Research Implications of a Theoretical Analysis of John Dewey'sHow We Think
- 1 September 1985
- journal article
- research article
- Published by Taylor & Francis in Theory & Research in Social Education
- Vol. 13 (3) , 1-20
- https://doi.org/10.1080/00933104.1985.10505503
Abstract
John Dewey's theory of reflective thought as presented in How We Think (1933) was analyzed. Forty-seven variables were identified and categorized as: (1) behaviors which facilitate reflective thought; (2) outcomes of reflective thought; (3) perceptions of problems/subject matter; (4) attitudes toward reflective thought; (5) teacher characteristics and behaviors which may facilitate reflective thought; (6) problem/subject matter characteristics; and (7) setting characteristics. Research implications were identified in relation to: (1) each category of variables; (2) cognitive and social psychological issues not addressed by Dewey; and (3) theoretical development. This research is part of a fundamental reconsideration of the profession's views of inquiry teaching and learning.Keywords
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