Vvedenīe v uchenīe o poznanīi /

Mode of access: Internet.

Lehrbuch der philosophischen Vorkenntnisse ...

Mode of access: Internet.

Erkenntnis und irrtum. Skizzen zur psychologie der forschung.

Bibliographical foot-notes.

Essays in experimental logic.

Mode of access: Internet.

The evolution of the conscious faculties,

"Bibliographical index": p. 255-256.

Euclid + Lincoln = Kent; A + B = C; Universal Formula : Grammar of nature or key to the master mind .

Mode of access: Internet.

Kritische Untersuchungen über den menschlichen Geist : oder, Das höhere Erkenntniss- und Willensvermögen /

"Druckfehler und Verbesserungen": p. [371].

Influence de l'écriture sur la pensée et sur le langage /

"Ouvrage qui a partagé le prix fondé par Volney, et décerné par l'Institut dans la séance du 24 avril 1828."

Über die gesetze des geordneten denkverlaufs; eine experimentelleuntersuchung,

Mode of access: Internet.

Die neueren untersuchungen über Psychologie des Denkens nach aufgabestellung, Methode und resultaten übersichtlich dargestellt und Kritisch Beurteilt.

Lebenslauf.

Essays in experimental logic,

Chapter 1 was written especially for this volume; chapter 2-5 are reprinted (with editorial revisions) from the author's Studies in logical theory; "the other essays are in part reprinted and in part rewritten, with additions, from various contributions to philosophical periodicals" cf. Pref. note.

Vernunftlehre für Menschen wie sie sind, d.i. : Anleitung zur Erkenntniss und Liebe der Wahrheit /

Mode of access: Internet.

Prolegomena logica : an inquiry into the psychological character of logical processes.

"A portion of the following pages has already appeared in two articles contributed ... to the North British Review."--Pref.

WAKING (TO) THINKING BEING: A STUDY OF EDUCATION, METAPHYSICS, MIND, AND LANGUAGE

This dissertation articulates the basic aims and achievements of education. It recognizes language as central to thinking, and philosophy and education as belonging profoundly to one another. The first step is to show that although philosophy can no longer claim to dictate the foundations of knowledge or of disciplines of inquiry, it still offers an exceptionally general level of self-understanding. Education is equally general and faces a similar crisis of self-identity, of coming to terms with reality. Language is the medium of thought and the repository of historical mind; so a child’s acquisition of language is her acquisition of rational freedom. This marks a metaphysical change: no longer merely an animal, she comes to exercise her powers of rationality, transcending her environment by seeking and expressing reasons for thinking and doing. She can think about herself in relation to the universe, hence philosophize and educate others in turn. The discussion then turns to the historical nature of language. The thinking already embedded in language always anticipates further questioning. Etymology serves as a model for philosophical understanding, and demonstrates how philosophy can continue to yield insights that are fundamental, but not foundational, to human life. The etymologies of some basic educational concepts disclose education as a leading out and into the midst of Being. The philosophical approach developed in previous chapters applies to the very idea of an educational aim. Discussion concerning the substantiality of educational ideals results in an impasse: one side recommends an open-­ended understanding of education’s aims; the other insists on a definitive account. However, educational ideals exhibit a conceptual duality: the fundamental achievements of education, such as rational freedom, are real; but how we should understand them remains an open question. The penultimate chapter investigates philosophical thinking as the fulfillment of rational freedom, whose creative insights can profoundly transform our everyday activities. That this transformative self-understanding is without end suggests the basic aims of education are unheimlich. The dissertation concludes with speculative reflection on the shape and nature of language, and with the suggestion that through education reality awakens to itself.

Floating on a sea of talk: Reading comprehension through speaking and listening

Talk is the foundation for thought and understanding, and the key to literacy learning. Research demonstrates that powerful meta-cognitive strategies can be taught to help students self-monitor their comprehension when reading print and digital texts. This paper provides a repertoire of motivating speaking and listening tips to develop the meta-cognitive thinking of students in the elementary years.