How We Think - Classic Text | Alexandria
How We Think, a treatise by John Dewey, stands as an enduring exploration into the nature of reflective thought and its pivotal role in education and human experience. More than just a manual on thinking, the concept examines the intricate processes by which we move from doubt and confusion to understanding and resolution. Are we merely passive recipients of information, or active creators of knowledge?
The seeds of Dewey's philosophy on thinking can be traced to the late 19th and early 20th centuries, a period of profound intellectual ferment and educational reform. Though not explicitly named as such beforehand, Dewey's evolving ideas on pragmatism and experimentalism, detailed in his earlier works like "The School and Society" (1899), foreshadowed the systematic analysis found in How We Think (1910). His correspondence with colleagues at the University of Chicago during this period reveals a growing concern with the rote memorization methods prevalent in schooling and a desire to cultivate genuine, purposeful thinking in students. This was a time of immense societal shift, with industrialization and urbanization transforming American life; and as such, Dewey's work reflects an urgent need for adaptable, critical thinkers equipped to navigate these unchartered waters.
Over time, “How We Think” has not only become a cornerstone of educational philosophy, but has profoundly shaped fields such as psychology and cognitive science. Later editions of the book, including those explicitly titled "How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process" (1933), further cemented its importance. Intriguingly, while Dewey advocates for a structured approach to thinking involving suggestion, intellectualization, hypothesis, reasoning, and testing, he constantly reminds us that thinking is not a linear process, but a dynamic, interactive engagement with our environment. Yet, questions remain about how we best measure and foster genuine reflective thinking in an increasingly complex and information-saturated world.
The legacy of "How We Think" endures as a call to cultivate intellectual curiosity, promote experimental inquiry, and embrace the uncertainties inherent in the quest for knowledge. How can we ensure that Dewey's vision of reflective thinking remains relevant in an age dominated by algorithms and instant gratification?