Philosopher Robert Ehman looks at the familiar topics of personal identity, morality, sexuality, love, and death from a new perspective: that of the unique, irreplaceable value of each individual self as distinguished from the anonymity of our impersonal world. Ehman defines the authentic self as something more than the locus of spatial-temporal identity, the agent of action, the object of moral duties and respect, or the sum total of personal projects, achievements, social function, and status. What makes the self authentic can be discovered by contrasting who we really are-as irreplaceable individuals with uniquely personal perspectives-with the sterotyped roles we must play in an essentially technological world, where one individual can easily be substituted for another.
But the primary experience through which we encounter the authentic self, according to Ehman, is love; for it is personal love that provides access to the unique value of an individual self. This level of insight into the person is quite distinct from a moral appreciation of the individual, in which we respect another as a free being with rights and duties. It is also to be distinguished from sexual desire, in which we appreciate another for his or her potential for satisfying our own sexual urges, regardless of any value apart from the sexual context.
Ehman concludes his study by considering Heidegger's intriguing proposal that it is only through a proper understanding of death that we can achieve authenticity. Through the experience of the death of a loved one and by coming to terms with the reality of our own death, we are afforded new opportunities of understanding the unique, irreplaceable value of each personal self.

This book argues that identity as a term needs to be problematized, not taken for granted--for both the risks and the potential that the concept offers to educators for understanding issues of social inequality and how social inequality is being reproduced, and for exploring possible alternative ways educators can work with identity de/formation processes to seek to break the social reproduction structures mediated through identity fixing and essentialization. It provides some of the meta-language and theoretical, analytical tools to embark on such a practice of making the familiar strange, problematizing the taken-for-granted, and uncovering the linguistic, discursive, and cultural processes that serve to subordinate some people while privileging others.
The chapters are organized around three themes: Identity, Class, and Difference; Gender, Ethnicity, and Education; and Gender, Ethnicity, and Language. The diverse sociocultural contexts in which the data and analyses are situated helpto illustrate symbolic struggles and identity politics that are being engaged in by peoples in different cultures, languages, and societies of the world, offering insights from multidisciplinary, trans-cultural, and trans-local perspectives.
By offering a comprehensive integration and clarification/delineation of the different ways identity has been thought about and used in different theoretical traditions, and discussing the implications of different theoretical senses of "identity" for language educators, this volume will be useful to undergraduate and graduate students, researchers, and educators in sociolinguistics, applied linguistics, discourse analysis, sociology, education, genderstudies, and cultural and media studies.

In recent years historians of psychoanalysis have come to view Freud's case of Anna O. as a failure and have cast doubt on the very foundations of psychoanalysis itself. This new study challenges existing historical scholarship by providing an unparalleled review of the available evidence on the case and reaches new conclusions about its outcome.

In this important book Judith M. Hughes makes a highly original case for conceptualizing gender identity as potentially multiple. She does so by situating her argument within the history of psychoanalysis.

Hughes traces a series of conceptual lineages, each descending from Freud. In the study Helene Deutsch, Karen Homey, and Melanie Klein occupy prominent places. So too do Erik H. Erikson and Robert J. Stoller. Among contemporary theorists Carol Gilligan and Nancy Chodorow are included in Hughes's roster.

In each lineage Hughes discerns an evolutionary narrative: Deutsch tells a story of retrogression; Erikson names his epigenesis, and Gilligan continues in that vein; Horney's discussion recalls sexual selection; Stoller's and Chodorow's theorizing brings artificial selection to mind; and finally in Klein's work Hughes sees a story of natural selection and adds to it her own notion of multiple gender identities.

This is the second book in the pioneering investigation of adult develop ment by Robert A. Nemiroff and Calvin A. Colarusso. The first, Adult Development: A New Dimension in Psychodynamic Theory and Practice, ar rived to critical acclaim in 1981. It presented a psychodynamic theory of development during the second half of life and a model of normal adult functioning. This book is the logical sequel, expanding and elaborating the original formulations and applying them to the clinical practice of psychotherapy and psychoanalysis. Nemiroff and Colarusso demonstrate that these are appropriate techniques for patients in the second half of life, regardless of age. They lay to rest many stereotypes and myths that have long interfered with the dynamic treatment of older patients, and they propose exciting new conceptualizations such as that of adult develop mental arrests. The genetic approach reaches beyond childhood and adolescence and takes on important new meaning by incorporating an adult developmental past that influences both psychopathology and transference. The relationship between theory and therapy is richly demonstrated in the clinical presentations, including ten detailed case histories of pa tients between the ages of 40 and BO. These and other clinical discussions provide ample evidence that a psychodynamic approach that is based on a sound adult developmental psychology can be extraordinarily effective. They also demonstrate both the similarities and differences in working with older versus younger patients. This work is a major contribution in a long-neglected dimension of clinical psychiatry. SHERWYN M."

