Taking its starting point from women's contributions to the French revolution, this important anthology goes far beyond any particular historical, European or American context and expands its scope in space and time to an all-inclusive global theme, namely the contributions of radical women towards an ever-changing world and its revolutionary transformations everywhere. The superbly edited essays by diverse contributors from various continents and disciplines explore a wide platform of women's revolutionary involvements and elucidate the broad range of contributions by women scholars, scientists and activists to movements of social transformation, as well as to a reexamination of established methods of cultural analysis from enlightened liberalism to Marxism. The contributions of women scholars and activists from Africa, Asia and Latin America are particularly significant in that they transcend and expand European/North American feminism as relevant primarily to its own socio-cultural context and focus on women acting in terms of their own non-Western traditions and cultures, that is, on non-Western models based on indigenous strategies of social transformation. This rich anthology shuns any postulation of a single global model for revolution. Yet, despite the emergence of a problematic relationship between Western or Western educated theorists and the causes of the oppressed', women's diverse social, cultural and historical experiences and strategies are united in this edition, as in their common causes, as emphasized by the following statement in the introduction: the female body has become ... a privileged site for social analysis in the context of international capitalism as well asin the critique of traditional socialism.' Sabine Jell-Bahlsen, Ogbuide Films Women and Revolution covers an enormous socio-historical space, four continents - Europe, Africa, Asia and Latin America &endash; and quite a few countries within them. This huge field of human experience is looked at from the focal point which runs explicitly and implicitly through all nineteen chapters: the active if not revolutionary role women have played individually and collectively in various determining social situations, a role regularly suppressed by the coercive power of institutionalized domination. The impetus for this endeavor was the commemoration of the bicentennial of the French Revolution, an occasion to take an in-depth look at its less obvious agendas, through a focus on the activity of women, and on Olympe de Gouges in particular. But as Olympe de Gouges became acquainted with Mr. Guillotine, the considerable role of women became suppressed not only actually but as a kind of damnatio memoriae which the old Romans had already invented. As this work shows, there have been multiple forms and contents through which women have taken history into their own hands and have participated in emancipatory struggles throughout the world. They are at their best in their use of the resources of local village traditions, of dense social contexts, of mutual aid and in turning such grassroots resources into radical democratic struggles for the future. A fascinating and timely book!. Wolf-Dieter Narr, Freie Universitat Berlin The vital role played by women in struggles for social transformation has scarcely been appreciated, and with the sense of defeat that hangs over the revolutionary project, stands to befurther forgotten. That is why the publication of Women and Revolution is both welcome and necessary &endash; on intellectual and scholarly grounds, but also because these are stories which have to be told if we are to resume the march toward a better world. Joel Kovel, Bard College

The origins of this book probably go back to Gordon Allport's seminar in social psychology at Harvard during the late 1940s and to the invitation from Gardner Lindzey, some years later, to contribute a section on "Sympathy and Empathy" to the International Encyclopedia of the Social Sciences (1968). Since those early beginnings, the book has been "in the process of becoming. " During that time I have benefited greatly from the knowledge and assistance of many colleagues, especially the following, who read and commented upon portions of the manuscript: Raymond Gastil, the late Joseph Katz, David McClelland, Jitendra Mohanty, Paul Mussen, Richard Solomon, and Bernard Weiner. To Kenneth Merrill for a close reading of the Hume material and to M. Brewster Smith for a careful reading of and suggestions on Chapters 7 and 8, I am especially indebted. Beverly Joyce withstood constant interruptions to provide much-needed library assistance, and Vivian Wheeler gave generously of her excellent editorial experience and knowledge. A fellowship at the Battelle Research Center in Seattle and an appointment as a visiting scholar at Harvard were of incalculable help, providing opportunity, stimulation, and freedom from teaching responsibilities. To all of the above I am deeply indebted. Just a few words about the organization of this book.

