Critical+thinking

=== Below are the quote choices for the Critical Thinking Section of the book. Feel free to add additional quotes. We've noted which quotes have been selected within the table. If you see a quote you would like to use that has not been selected, then please put your name in the respondent column and then email us to let us know which quote you have selected. Thank you. ===

Current number of additional entries possible in this section: **3**
**All completed! Thank you!** =Critical Thinking=


 * **Item** || **Quote** || **Source** || **Respondent** ||
 * CT1 || Genuine freedom, in short, is intellectual. It rests in the trained power of thought, in ability to “turn things over,” to look at matters deliberately, to judge whether the amount and kind of evidence requisite for decision is at hand, and if not, to tell where and how to seek such evidence. If a man’s actions are not guided by thoughtful conclusions, then they are guided by inconsiderate impulse, unbalanced appetite, caprice, or the circumstances of the moment. To cultivate unhindered, unreflective external activity is to foster enslavement, for it leaves the person at the mercy of appetite, sense, and circumstance. || //How We Think//, p. 67 || Henderson ||
 * CT2 || Reflective thinking is always more or less troublesome because it involves overcoming the inertia that inclines one to accept suggestions at their face value; it involves willingness to endure a condition of mental unrest and disturbance. Reflective thinking, in short, means judgment suspended during further inquiry; and suspense is likely to be somewhat painful. || //How We Think//, p. 13 ||  ||
 * CT3 || Habits reduce themselves to routine ways of acting, or degenerate into ways of action into which we are enslaved just in the degree in which intelligence is disconnected from them. Routine habits are unthinking habits. || //Democracy and Education//, p. 49 ||  ||
 * CT4 || Thinking is not like a sausage machine which reduces all materials indifferently to one marketable commodity, but is a power of following up and linking together the specific suggestions that specific things arouse. || //How We Think//, p. 39 ||  ||
 * CT5 || Prejudice is the acme of the //a priori//. Of the //a priori// in this sense we may say what is always to be said of habits and institutions: They are good servants, but harsh and futile masters. || “Experience and Idealism,//(In the Influence of Darwin),// p. 211 ||  ||


 * **Item** || **Quote** || **Source** || **Respondent** ||
 * CT6 || If a thinker had to work out the meaning of each idea discursively, he would be lost in a labyrinth that had no end and no center. Whenever an idea loses its immediate felt quality, it ceases to be an idea and becomes, like an algebraic symbol, a mere stimulus to execute an operation without the need of thinking. || //Art as Experience//, p. 120 ||  ||
 * CT7 || Mind is primarily a verb. It denotes all the ways in which we deal consciously and expressly with the situations in which we find ourselves. || //Art as Experience//, p. 263 ||  ||
 * CT8 || If we see that knowing is not the act of an outside spectator but of a participator inside the natural and social scene, then the true object of knowledge resides in consequences of directed action. || //The Quest for Certainty//, p. 157 || Boyles ||
 * CT9 || Taken merely as doubt, an idea would paralyze inquiry. Taken merely as certainty, it would arrest inquiry. Taken as a doubtful possibility, it affords a standpoint, a platform, a method of inquiry. || //How We Think//, p. 108-109 || Kelly ||
 * CT10 || Information is knowledge which is merely acquired and stored up; wisdom in knowledge operating in the direction of powers to the better living of life. || //How We Think//, p. 52 ||  ||
 * CT`11 || Thinking, in other words, is the intentional endeavor to discover specific connections between something which we do and the consequences which result, so that the two become continuous. . . Thinking is thus equivalent to an explicit rendering of the intelligent element in our experience. || //Democracy and Education//, p. 145-146 ||  ||
 * CT12 || Reflection involves not simply a sequence of ideas, but a consequence – a consecutive ordering in such a way that each determines the next as it s proper outcome, while each in turn leans back on its predecessors. || //How We Think//, p. 3 ||  ||
 * CT13 || The essence of critical thinking is suspended judgment. || //How We Think//, p. 74 || Marshall ||
 * CT14 || A “conclusion” is no separate and independent thing; it is the consummation of a movement.” || //Art as Experience//, p. 38 ||  ||

"Prejudice is the acme of the a priori. Of the a priori in this sense we may say what is always to be said of habits and institutions: They are good servants, but harsh and futile masters." (Experience and Objective Idealism, 136) Noblit
 * **Item** || **Quote** || **Source** || **Respondent** ||
 * CT15 || Play is not to be identified with anything which the child externally does. It rather designates his mental attitude in its entirety and in its unity. It is the free play, the interplay, of all the child’s powers, thoughts, and physical movements, in embodying in a satisfying form, his own images and interests. || //The School and Society//, p. 118-119 ||  ||
 * CT16 || Mind is no longer a spectator beholding the world from without and finding its highest satisfaction in the joy of self-sufficing contemplation. The mind is within the world as a part of the latter’s own on-going process. It is marked off as mind by the fact that wherever it is found, changes take place in a //directed// way, so that a movement in a definite one-way sense – from the doubtful and confused to the clear, resolved, and settled takes place. || //The Quest for Certainty,// p. 232 ||  ||
 * CT17 || Knowledge falters when imagination clips its wings or fears to use them. Every great advance in science has issued from a new audacity of imagination. || //The Quest for Certainty//, p. 247 ||  ||
 * CT18 || That hypotheses are fruitful when they are suggested by actual need, are bulwarked by knowledge already attained, and are tested by the consequences of the operations they evoke goes without saying. || //The Quest for Certainty//, p. 248 ||  ||
 * CT19 || The existence of scientific method protects us also from a danger that attends the operations of men of unusual power; dangers of slavish imitation partisanship, and such jealous devotion to them and their work as to get in the way of further progress. || //The Sources of a Science of Education//, p. 11 ||  ||
 * CT20 || Profound differences in theory are never gratuitous or invented. They grow out of conflicting elements in a genuine problem – a problem which is genuine just because the elements, taken as they stand, are conflicting. Any significant problem involves conditions that for the moment contradict each other. Solution comes only by getting away from the meaning of terms that is already fixed upon and coming to see the conditions from another point of view, and hence in a fresh light. || //The Child and the Curriculum//, p. 181-182 ||  ||
 * CT21 || The undisciplined mind is averse to suspense and intellectual hesitation; it is prone to assertion. It likes things undisturbed, settled, and treats them without due warrant. || //Democracy and Education//, p. 188 || Dawes ||
 * CT22 || Thought can more easily traverse an unexplained region than it can undo what has been so thoroughly done as to be ingrained as in unconscious habit. || //How We Think//, p. 121 ||  ||
 * **Item** || **Quote** || **Source** || **Respondent** ||
 * CT23 || In two short generations the divorce of philosophy from life, the isolation of reflective theory from practical conduct, has completed itself. So great is the irony of history that this sudden and effective outcome was the result of the attempt to make thought the instrument of action, and action the manifestation of truth reached by thinking. || “The Problem of Knowledge//,//” p. 278 (in //The Influence of Darwin//) ||  ||
 * CT24 || The only freedom that is of enduring importance is freedom of intelligence, that is to say, freedom of observation and of judgment exercised in behalf of purposes that are intrinsically worthwhile. || //Experience and Education//, p. 69 || O'Neill ||
 * CT25 || Without initiation into the scientific spirit one is not in possession of the best tools which humanity has so far devised for effectively directed reflection. One in that case not merely conducts inquiry and learning without the use of the best instruments, but fails to understand the full meaning of knowledge. For he does not become acquainted with the traits that mark off opinion and assent from authorized conviction. || //Democracy and Education//, p. 189 ||  ||