Movement in Citiesa describes and analyses urban travel in terms ofa purpose, distance and frequency of journeys and modes and routes used, concentrating mainly on British towns with many references to the United States and Australia.

The authors elucidate the all-important interrelations between location of activities and the patterns of transport supply and use within towns. The issues they raise are of pressing practical and intellectual importance.

This book was first published in 1980.

a"

This is not merely the story of the origins of the world's largest urban passenger transport system: it is also, as it must be, the story of the growth of London itself from teh early days of the nineteenth century. This volume traces the developmen down to 1900 of every kind of public transport which either produced the great expansion of London in this period, or took up the opportunities it offered. Passenger transport is related throughout to the social, economic, and historical factors which shaped its course. This is more than a history of the founding and operation of this or that bus, railway or tram company. It is an authentic portrait of an age of prodigious energy, which, for better or worse, made London what it is and laid the foundations for today's London Transport system. This book was first published in 1963.

Moving from one country to another causes a radical alteration of one's cultural and geophysical surround. Separation from friends and family, loss of valued possessions, and encountering new ways of living result in mental pain and disorienting anxieties. In Immigration and Acculturation, Salman Akhtar examines the traumatic impact of immigration and the acculturation process and the psychological defenses that are mobilized in the immigrant, including nostalgia and fantasies of return. Akhtar explores each aspect of an immigrant's life, shedding light on the complexities of work, friendship, sex, marriage, aging, religion, and politics, as well as showing how unresolved conflicts are passed on to the next generation. Akhtar provides first-hand accounts from immigrants from a variety of backgrounds and countries of origin, and he provides clinical strategies for working with immigrant and ethnically diverse patients and their offspring. Deftly synthesizing observations from psychoanalysis, anthropology, literature, history, and related disciplines in the humanities, Salman Akhtar elegantly elucidates postmigration identity change.

This book weaves together two distinct and powerfully related sources of knowledge: the author's journey and transition from a once undocumented immigrant from Guatemala to a hyperdocumented academic, and five years of on-going national research on the identity, education, and agency of undocumented college students. In interlacing both personal experiences with findings from her empirical qualitative research, Chang explores practical and theoretical pedagogical, curricular, and policy-related discussions around issues that impact undocumented immigrants while provide compelling rich narrative vignettes. Collectively, these findings support the argument that undocumented students can cultivate an empowering self-identity by performing the role of infallible cultural citizen.

Summarizing 25 years of research, the author integrates virtually the entire published literature on the phenomenon of learned helplessness, as well as some unpublished data, into a single coherent theoretical framework. Dr. Mikulincer accounts for the complex nature of the phenomenon by focusing on cognitive, motivational, and emotional processes, and then details a new coping perspective to deal with uncontrollable events. His groundbreaking work will become an essential reference for all future work in the field.

"In "Passing: Identity and Interpretations in Sexuality, Race, and Religion," editors MarA-a Carla SAnchez and Linda Schlossberg have assembled relevant cultural criticism by 10 scholars."
--"Publishers Weekly"

"Passing is a very useful contribution to the literature both on sexualities and the politics of identity generally...the analyses in Passing throw light not only on minority identities but also on more mainstream ones."
--"Sexualities 6(1)"

Passing for what you are not--whether it is mulattos passing as white, Jews passing as Christian, or drag queens passing as women--can be a method of protection or self-defense. But it can also be a uniquely pleasurable experience, one that trades on the erotics of secrecy and revelation. It is precisely passing's radical playfulness, the way it asks us to reconsider our assumptions and forces our most cherished fantasies of identity to self-destruct, that is centrally addressed in Passing: Identity and Interpretation in Sexuality, Race, and Religion.

Identity in Western culture is largely structured around visibility, whether in the service of science (Victorian physiognomy), psychoanalysis (Lacan's mirror stage), or philosophy (the Panopticon). As such, it is charged with anxieties regarding classification and social demarcation. Passing wreaks havoc with accepted systems of social recognition and cultural intelligibility, blurring the carefully-marked lines of race, gender, and class.

Bringing together theories of passing across a host of disciplines--from critical race theory and lesbian and gay studies, to literary theory and religious studies--Passing complicates our current understanding of the visual andcategories of identity.

Contributors: Michael Bronski, Karen McCarthy Brown, Bradley Epps, Judith Halberstam, Peter Hitchcock, Daniel Itzkovitz, Patrick O'Malley, Miriam Peskowitz, MarA-a C. SAnchez Linda Schlossberg, and Sharon Ullman.

Who are you? And how can you find who you are? Andrew Bunt has wrestled with these questions. At one point in his childhood, he thought he might be a girl in a boy's body. As he grew up and discovered he's same-sex attracted, the world started to tell him that his sexuality is his identity. And for many years, he believed the lie that he was a freak and a weirdo, assuming that's what everyone thought of him. In this short Christian introduction to identity, Andrew explores and examines different ways we can discover who we are. Blending his personal story with careful Bible teaching and genuine cultural awareness, this is a book to get conversations going and help us all understand our best identity. With questions for discussion and reflection, and an application exercise to end the book, Finding Your Best Identity is a practical and profound introduction to some of the biggest questions we all face.

