university instruction. I think you could probably wait or not read this one and figure these things out for yourself if you are a college instructor.
Some may find this version quite helpful since there are side notes that are meant to interpret what he is trying to say, but I didn't personally find that helpful. I was a little annoyed at not being able to find copyright information to use in a citation. That was a bit weird even if it was legal.
I don't even know how I came upon this book... now that I have, I don't know how went through 40 years without hearing of it. There may be a lot of new stuff out there on education... I doubt whether 99.9% of it can hold a candle up to this work. Every page is thought out and thought provoking (as you might expect from a book entitled "how we think")
This is the first book I've read that cuts to the heart of what I feel are the central issues we need to think about as teachers of students who are born digital. Not once does it lament the fact that students of this generation are not like we were; it simply accepts that our students, like the technology we all now employ, are constantly in a state of change (like we were at 20 years old). It then provides concepts derived from a wealth of research that are useful for both scholarly inquiry and pedagogical approaches. This is a book I will draw upon in both my dissertation and in designing my next course. I imagine (and hope) these ideas will be more commonplace in the next couple of decades, though I doubt there will be many who will articulate the problematics laid out here with such grace, patience, clarity, and skill. If you teach and you want to understand your students and the digitized world they (and you) live in, read this book.[...]
Digital era has come and is changing how we relate with universe and culture. There are acid critics who bemoans superficiality in reading and learning, for instance, as there are enthusiasts who see a way to redeem humanity. Twitter with 140 characters brought uneasy to academy - is this text’s future? Hayles tries to show that technological change makes ruptures and continuities; it’s not clever simply to resist or to adopt, since technology is our natural environment. We would to better if we take technology with selfcritic view, seeping its ambiguity, taking advantage of possible benefits (they can be huge) and fostering authorship’s opportunities.
I started reading this book and thought, how dull. BUT THEN I started getting interested in the way John Dewey analyzes the most obscure thinking practices and it gave me answers, not only to the way that I communicate, but how others also do. For instance I recognized that a close relative does not reason. He/she is accepting things as gospel when he/she should be delving deeper. So I am a third of the way through How we Think and really looking forward in finding out what comes next.
Written with the educator in mind, How We Think - published just over a century ago by philosopher, psychologist and educator John Dewey - offers philosophical guidance for teachers with an analysis of rational thought, scientific inquiry, the processes of inductive and deductive reasoning, the teacher-student relationship, and other topics. Dewey’s form of pragmatic philosophy guides this work; you’ll have to read elsewhere for a discussion of these presuppositions. But you do not have to agree with Dewey’s philosophy to profit from this work.
Dewey analyzes the various forms of thought, from sloppy, unreflective daydreaming to philosophically minded, critical thinking. He argues that the natural resources of the student should be taken account of, and school conditions must be adjusted to them. What school conditions should foster is the “scientific attitude of mind,” which is near to the “native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry.”
Critical, scientific thought, Dewey writes, involves a symbiotic relationship between observation and reasoning. The inductive and deductive processes are intertwined and rooted in experience. The nature of scientific meaning or conceptions is analyzed. Neither concrete nor abstract thought is superior each serves the ends of the other - practical ends are blind without theory, and theorizing is empty without practical ends to serve. Scientific thinking attempts to rise above empirical thought by controlling our observations and seeking to master our environment, allowing the future to come under our grasp. Empirical thought is confined to what is; scientific thought attempts to extend beyond the bounds of sense and ask ‘what if?’ “The prime necessity for scientific thought,” writes Dewey, “is that the thinker be freed from the tyranny of sense stimuli and habit, and this emancipation is also the necessary condition of progress.”
Dewey views on logic and scientific induction are insightful. Being logical, in a special sense as viewed through Dewey’s pragmatism, denotes “the systematic care, negative and positive, taken to safeguard reflection so that it may yield the best results under the given conditions.” Use determines meaning here, as in the Pragmatist epistemology. The inductive and deductive processes exhibit a unity of contrasting processes. ”The inductive movement,” Dewey writes, “is toward of a binding principle; the deductive toward its testing - confirming, refuting, modifying it on the basis of its capacity to interpret isolated details into a unified experience. So far as we conduct each of these processes in the light of the other, we get valid discovery or verified critical thinking.”
Throughout this work Dewey perceives a unity of (what are perceived to be) opposites. Instead of occupying different realms, activities like theoretic and practical thinking, art and science, logic and psychology, and others each provide fuel for or grow out of the other. “The psychological and the logical,” Dewey writes, “instead of being opposed to each other (or even independent of each other), are connected as the earlier and the later stages in one continuous process of normal growth.”
The student's activities should be geared around fostering the scientific spirit. The information given to the student should be connected with the student's own observations and experience. Thought should be trained to base general principles on observation and use; the function and use of general principles determines their form. “Application,” Dewey writes, “is as much an intrinsic part of genuine reflective inquiry as is alert observation or reasoning itself. Truly general principles tend to apply themselves.” Work and play should fuel each other, forming a symbiotic relationship.
This is another great classic available for free on the web for e-readers (this review pertains to the free ebook version). Students of philosophy, psychology and educators have much to profit from this work.
0 Response to "≫ Read Gratis How We Think John Dewey 9781290727686 Books"
Post a Comment