Human consciousness has perplexed philosophers, artists and scientists for centuries. Some hold it to be purely physical, while others believe it transcends the material world. Now comes a book that offers a new perspective - based entirely on evidence from the natural sciences - whereby materialism and dualism co-exist. The author - a distinguished pioneer of nonlinear dynamics - bases his argument on a hierarchical view of mental organization; a stairway. Atoms give rise to molecules, neurons form the brain and individual consciousness leads to shared culture. All steps are needed to complete the picture and each level derives from the previous one. The book shows specialists how each of their fields adds to the overall picture, while providing general readers with an introduction to this investigation.

In Embodied Minds in Action, Robert Hanna and Michelle Maiese work out a unified treatment of three fundamental philosophical problems: the mind-body problem, the problem of mental causation, and the problem of action. This unified treatment rests on two basic claims. The first is that conscious, intentional minds like ours are essentially embodied. This entails that our minds are necessarily spread throughout our living, organismic bodies and belong to their complete neurobiological constitution. So minds like ours are necessarily alive. The second claim is that essentially embodied minds are self-organizing thermodynamic systems. This entails that our mental lives consist in the possibility and actuality of moving our own living organismic bodies through space and time, by means of our conscious desires. The upshot is that we are essentially minded animals who help to create the natural world through our own agency. This doctrine--the Essential Embodiment Theory--is a truly radical idea which subverts the traditionally opposed and seemingly exhaustive categories of Dualism and Materialism, and offers a new paradigm for contemporary mainstream research in the philosophy of mind and cognitive neuroscience.

In this distinguished collection the deeper cognitive aspects of writing systems are for the first time added to the perceptual and physiological dimensions and brought into a coherent whole. The result is a multifaceted understanding of alphabets and other scripts in which none of the major factors that shape those systems, and thus distinctively reveal attributes of the human mind, are slighted. The systems through which language is realized on the page are compared in nature and complexity with those through which language is realized as sound, and are seen in their true perspective. Long the object of intensive inquiry, the process of change in phonological systems is now joined to the evolution of graphological systems, and new light is cast on the nature of the relevant human cognitive processes in their diversity and underlying unity. The authors, each eminently qualified in his or her field, are drawn from Europe, Asia, and North and South America.

Neuroscience has raised many questions for philosophy and its traditional focus on the mind, but what does the emerging field of neurophilosophy teach us about the relationship between mind and brain? How have the new debates transformed our understanding of consciousness, the self and free will? Georg Northoff is a world-leading expert in this exciting area, and in Minding the Brain he provides a comprehensive introduction to non-reductive neurophilosophy, charting the developments of the discipline and applying its ideas to the debates that have captivated philosophers for centuries. Minding the Brain: * employs extensive pedagogy to help the reader get to grips with complex concepts * takes a transdisciplinary approach unifying science, psychology and philosophy Unearthing new ways to tackle age-old debates, Minding the Brain is a stimulating text for anyone interested in philosophy, psychology, the cognitive sciences and neuroscience.

The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers' professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book's third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research, with a particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area.

This book summarizes a network of interrelated ideas which I have developed, off and on, over the past eight or ten years. The underlying theme is the psychological interplay of order and chaos. Or, to put it another way, the interplay of deduction and induction. I will try to explain the relationship between logical, orderly, conscious, rule-following reason and fluid, self organizing, habit-governed, unconscious, chaos-infused intuition. My previous two books, The Structure of Intelligence and The Evolving Mind, briefly touched on this relationship. But these books were primarily concerned with other matters: SI with constructing a formal language for discussing mentality and its mechanization, and EM with exploring the role of evolution in thought. They danced around the edges of the order/chaos problem, without ever fully entering into it. My goal in writing this book was to go directly to the core of mental process, "where angels fear to tread" -- to tackle all the sticky issues which it is considered prudent to avoid: the nature of consciousness, the relation between mind and reality, the justification of belief systems, the connection between creativity and mental illness, .... All of these issues are dealt with here in a straightforward and unified way, using a combination of concepts from my previous work with ideas from chaos theory and complex systems science."

