How We Think

Renew：Part 19
Author：John Dewey
Update：08-15-2023
Tags：Other Books
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Chapter List

Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter IX.
Chapter 9
Chapter 10
Chapter 11
Chapter Six represented an ascending cycle from the practical to the theoretical. Taking thought to keep a personal engagement is obviously of the concrete kind. Endeavoring to work out the meaning of a certain part of a boat is an instance of an intermediate kind. The reason for the existence and position of the pole is a practical reason, so that to the architect the problem was purely concrete--the maintenance of a certain system of action. But for the pa.s.senger on the boat, the problem was theoretical, more or less speculative. It made no difference to his reaching his destination whether he worked out the meaning of the pole. The third case, that of the appearance and movement of the bubbles, ill.u.s.trates a strictly theoretical or abstract case. No overcoming of physical obstacles, no adjustment of external means to ends, is at stake. Curiosity, intellectual curiosity, is challenged by a seemingly anomalous occurrence; and thinking tries simply to account for an apparent exception in terms of recognized principles.
Chapter 13
Chapter 14
Chapter 15
Chapter Ten). As problems emerge and are dwelt upon, observation is directed less to the facts that bear upon a practical aim and more upon what bears upon a problem as such. What makes observations in schools often intellectually ineffective is (more than anything else) that they are carried on independently of a sense of a problem that they serve to define or help to solve. The evil of this isolation is seen through the entire educational system, from the kindergarten, through the elementary and high schools, to the college.
Chapter Six) the "steps" are the occurrence of a problem or a puzzling phenomenon; then observation, inspection of facts, to locate and clear up the problem; then the formation of a hypothesis or the suggestion of a possible solution together with its elaboration by reasoning; then the testing of the elaborated idea by using it as a guide to new observations and experimentations. In each account, there is the sequence of (_i_) specific facts and events, (_ii_) ideas and reasonings, and (_iii_) application of their result to specific facts. In each case, the movement is inductive-deductive. We are struck also by one difference: the Herbartian method makes no reference to a difficulty, a discrepancy requiring explanation, as the origin and stimulus of the whole process.
Chapter 18
Chapter 19