How We Think
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Chapters
- 1. Introduction 1:24 Free
- 2. Chapter 1: In its loosest sense, thinking signifies everything... 1:55
- 3. Chapter 2: Even when thinking is used in a broad sense, it is u... 1:27
- 4. Chapter 3: In its next sense, thought denotes belief resting up... 1:38
- 5. Chapter 4: Thoughts that result in belief have an importance at... 15:10
- 6. Chapter 1: Thought affords the sole method of escape from purel... 2:08
- 7. Chapter 2: By thought man also develops and arranges artificial... 1:39
- 8. Chapter 3 — Part 1 of 18: Finally, thought confers upon physical events and ob... 8:33
- 9. Chapter 3 — Part 2 of 18: It is instructive to note some of the attempts that... 8:12
- 10. Chapter 3 — Part 3 of 18: Such attention consists in regulation (1) of the con... 8:42
- 11. Chapter 3 — Part 4 of 18: (c) Curiosity rises above the organic and the social... 9:01
- 12. Chapter 3 — Part 5 of 18: It is profitable to study the lives of men and women... 8:25
- 13. Chapter 3 — Part 6 of 18: Educational practice shows a continual tendency to o... 8:46
- 14. Chapter 3 — Part 7 of 18: (b) Teachers—and this holds especially of the strong... 8:27
- 15. Chapter 3 — Part 8 of 18: (b) With reference to behavior also, the external id... 9:32
- 16. Chapter 3 — Part 9 of 18: A reaction inevitably occurs from the poor results t... 8:57
- 17. Chapter 3 — Part 10 of 18: (c) In any case positive habits are being formed: if... 9:18
- 18. Chapter 3 — Part 11 of 18: In the second case, the difficulty experienced is th... 8:48
- 19. Chapter 3 — Part 12 of 18: The disciplined, or logically trained, mind—the aim... 9:46
- 20. Chapter 3 — Part 13 of 18: Control of the formation of suggestion is necessaril... 9:06
- 21. Chapter 3 — Part 14 of 18: Accordingly, points of unlikeness are as important a... 9:01
- 22. Chapter 3 — Part 15 of 18: These considerations indicate the method by which th... 9:21
- 23. Chapter 3 — Part 16 of 18: That there is an intimate connection between judgmen... 8:52
- 24. Chapter 3 — Part 17 of 18: There is no label on any given idea or principle whi... 8:55
- 25. Chapter 3 — Part 18 of 18: Even when it is definitely stated that intellectual... 8:17
- 26. Chapter 1: Meaning And Understanding 3:10
- 27. Chapter 2: Direct And Indirect Understanding 22:42
- 28. Chapter 1 — Part 1 of 8: Denotative. A blind man can never have an adequate u... 9:11
- 29. Chapter 1 — Part 2 of 8: By contrast, the abstract is the theoretical, or tha... 9:04
- 30. Chapter 1 — Part 3 of 8: (ii) Educators should also note the very great indiv... 8:55
- 31. Chapter 1 — Part 4 of 8: Certain men or classes of men come to be the accepte... 8:46
- 32. Chapter 1 — Part 5 of 8: Ordinary experience is controlled largely by the dir... 9:18
- 33. Chapter 1 — Part 6 of 8: He selects some of the means he observes, tries them... 9:25
- 34. Chapter 1 — Part 7 of 8: There are several fallacies in this way of thinking 8:49
- 35. Chapter 1 — Part 8 of 8: It is therefore indispensable for any high developme... 1:50
- 36. Chapter 1: Individual Meanings 3:24
- 37. Chapter 2: Organization of Meanings 22:13
- 38. Chapter 1: All persons have a natural desire—akin to curiosity—... 1:32
- 39. Chapter 2: In normal development, specific analytic observation... 2:02
- 40. Chapter 3: The further, more intellectual or scientific, develo... 2:42
- 41. Chapter 1: They rest upon the sound assumption that observation... 1:01
- 42. Chapter 2: Much assistance in the selection of appropriate mate... 3:53
- 43. Chapter 3: As the center of interest of observations becomes le... 16:29
- 44. Chapter 1: The processes having to do with particular facts are... 3:18
- 45. Chapter 2: The distinctively rational phase of reflective inqui... 5:36
- 46. Chapter 3: As the last words indicate, application and generali... 20:09
Read chapter 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 type, two kinds—or, rather, two degrees—must be discriminated. In some cases, a belief is accepted with slight or almost no attempt to state the grounds that support it. In other cases, the ground or basis for a belief is deliberately sought and its adequacy to support the belief examined. This process is called reflective thought; it alone is truly educative in value, and it forms, accordingly, the principal subject of this volume. We shall now briefly describe each of the four senses.
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