| How to Use this Guide |
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1 | (3) |
| Why a Thinker's Guide on How to Study and Learn? |
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4 | (1) |
| Forward: John Stuart Mill |
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John Stuart Mill as an Exemplar of How to Study and Learn |
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5 | (2) |
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The Instructional Methods of James Mill |
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7 | (6) |
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13 | (1) |
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Part I Laying the Foundation |
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18 Ideas for Becoming a Master Student |
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14 | (2) |
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The Relationship Between Critical Thinking and How to Study and Learn a Discipline |
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16 | (2) |
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How to Learn with Discipline |
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18 | (1) |
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How to Identify an Underlying Idea for the Subjects You Study |
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19 | (1) |
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Understanding Content Through the Thinking it Requires: A Key to Deep Learning |
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20 | (1) |
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How to Identify the Structure of a Subject: (The Elements of Thought) |
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21 | (1) |
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How to Figure Out the Form of Thinking Essential to Courses or Subjects |
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22 | (2) |
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How to Analyze the Logic of an Article, Essay, or
Chapter |
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24 | (2) |
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How to Figure Out the Logic of a Textbook |
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26 | (2) |
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28 | (1) |
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How to Think Within the Ideas of a Subject |
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29 | (1) |
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How to Control (and Not Be Controlled By) Ideas |
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30 | (1) |
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How to Understand Reading, Writing, Speaking, Listening and Thinking |
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31 | (2) |
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How to Learn Ideas from Textbooks |
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33 | (2) |
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Part II Following Through |
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How Good a Student Are You Now? Test Yourself |
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35 | (2) |
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How to Think Through the Defining Traits of the Disciplined Mind |
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37 | (3) |
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How to Understand Intellectual Standards |
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40 | (1) |
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How to Question Using Intellectual Standards |
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41 | (1) |
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How to Evaluate an Author's Reasoning |
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42 | (1) |
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How to Raise Important Questions Within a Subject |
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43 | (1) |
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How to Distinguish One-System from Competing-Systems Disciplines |
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44 | (2) |
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How to Ask Questions About Fields of Study |
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46 | (1) |
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How To Ask Questions About Textbooks |
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47 | (1) |
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How To Understand the Logic of Biochemistry (An Example) |
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48 | (1) |
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How to Think Biologically (An Example) |
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49 | (1) |
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How to Think Historically (An Example) |
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50 | (4) |
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How to Understand the Logic of Philosophy, Sociology, and Archaeology (Three Final Examples) |
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54 | (1) |
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How to Understand the Role of Questions in Thinking and Learning |
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55 | (1) |
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How to Distinguish Inert Information and Activated Ignorance from Activated Knowledge |
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56 | (2) |
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A Test to Repeat in Every Class and Subject |
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58 | |
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