In a culmination of humanity's millennia-long quest for self knowledge, the sciences of the mind are now in a position to offer concrete, empirically validated answers to the most fundamental questions about human nature. What does it mean to be a mind? How is the mind related to the brain? How are minds shaped by their embodiment and environment? What are the principles behind cognitive functions such as perception, memory, language, thought, and consciousness?
By analyzing the tasks facing any sentient being that is subject to stimulation and a pressure to act, Shimon Edelman identifies computation as the common denominator in the emerging answers to all these questions. Any system composed of elements that exchange signals with each other and occasionally with the rest of the world can be said to be engaged in computation. A brain composed of neurons is one example of a system that computes, and the computations that the neurons collectively carry out constitute the brain's mind.
Edelman presents a computational account of the entire spectrum of cognitive phenomena that constitutes the mind. He begins with sentience, and uses examples from visual perception to demonstrate that it must, at its very core, be a type of computation. Throughout his account, Edelman acknowledges the human mind's biological origins. Along the way, he also demystifies traits such as creativity, language, and individual and collective consciousness, and hints at how naturally evolved minds can transcend some of their limitations by moving to computational substrates other than brains. The account that Edelman gives in this book is accessible, yet unified and rigorous, and the big picture he presents is supported by evidence ranging from neurobiology to computer science. The book should be read by anyone seeking a comprehensive and current introduction to cognitive psychology.

Assembling original papers by the field's foremost investigators, this history demonstrates the continuity and progress made across five decades of personality psychology research. In addition to providing a historical perspective for the discipline, the work aims to inspire a more coherent agenda for future research.

This book explores the role of cognition in the field of human-computer interaction (HCI) assessing how the field has developed over the past thirty years and discusses where the field is heading, as we begin to live in increasingly interconnected digital environments. Taking a broad chronological view, the author discusses cognition in relation to areas like make-believe, and appropriation, and places these more recent concepts in the context of traditional thinking about the psychology of HCI. HCI Redux will appeal to undergraduate and postgraduate students and researchers in psychology, the cognitive sciences and HCI. It will also be of interest to all readers with a curiosity about our everyday use of technology.

1. Relates the fundamental principles of the interdependent disciplines of Psychology, Art, and Creativity together in one resource in a clear and accessible way. 2. Will be accompanied by extensive online content developed by the author for her own MOOC, including quizzes, reflection exercises, videos, resources, further readings and other valuable tools that can help them connect deeply with the content. 3. Designed for use on courses focusing on the Psychology of Art, Creativity, or Art Therapy.

This collection of essays was written by former students, associates, admirers, critics and friends of Donald R. Griffin -- the creator of cognitive ethology. Stimulated by his work, this volume presents ideas and experiments in the field of cognitive ethology -- the exploration of the mental experiences of animals as they behave in their natural environment during the course of their normal lives. Cognitive Ethology discusses the possibility that animals may have abilities to experience, communicate, reason, and plan beyond those usually ascribed to them in a "black box" or "stimulus-response" interpretation of their behavior. Contributions from scientists who have been associated with or influenced by Griffin offer a lively array of views, some disparate from one another and some especially selected to present approaches contrary to his.

Yamamoto presents a perspective on the world of children as seen and felt from the inside, based on his own research and that of others. He shows contrasts with typical adult views and draws implications for parenting, childcare, and education. The discussion includes what upsets and disturbs children, how they may handle stressful experiences, what is needed to lay a secure foundation for a healthy development, how children look at themselves, and what characterizes children's worlds. This work offers abundant information on the development of children and encourages parents, other caregivers, and teachers to reach a better understanding of the unique world of children, to feel more secure in their respective roles, and to use their best learned judgment in relating to individual children. Yamamoto emphasizes the need to appreciate the inside-out outlook of children. This perspective is unique, along with his interpretation and integration of seemingly diverse information. Throughout the work, he presents arguments for thoughtful child care and meaningful education, and is supportive of parental initiative and discretion. A perspective on the world of children as seen and felt from the inside.

