Thinking and Learning to Think

Nathan C. Schaeffer

Series: Political Science and History
BISAC: EDU000000



Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick


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The highest endowment of the human spirit on the intellectual side is the power to think. Learning to think is an essential process and end in all school work. Thinking is the intellect’s regal activity. In a vague way, all teaching appeals to the thought-activity of the pupil. The power to analyze and synthetize thought-complexes is the most fruitful endowment of the intellectual life. Expression without adequate reflection is productive of superficiality. The author has brought to this book the matured convictions of broad training in American and European systems of schools, and a wide and successful experience in teaching pupils and directing systems of education.
(Imprint: SNOVA)

Chapter I. Make the Pupils Think
Chapter II. Thinking in Things and in Symbols
Chapter III. The Materials of Thought
Chapter IV. Basal Concepts as Thought-Material
Chapter V. The Instruments of Thought
Chapter VI. Technical Terms as Instruments of Thought
Chapter VII. Thought and Language
Chapter VIII. The Stimulus to Thinking
Chapter IX. The Right Use of Books
Chapter X. Observation and Thinking
Chapter XI. The Memory and Thinking
Chapter XII. Imaging and Thinking
Chapter XIII. The Stream of Thought
Chapter XIV. The Stream of Thought in Listening and Reading
Chapter XV. The Stream of Thought in Writing, Speaking, and Oral Reading
Chapter XVI. Kinds of Thinking
Chapter XVII. Thinking and Knowing
Chapter XVIII. Thinking and Feeling
Chapter XIX. Thinking and Willing
Chapter XX. Thinking and Doing
Chapter XXI. Thinking in the Arts
Chapter XXII. Thinking and the Higher Life

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