Subject
Thought and thinking Books
Best books
John Dewey
How We Think
"How We Think" by John Dewey is an educational treatise written in the early 20th century. The work explores the importance of developing reflective thinking and outlines methods for effectively training thought processes in educational contexts. With an emphasis on the relationship between scientific inquiry and education, Dewey argues that fostering a scientific attitude in students is essential for promoting individual happiness and reducing social waste. The opening of the book presents a preface that highlights the challenges faced by educators, such as an overabundance of subjects and various teaching materials leading to distraction. Dewey asserts that a guiding principle—the scientific attitude—could bring unity and purpose to educational endeavors. He communicates the conviction that children possess a natural curiosity and capacity for scientific inquiry, which education should harness. The initial chapters also introduce key concepts regarding the nature of thought and the distinctions between various types of thinking, setting the stage for deeper exploration into the methods for training thought throughout the remainder of the work.
M. Moncalm
The Origin of Thought and Speech
"The Origin of Thought and Speech" by M. Moncalm is a philosophical treatise written in the early 20th century that explores the intricacies of human cognition and language. The book delves into the origins of thought and speech, positing that language is not only a tool for communication but also integral to human consciousness and identity. By engaging critically with the philosophical ideas of previous eras, Moncalm sets out to illuminate the relationship between language, thought, and the essence of humanity itself. The opening of the text presents the author's reflections on the nature of human consciousness and the challenge of achieving clarity of thought. Moncalm expresses a sense of frustration with the mental "torpor" that inhibits deeper understanding and emphasizes the need for introspection and inquiry into the origins of human faculties. He suggests that true knowledge requires tracing the roots of ideas and concepts back to their sources. Establishing a firm foundation for human thought and language, the author hints at engaging with various historical and philosophical perspectives, laying the groundwork for a comprehensive discussion of how these elements shape both individual and collective human experiences.
Nathan Christ Schaeffer
Thinking and learning to think
"Thinking and Learning to Think" by Nathan Christ Schaeffer is an educational treatise written in the early 20th century. This work explores the essential aspects of teaching students how to think critically and reflectively, addressing various problem areas in education. Schaeffer emphasizes that the highest goal of education is to develop the intellectual abilities of students, providing them with the tools and materials necessary for effective thoughts and understanding. The opening portion of the book introduces key concepts surrounding the importance of active thinking in education. It discusses the need for teachers to make students engage mentally with the material, rather than simply memorizing information. Schaeffer argues for clear and distinct thinking as the foundation of more complex thought processes. Moreover, he critiques traditional teaching methods that encourage rote memorization over genuine understanding, advocating instead for an approach that builds critical thinking through clear concepts and adequate materials that foster reflective learning and deeper comprehension.
John Dewey
Studies in Logical Theory
"Studies in Logical Theory" by John Dewey is a philosophical treatise written in the early 20th century. The book presents a collection of studies contributed by members of the Philosophy Department at the University of Chicago, focusing on various aspects of logical theory and its relationship with psychology, judgment, and experience. It delves into the nature of thought, its antecedents, and how judgment plays a central role in the process of knowing. The opening of the work establishes the context of Dewey's exploration into logical theory, emphasizing the derivation of thought from empirical experiences. Dewey outlines the purpose of reflective thinking, which responds to the complexities of life and the need to mediate various experiences through judgment. He critiques existing logical frameworks and contemplates the interplay between unreflective experiences and the rational processes that follow, posing critical questions about the nature of thought and its role in evolving knowledge. This sets the stage for a deeper examination of how thought interacts with its origins and its implications for understanding reality and truth.
Henry Hazlitt
Thinking as a Science
"Thinking as a Science" by Henry Hazlitt is a philosophical treatise written in the early 20th century. The work delves into the nature of thinking, emphasizing that real, purposeful thinking is often neglected in favor of superficial engagement with problems. Hazlitt aims to outline a systematic approach to thinking that can lead to better problem-solving and decision-making skills. The opening of the book introduces the author's core idea that while many people profess to think deeply about societal problems, they often do not engage in the rigorous, methodical thinking required to understand and address those issues effectively. Hazlitt argues that he, like others, has his own "pet evil" — the neglect of real thinking — which he believes contributes to the myriad of problems faced in society. He critiques the tendency of individuals to seek quick answers through reading rather than reflecting on their thoughts. The chapter sets the stage for a more structured exploration of thinking, advocating for an understanding of how to think critically and creatively to find meaningful solutions to life's significant questions.
John Dewey
Essays in Experimental Logic
"Essays in Experimental Logic" by John Dewey is a philosophical work written in the early 20th century. The text delves into the intricacies of logic and thought, attempting to bridge the gap between intellectual processes and the experiences that inform them. At its core, the book argues for an understanding of knowledge as an experiential and experimental endeavor, underscoring how reflection and inquiry play essential roles in shaping human understanding. The opening of the essays presents an introduction to Dewey's foundational ideas. He emphasizes the relationship between experience and knowledge, positing that knowledge arises from reflection upon a prior, non-reflective stage of experience that is rich in social and contextual elements. Dewey argues that thinking should not be viewed as an isolated mental activity but rather as an integral part of our active engagements with the world. Moreover, he seeks to clarify misconceptions surrounding the relationship between thought and the objects of knowledge, insisting on the importance of grounding philosophical discussions within real-world experiences. This sets the stage for later essays that further explore the dynamics of logic and inquiry in shaping both individual understanding and collective knowledge.
William Walker Atkinson
Thought-Culture; Or, Practical Mental Training
"Thought-Culture; Or, Practical Mental Training" by William Walker Atkinson is a self-help or psychological guide written in the early 20th century. The book discusses the principles of thought and trains individuals in cultivating their mental faculties for personal and societal betterment. The main focus is on understanding and developing the processes of thought to achieve success and mastery over one's mental capabilities. The opening of the work introduces the concept of a "New Psychology Movement," highlighting a recent awakening in the understanding of mental and spiritual wellness. Atkinson delves into the nature of thought, defining it as a critical operation of the intellect that has enabled humanity to surpass physical limitations through reasoning and innovation. He emphasizes the importance of developing thought processes systematically and suggests that with mental training, individuals can harness their intellectual powers more effectively, ultimately enhancing their personal and collective progress.
John Haslam
On the Nature of Thought Or, The act of thinking and its connexion with a perspicuous sentence
"On the Nature of Thought" by John Haslam, M.D. is a scientific publication written in the early 19th century, specifically in 1835. In this work, Haslam explores the intricacies of human thought and its profound relationship with language, arguing that thought primarily manifests in the formation of clear and coherent sentences. He delves into the physiological nature of thought, suggesting that understanding language is essential for articulating and thus comprehending thought itself. In the book, Haslam contends that while traditional philosophical approaches have focused heavily on abstract ideas divorced from language, true intellectual progress relies on the use of words as the fundamental medium of thought. He discusses how thoughts are constructed and communicated through language, emphasizing the roles of perception and sensation in forming ideas and how these ideas are inadequate on their own to constitute thought. The work serves as a critique of earlier metaphysical theories that have failed to adequately account for the connection between words and thought, positing that a genuine understanding of language will enhance intellectual faculties and lead to clearer reasoning and expression. Overall, Haslam’s essay invites readers to reconsider the essence of their thinking processes and the vital importance of language in framing their understanding of the world.
Recently surfaced classics