Too Long; Didn't Read
The key to understanding the doctrine of the essays which are herewith reprinted lies in the passages regarding the temporal development of experience. Setting out from a conviction (more current at the time when the essays were written than it now is) that knowledge implies judgment (and hence, thinking) the essays try to show (1) that such terms as "thinking," "reflection," "judgment" denote inquiries or the results of inquiry, and (2) that inquiry occupies an intermediate and mediating place in the development of an experience. If this be granted, it follows at once that a philosophical discussion of the distinctions and relations which figure most largely in logical theories depends upon a proper placing of them in their temporal context; and that in default of such placing we are prone to transfer the traits of the subject-matter of one phase to that of another—with a confusing outcome.
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