This memoir describes the journey of John (Jack) Miller. The book explores how his personal journey is related to the work he has done in holistic education, contemplative education, and spirituality in education. In holistic education the personal and professional are connected. Professor Miller's journey includes events, books, teachers, and the many factors in his life that have contributed to his work, which includes more than 20 books and extensive travel around the world. An example of the relationship between the personal and the professional is that Jack began meditating in 1974 and this practice has provided the foundation for much of his teaching and writing. Professor Miller's book, The Holistic Curriculum, first published in 1988 along with the publication of the Holistic Education Review have been seen as the beginning of holistic education as a field of study. Since his journey has been connected with so many other holistic educators, this book can serve as one perspective on how the field has unfolded over the past 35 years. Besides this historical perspective the book includes a chapter on his meditation practice as well his beliefs. There is also a chapter on his teaching and how he attempts to embody holistic education in his classroom

Another Way...Choosing to Change: Facilitator Guide is a victim-centered, research-informed curriculum that addresses criminogenic risk and needs in order to achieve transformational learning and promote empathy building. The psychoeducational format, which features a trauma-informed approach and uses such promising practices as motivational interviewing and ACEs research, helps practitioners lead groups through an innovative, highly relational, and skills-based batterer intervention program. The facilitator guide begins with a comprehensive overview of the program, including discussions of its philosophy, design, and theoretical framework, as well as implementation strategies and tips for retention. The guide progresses in tandem with the curriculum, providing facilitators with step-by-step instructions, suggested timeframes, and key strategies so they can confidently and competently lead participants through each lesson and each critical stage of intervention and recovery. At the end of each lesson, Facilitator Helps sections provides suggestions for how to explain specific parts of the lesson, references to helpful websites for further research and knowledge building, and cautions about potential issues that may arise during group discussions. Another Way...Choosing to Change is an exemplary curriculum to rehabilitate domestic violence offenders and, in doing so, increase safety and empathy for victims of violence.

Insecurity is an inevitable part of being human. Although life is insecure for every organism, humans alone are burdened by knowing that this is so. This ground-breaking volume features contributions by leading international researchers exploring the social psychology of insecurity, and how existential, metaphysical and social uncertainty influence human social behaviour. Chapters in the book investigate the psychological origins of insecurity, evolutionary theorizing about the functions of insecurity, the motivational strategies people adopt to manage insecurity, self-regulation strategies, the role of insecurity in the formation and maintenance of social relationships, and the influence of insecurity and uncertainty on the organization of larger social systems and public affairs. The chapters also discuss how insecurity influences many areas of contemporary social life, highlighting the applied implications of this line of research. Topics covered include the role of insecurity in social communication, social judgments, decision making, group identification, morality, interpersonal behaviour, relationships, attitudes and many applied aspects of social life and politics where understanding the psychology of insecurity is of critical importance. This accessible and engaging book will be of interest to students, researchers and practitioners as a textbook or reference book in behavioral and social science fields, as well as to a broad spectrum of intelligent lay audience seeking to understand one of the most intriguing issues that shapes human social life.

This international collection brings together scientists, scholars and artist-researchers to explore the cognition of memory through the performing arts and examine artistic strategies that target cognitive processes of memory. The strongly embodied and highly trained memory systems of performing artists render artistic practice a rich context for understanding how memory is formed, utilized and adapted through interaction with others, instruments and environments. Using experimental, interpretive and Practice-as-Research methods that bridge disciplines, the authors provide overview chapters and case studies of subjects such as: * collectively and environmentally distributed memory in the performing arts; * autobiographical memory triggers in performance creation and reception; * the journey from learning to memory in performance training; * the relationship between memory, awareness and creative spontaneity, and * memorization and embodied or structural analysis of scores and scripts. This volume provides an unprecedented resource for scientists, scholars, artists, teachers and students looking for insight into the cognition of memory in the arts, strategies of learning and performance, and interdisciplinary research methodology.

In Measuring the Immeasurable Mind: Where Contemporary Neuroscience Meets the Aristotelian Tradition, Matthew Owen argues that despite its nonphysical character, it is possible to empirically detect and measure consciousness. Toward the end of the previous century, the neuroscience of consciousness set its roots and sprouted within a materialist milieu that reduced the mind to matter. Several decades later, dualism is being dusted off and reconsidered. Although some may see this revival as a threat to consciousness science aimed at measuring the conscious mind, Owen argues that measuring consciousness, along with the medical benefits of such measurements, is not ruled out by consciousness being nonphysical. Owen proposes the Mind-Body Powers model of neural correlates of consciousness, which is informed by Aristotelian causation and a substance dualist view of human nature inspired by Thomas Aquinas, who often followed Aristotle. In addition to explaining why there are neural correlates of consciousness, the model provides a philosophical foundation for empirically discerning and quantifying consciousness. En route to presenting and applying the Mind-Body Powers model to neurobiology, Owen rebuts longstanding objections to dualism related to the mind-body problem. With scholarly precision and readable clarity, Owen applies an oft forgotten yet richly developed historical vantage point to contemporary cognitive neuroscience.

