Though many psychological theories refer to imagination as a relevant phenomena, we still lack knowledge about imaginative processes. The book "The Method of Imagination" is aimed at expanding the knowledge about imaginative processes as higher mental function, by starting from the empirical and phenomenological studies. The volume is an innovative multidisciplinary exploration in the study of imaginative processes as complex phenomena. It covers a wide range of fields, from psychology to sociology, from art and design to marketing and education. The book gathers young and experienced scholars from 6 different countries worldwide, providing a fresh look into the theoretical, methodological and applicative aspects of imagination studies. The audience for this book includes scholars and students in social and human sciences interested in the study and the use of imaginative processes. The volume can be also used as textbook/integrative reading in undergrad and master courses.

In a time of unprecedented changes globally, Flourishing in the Holistic Classroom offers an educational model that is dynamic, organic, and adaptive. The book offers key principles, dispositions, and practices that holistic educators draw from to create learning environments in which their students can flourish. This book describes learning that is based on a balance of inner and outer ways of knowing, with an emphasis on the inner life or soul of the learner. This is illustrated through accounts of running an arts camp using the inquiry process and experiences with teacher candidates. A key principle of holistic education is connection, which is explored through experiential examples such as connections between learners and each other, the teacher, and their subject of study. The role that mindfulness practice and teacher presence plays in the classroom, as well as working with fear and vulnerability are addressed through detailed narratives. The breadth of the author's experience including being an early years teacher, a director of programs and exhibits in a children's museum, and working with pre-service teachers is woven throughout the book. Reflections from former teacher candidates highlight the influence that holistic pedagogy has on learners. The book concludes with an invitation to the reader to embrace a holistic, integrative approach to education, which creates fertile ground for student flourishing. Flourishing in the Holistic Classroom is intended to support teachers, administrators, academics, pre-service teachers and graduate students.

This book presents and discusses seven contemporary theoretical approaches to behavior analysis that build upon the foundations laid by B.F. Skinner's radical behaviorism and renew its legacy. These contemporary approaches show that behaviorism is not a monolithic or static intellectual tradition, but a dynamic movement, which changes and adapts in face of new questions, issues, and perspectives. The death of behaviorism has been proclaimed since its early days - a "premature" assessment, to say the least - but this volume shows that behaviorism is alive and kicking, even thirty years after its main proponent passed away. This volume contains seven sections, each one dedicated to a particular variation of contemporary behaviorism: Howard Rachlin's teleological behaviorism, William Baum's molar behaviorism and multiscale behavior analysis, John Staddon's theoretical behaviorism, John Donahoe's biological behaviorism, Gordon Foxall's intentional behaviorism, Steven Hayes' contextual behaviorism or contextual behavioral science, and Emilio Ribes-Inesta's field-theory behaviorism. Each section contains three chapters: the first one written by the original proponent of each of these forms of behaviorism, the second one written by a commentator, and the third one written by the proponent, replying to the commentator. Contemporary Behaviorisms in Debate will be a valuable tool to behavior analysts and psychologists in general by providing an introduction to contemporary forms of behaviorism and promoting debates about the main philosophical issues faced by the field of behavior analysis today- issues that can directly influence future epistemological variations in the selection process of "behaviorisms." By doing so the book is directed not only to the present, but, more importantly, toward the future of the field.

Modern populations are superficially aware of media potentials and paraphernalia, but recent events have emphasized the general ignorance of the sentient media. Advertising has long been suspected of cognitive manipulation, but emergent issues of political hacking, false news, disinformation campaigns, lies, neuromarketing, misuse of social media, pervasive surveillance, and cyber warfare are presently challenging the world as we know it. Media Models to Foster Collective Human Coherence in the PSYCHecology is an assemblage of pioneering research on the methods and applications of video games designed as a new genre of dream analogs. Highlighting topics including virtual reality, personality profiling, and dream structure, this book is ideally designed for professionals, researchers, academicians, psychologists, psychiatrists, sociologists, media specialists, game designers, and students hoping for the creation of sustainable social patterns in the emergent reality of energy and information.

Written to inform students of the main principles, concepts, and research findings of key theories of learning-especially as they relate to education-and to provide applications of principles and concepts in settings where teaching and learning occur, this revised text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings. The primary emphasis is placed on cognitive theories that stress learners' constructions of beliefs, skills, strategies, and knowledge, but behavioral theories are also discussed in detail. Chapters have numerous applications of learning principles to applied settings including vignettes at the start of each chapter illustrating some of the principles discussed in the chapter, examples and applications throughout the chapters, and separate sections on instructional applications at the end of each chapter. Key features of this revised text include: a new chapter on Self-Regulation (Chapter 9); core chapters on the neuroscience of learning (Chapter 2), constructivism (Chapter 6), cognitive learning processes (Chapter 7), motivation (Chapter 8), and development (Chapter 10) all related to teaching and learning; updated sections on learning from technology and electronic media and how these advancements effectively promote learning in students (Chapters 7 & 10); detailed information on content-area learning and models of instruction to form coherence and connection between teaching and learning in different content areas, learning principles, and processes (Chapters 2-10); and over 140 new references on the latest theoretical ideas, research findings, and applications in the field. An essential resource for understanding key learning theoretical principles, concepts, and research findings-especially as they relate to education-this proven text blends theory, research, and applications throughout, providing its readers with a coherent and unified perspective on learning in educational settings.

This volume develops a comprehensive framework for applying the theory of hauntology to everyday life from ethnographic and clinical points of view. The central argument of the book is that all human experience is fundamentally haunted, and that a shift from ontological theory of subjective experience to a hauntological one is necessary and has urgent implications. Building on the notion of hauntology outlined by Derrida, the discussions are developed within the frameworks of psychoanalytic theory, specifically Jacques Lacan's object relational theory of ego development and his structural reading of Freud's theory of the psychic apparatus and its dynamics; along with the Hegelian ontology of the negative and its later modifications by 20th century philosophers such as Heidegger and Derrida; and the semiotics of difference introduced by Saussure and worked by Jakobson and others. This book argues and demonstrates the immediate relevance of hauntological analysis in everyday life by providing a microanalysis of the roles played by power, meaning and desire; and by using vignettes and data from ethnographic research and clinical settings, as well as references to literature, movies and other cultural products.