When conducting scientific research in any field, it is not sufficient to simply design thoughtful and informative experiments to explore ideas and hypotheses. The experiments must be conducted in such a manner that the data generated effectively address the ideas and hypotheses under study. Collecting good data necessitates the use of good methods, techniques, and instrumentation. Behavioral neuroscience is most certainly a field that, over the years, has required novel, inventive, and effective methods and tech niques to collect data on a rather difficult subject, namely, how the brain and nervous system encode behavior. Perhaps one of the most interesting things about the field of behav ioral neuroscience is that most scientists in this field are engaged in a variety of activities-it is not always the same boring routine. The rule, not the ex ception, in this field is that investigators are trained in a variety of techniques and skills. This work requires knowledge of skills in such diverse tech niques as surgery, animal training, basic electronics, computer programming, statistics, and histology, as well as having a good theoretical background knowledge of the relevant literature and the creativity and logic necessary to design and execute critical experiments. One does not have to be an expert in all of these skills, and conversely not all skills require an expert."

How did we get from unconscious material forces to the dazzling intricacy of the human mind? Standard evolutionary theory has not provided us with a continuous picture of that long emergence. In consequence, psychological theories remain highly fragmented, without deeper roots or foundations, while the general public either remain confused, or invoke miracles or the hand of an intelligent designer. This book provides new concepts from dynamic systems theory, and the new evolutionary synthesis, to present a comprehensive overview of the evolution of cognition. It combines ideas about complexity and environmental structure to highlight the emergence of intelligent systems very early in evolution. Intelligent systems came to dominate evolution through increasing complexity, including cell signalling, epigenetics, developmental systems, behaviour, brain and cognitive systems, to culminate in the human cognitive and other mental systems. This volume has fundamental implications for psychological theory and our understanding of humanity.

While most teachers are skilled in providing opportunities for the progression of children's learning, it is sometimes without fully understanding the theory behind it. With greater insight into what is currently known about the processes of learning and about individual learners, teachers are better equipped to provide experiences and situations that are more likely to lead to effective acquisition of knowledge, concepts and skills. Ways of Learning has been widely used and now, fully updated, it seeks to provide further insight into the ways in which learning takes place, which teachers can make use of in their planning and teaching, including: an overview of learning behaviourism and the beginning of theory cognitive and constructivist learning multiple intelligences and learning styles difficulties with learning the influence of neuropsychology other theories, philosophies and names relating theory to practice. The fourth edition of this book includes developments in areas covered in the preceding editions, as well as expanding on certain topics to bring about a wider perspective; most notably, a new consideration of learning styles and a new chapter detailing important thinkers and writers from the history of education and their continuing influence along with other theories, ideas and thoughts not included in the rest of the book. The book also reflects changes in government policy and is closely related to new developments in practice. Written for trainee teachers, serving teachers and others interested in learning for various reasons, Ways of Learning serves as a valuable introduction for students setting out on higher degree work who are in need of an introduction to the topic.

This book presents an introduction to the study of relationships among per sonality, social skills, and psychopathology. Although research findings dur ing the last decade have made it clear that the relationships among these variables are almost always complex and mUltiply determined, many clini cians and theoreticians have not incorporated such complexities into their models of human behavior and therapeutic intervention. This discrepancy between clinical theory and research-based findings has been of special con cern to us because we have been both empirically oriented academic re searchers and practicing clinicians. It is our belief that clinical theory relat ed to personality, social skills, and psychopathology can be enriched by re search findings from a wide range of fields-from human genetics, tempera ment, and personality to family systems, affect, psychophysiology, and learning. This book is divided into an introductory chapter and three sections. The introductory chapter provides an overview of the issues in the field, compares models, and provides suggestions for further integration and ar ticulation of concepts related to personality, social skills, and psycho pathology. The book's first section presents state-of-the-art general models of interactions among personality, social skills, and psychopathology. Con nolly opens this section with a chapter that reviews longitudinal findings in dicating that personality traits predict the onset of psychopathology and marital distress. The etiology of these and related findings is the subject of other chapters in this section."

