Everyone must read this 301 page when they get a chance, tiny text, almost like a pocket book. It’s got something for everybody, irrespective of their background or interests. According to John Dewey, reflective thinking is a kind of thinking that consists in turning a subject over in the mind and giving it serious and consecutive consideration.

Jim mentioned in response to Darlene’s questions in class three weeks ago about color distinction that we need to be aware of "unearned privilege." Dewey reiterates that freedom too has to be achieved and not be taken for granted as a given. Reflective thinking is one way to achieve this.

Dewey says concepts should be viewed as "known points of reference by which to get our bearings when we are plunged into the strange unknown."

He asserts that "power in action requires largeness of vision, which can be had only through the use of imagination."

Rather than "monopolize continued discourse" in the classroom, teachers much encourage student participation and not seek to silence them.

The book is organized in three parts.

In part I, "The problem of training thought," the four chapters are:

§ What is thinking?
§ Why reflective thinking must be an educational aim
§ Native resources in training thought
§ School conditions and the training of thought

In part II, "Logical considerations," the nine chapters are:

§ The process and products of reflective activity: Psychological process and logical form
§ Examples of inference and tesing
§ Analysis of reflective thinking
§ The place of judgment in reflective activity
§ Understanding: Ideas and meanings
§ Understanding: Conception and definition
§ Systematic method: Control of data and evidence
§ Systematic method: Control of reasoning and concepts
§ Empirical and scientific thought

In part III, "The training of thought," the six chapters are:

§ Activity and the training of thought
§ From the concrete to the abstract
§ Language and the training of thought
§ Observation and information in the training of mind
§ The recitation and the training of thought
§ Some general conclusions