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shall conclude our survey of how we think and how we should think by presenting some factors of thinking which should balance each other, but which constantly tend to become so isolated that they work against each other instead of cooperating to make reflective inquiry efficient.

§ 1. The Unconscious and the Conscious

It is significant that one meaning of the term understood is something so thoroughly mastered, so completely agreed upon, as to be assumed; that is to say, taken as a matter of course without explicit statement. The familiar "goes without saying" means "it is understood." If two persons can converse intelligently with each other, it is because a common experience supplies a background of mutual understanding upon which their respective remarks are projected. To dig up and to formulate this common background would be imbecile; it is "understood"; that is, it is silently supplied and implied as the taken-for-granted medium of intelligent exchange of ideas.

If, however, the two persons find themselves at cross-purposes, it is necessary to dig up and compare the presuppositions, the implied context, on the basis of which each is speaking. The implicit is made explicit; what was unconsciously assumed is exposed to the light of conscious day. In this way, the root of the misunder-