Theatre, Performance and Cognition introduces readers to the key debates, areas of research, and applications of the cognitive sciences to the humanities, and to theatre and performance in particular. It features the most exciting work being done at the intersection of theatre and cognitive science, containing both selected scientific studies that have been influential in the field, each introduced and contextualised by the editors, together with related scholarship from the field of theatre and performance that demonstrates some of the applications of the cognitive sciences to actor training, the rehearsal room and the realm of performance more generally. The three sections consider the principal areas of research and application in this interdisciplinary field, starting with a focus on language and meaning-making in which Shakespeare's work and Tom Stoppard's Arcadia are considered. In the second part which focuses on the body, chapters consider applications for actor and dance training, while the third part focuses on dynamic ecologies, of which the body is a part.

Humans have a unique ability to understand the beliefs, emotions, and intentions of others-a capacity often referred to as mentalizing. Much research in psychology and neuroscience has focused on delineating the mechanisms of mentalizing, and examining the role of mentalizing processes in other domains of cognitive and affective functioning. The purpose of the book is to provide a comprehensive overview of the current research on the mechanisms of mentalizing at the neural, algorithmic, and computational levels of analysis. The book includes contributions from prominent researchers in the field of social-cognitive and affective neuroscience, as well as from related disciplines (e.g., cognitive, social, developmental and clinical psychology, psychiatry, philosophy, primatology). The contributors review their latest research in order to compile an authoritative source of knowledge on the psychological and brain bases of the unique human capacity to think about the mental states of others. The intended audience is researchers and students in the fields of social-cognitive and affective neuroscience and related disciplines such as neuroeconomics, cognitive neuroscience, developmental neuroscience, social cognition, social psychology, developmental psychology, cognitive psychology, and affective science. Secondary audiences include researchers in decision science (economics, judgment and decision-making), philosophy of mind, and psychiatry.

This monograph presents innovative research regarding the body experience of human individuals who are using assistive robotic devices such as wearable robots or teleoperation systems. The focus is set on human-in-the-loop experiments that help to empirically evaluate how users experience devices. Moreover, these experiments allow for further examination of the underlying mechanisms of body experience through extending existing psychological paradigms, e.g., by disentangling tactile feedback from contacts. Besides reporting and discussing psychological examinations, the influence of various aspects of engineering design is investigated, e.g., different implementations of haptic interfaces or robot control. As haptics are of paramount importance in this tight type of human-robot interaction, it is explored with respect to modality as well as temporal and spatial effects. The first part of the book motivates the research topic and gives an in-depth analysis of the experimental requirements. The second and third part present experimental designs and studies of human-robot body experience regarding the upper and lower limbs as well as cognitive models to predict them. The fourth part discusses a multitude of design considerations and provides directions to guide future research on bidirectional human-machine interfaces and non-functional haptic feedback.

This book provides an introduction to nineteen popular multiple intelligences. Part One discusses general intelligence, psychological testing, naturalistic intelligence, social intelligence, emotional intelligence, interpersonal intelligence, and cultural intelligence. Part Two tackles machine intelligence, the development of artificial intelligence, computational intelligence, and digital intelligence, or the ability for humans to adapt to a digital environment. Finally, Part Three discusses the role of intelligence in business development, using technology to augment intelligence, abstract thinking, swarm and animal intelligence, military intelligence, and musical intelligence. A Primer on Multiple Intelligences is a must-read for graduate students or scholars considering researching cognition, perception, motivation, and artificial intelligence. It will also be of use to those in social psychology, computer science, and pedagogy. It is as a valuable resource for anyone interested in learning more about the multifaceted study of intelligence.

"Psychology of Learning and Motivation" publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline.

Volume 60 includes chapters on such varied topics as the balance between mindfulness and mind-wandering; institutions; implications for the nature of memory traces; repetition, spacing, and abstraction; immediate repetition paradigms; stimulus-response compatibility effects; environmental knowledge; and the control of visual attention.
Volume 60 of the highly regarded "Psychology of Learning and Motivation" seriesAn essential reference for researchers and academics in cognitive scienceRelevant to both applied concerns and basic research

This is the first volume to provide a detailed introduction to some of the main areas of research and practice in the interdisciplinary field of art and neuroscience. With contributions from neuroscientists, theatre scholars and artists from seven countries, it offers a rich and rigorous array of perspectives as a springboard to further exploration. Divided into four parts, each prefaced by an expert editorial introduction, it examines: * Theatre as a space of relationships: a neurocognitive perspective * The spectator's performative experience and 'embodied theatrology' * The complexity of theatre and human cognition * Interdisciplinary perspectives on applied performance Each part includes contributions from international pioneers of interdisciplinarity in theatre scholarship, and from neuroscientists of world-renown researching the physiology of action, the mirror neuron mechanism, action perception, space perception, empathy and intersubjectivity. While illustrating the remarkable growth of interest in the performing arts for cognitive neuroscience, this volume also reveals the extraordinary richness of exchange and debate born out of different approaches to the topics.