Through incisive readings of ten poets from William Wordsworth to Alice Oswald, this book shows how poets have engaged with the possibilities and pitfalls of memory. Linking poets' uses of personal, aesthetic, and collective memory, as well as history, the book provides a new critical template for understanding how literature engages with the past.

Memory and learning are seen as mental phenomena and generally studied as brain processes, for example, within various branches of psychology and neuroscience. This book represents a rather different tack, based on sociocultural theory, cultural psychology and dialogism. Authors from many different disciplines and countries study memory and learning as practices adopted by people in different interactional and institutional contexts. Studies range from detailed analyses of situated activities to broad sociohistorical studies of cultural phenomena and collective memories such as national narratives and physical symbols for commemorating events and traditions. By focusing on how people engage in remembering and learning, this book provides a necessary complement to currently popular neuroscientific approaches.

Deaf Cognition examines the cognitive underpinnings of deaf individuals' learning. Marschark and Hauser have brought together scientists from different disciplines, which rarely interact, to share their ideas and create this book. It contributes to the science of learning by describing and testing theories that might either over or underestimate the role that audition or vision plays in learning and memory, and by shedding light on multiple pathways for learning. International experts in cognitive psychology, brain sciences, cognitive development, and deaf children offer a unique, integrative examination of cognition and learning, with discussions on their implications for deaf education. Each chapter focuses primarily on the intersection of research in cognitive psychology, developmental psychology, and deaf education. The general theme of the book is that deaf and hearing individuals differ to some extent in early experience, brain development, cognitive functioning, memory organization, and problem solving. Identifying similarities and differences among these domains provides new insights into potential methods for enhancing achievement in this traditionally under-performing population.

For all of recorded history prior to the second half of the twentieth century, there has been but one realm in which the cognitive processes of reasoning and problem solving, learning and discovery, language and mathematics took place. The realm of human intellect no longer has an exclusive claim on these cognitive processes--artificial intelligence represents a parallel claim. Morton Wagman's text compares the two realms, identifies consonant and disparate modes of cognition, and identifies a general theory of human and artificial intelligence.

A general theory of intellect entails the specific components of intellect as conceptualized in the domains of human and artificial intelligence. These specific components include the conceptual areas of reasoning, language, learning, and discovery. Theories of these components of intellect, as well as problem solving, logic, and memory, are systematically examined and compared. Following the introductory chapter, each succeeding chapter focuses on a major cognitive component. Each component is analyzed from the perspectives of both human intellect and artificial intelligence. These dual perspectives are then compared, taking account of basic theory and contemporary research. The technical theory and research is considered against a broad background of intellectual history and psychological implication. "Cognitive Science and Concepts of Mind" is intended for graduate and advanced undergraduate students in cognitive science programs, psychology, philosophy, and artificial intelligence courses. Wagman's book will also be of interest to professionals in these and related disciplines.

Colleges are becoming increasingly concerned with the quality of undergraduate instruction, and faculty are devoting more attention to improving their teaching skills. This volume will help college faculty improve their performance in the classroom. The book contains useful theoretical information on the learning styles of college students, and it presents practical information on how to teach courses in particular disciplines. The chapter authors are widely recognized as master teachers. The information at the beginning of the book summarizes and evaluates current research in cognitive psychology and student learning styles. The bulk of the volume then provides practical information on college teaching. A set of chapters stresses the advantages of different instructional methods, while other chapters are devoted to teaching particular disciplines in the arts and sciences. The book also presents information on related issues, such as working with at-risk students, classroom management, textbook selection, and grading. This professional reference will be an indispensable tool for college professors in all disciplines.