How We Think

The dean of American philosophers shares his views on methods of training students to think well. His considerations include inductive and deductive logic, interpreting facts, concrete and abstract thinking, the roles of activity, language, and observation, and many other aspects of thought training. This volume is essential reading for teachers and other education professionals.

PART I THE PROBLEM OF TRAINING THOUGHT
I. WHAT IS THOUGHT?
II. THE NEED FOR TRAINING THOUGHT
III. NATURAL RESOURCES IN THE TRAINING OF THOUGHT
IV. SCHOOL CONDITIONS AND THE TRAINING OF THOUGHT
V. THE MEANS AND AND END OF MENTAL TRAINING: THE PSYCHOLOGICAL AND THE LOGICAL
PART II LOGICAL CONSIDERATIONS
VI. THE ANALYSIS OF A COMPLETE ACT OF THOUGHT
VII. SYSTEMATIC INFERENCE: INDUCTION AND DEDUCTION
VIII. JUDGMENT: THE INTERPRETATION OF FACTS
IX. MEANING: OR CONCEPTIONS AND UNDERSTANDING
X. CONCRETE AND ABSTRACT THINKING
XI. EMPIRICAL AND SCIENTIFIC THINKING
PART III THE TRAINING OF THOUGHT
XII. ACTIVITY AND THE TRAINING OF THOUGHT
XIII. LANGUAGE AND THE TRAINING OF THOUGHT
XIV. OBSERVATION AND INFORMATION IN THE TRAINING OF MIND
XV. THE RECITATION AND THE TRAINING OF THOUGHT
XVI. SOME GENERAL CONCLUSIONS