This book enumerates the components of the unconscious domain (or realm), and attempts to uncover the proposed communicational network of its operation - a communicational network that is able to link inherent participating components of this realm. It is often the case that theoreticians and clinical practitioners refer to the unconscious or unconscious material in a way that implies the sense of it all rather than a specific definition, broadly describing it as "material which is out of one's awareness." This volume therefore examines the complex existence of the entire unconscious realm embraced in an evolutionary historical context, defined here as the 'unconscious domain'.

This work informs by encouraging the reader to interact with the text itself and with the literature in the area. It is a learning tool rather than an encyclopaedic presentation of its topic. The writing style is personal, direct and accessible. Citations are employed, but always for specific purposes. Cited materials are made accessible whenever possible by the provision of URLs. Readers learn about emotion and its relationship to brain, body, cognition, memory, and appraisal. They are also introduced to the role of emotion in language and in the fine arts. Readers of Engaging with Emotion will likely be students within the first two years of university or college taking a related course, or those who are interested in learning more about emotion. This book is ideal for adaptation to an online course format as it includes exercises and learning guides. The book uses straightforward and helpful language and examples to avoid frustrating or confusing students, but instead to keep them actively involved with the material in the book, and to help motivated learners learn.

In this timely volume, the authors provide a penetrating analysis of the institutional mechanisms perpetuating the related problems of minorities' disenfranchisement and their underrepresentation on juries.

Procrastination is a fascinating, highly complex human phenomenon for which the time has come for systematic theoretical and therapeutic effort. The present volume reflects this effort. It was a labor of love to read this scholarly, timely book-the first of its kind on the topic. It was especially encouraging to find that its authors are remarkably free of the phenomenon they have been investigating. One might have expected the opposite. It has often been argued that people select topics that trouble them and come to understand their problems better by studying or treating them in others. This does not appear to be true of the procrastination researchers represented in this book. I base this conclusion on two simple observations. First, the work is replete with recent refer ences and the book itself has reached the reader scarcely a year following its completion. Second, when one considers the remarkable pace of pro grammatic research by these contributors during the past decade, it is clear that they are at the healthy end of the procrastination continuum. The fascinating history of the term procrastination is well documented in this book. The term continues to conjure up contrasting, eloquent images-especially for poets. When Edward Young wrote in 1742, "Pro crastination is the Thief of Time," he was condemning the waste of the most precious of human commodities."

This handbook is the first volume to provide a comprehensive look at personality development. It features a state-of-the-art examination of the field, an area that is enjoying a resurgence in popularity. Five major types of advances, all of which are represented in this volume, are the result of the recent burst in research activity in this area: 1) new theoretical perspectives, 2) higher-quality empirical studies, 3) more sophisticated research designs and analyses, 4) attention to development across the lifespan, and 5) the growing prominence of interdisciplinary approaches to personality development. The Handbook of Personality Development is comprehensive across the lifespan, in its range of personality constructs, and in its coverage of theoretical and methodological frameworks. It is the first volume to address the most important personality development theoretical frameworks in one location--the evolutionary, physiological, behavioral genetic, and socio-cultural perspectives. The book also reviews new statistical techniques that allow for the estimation of individual differences in stability and the analysis of change. The latter part of the book focuses on personality development over the lifespan, from infancy to older adulthood. The authors address personality variables such as emotion regulation, temperament, and self-concept across the lifespan. The book concludes with a compelling capstone chapter by Dan McAdams on how personality develops. The Handbook of Personality Development provides an historical account of, and summary of, the most significant and important findings in the area, along with suggestions for future research. Intended for researchers and advanced students in personality, developmental, social, clinical, and educational psychology, as well as related fields such as family studies, sociology, education, nursing, behavioral genetics, neuropsychology, and psychophysiology, the handbook also serves as a valuable resource in advanced courses that address personality development.

This handbook is the first volume to provide a comprehensive look at personality development. It features a state-of-the-art examination of the field, an area that is enjoying a resurgence in popularity. Five major types of advances, all of which are represented in this volume, are the result of the recent burst in research activity in this area: 1) new theoretical perspectives, 2) higher-quality empirical studies, 3) more sophisticated research designs and analyses, 4) attention to development across the lifespan, and 5) the growing prominence of interdisciplinary approaches to personality development. The Handbook of Personality Development is comprehensive across the lifespan, in its range of personality constructs, and in its coverage of theoretical and methodological frameworks. It is the first volume to address the most important personality development theoretical frameworks in one location--the evolutionary, physiological, behavioral genetic, and socio-cultural perspectives. The book also reviews new statistical techniques that allow for the estimation of individual differences in stability and the analysis of change. The latter part of the book focuses on personality development over the lifespan, from infancy to older adulthood. The authors address personality variables such as emotion regulation, temperament, and self-concept across the lifespan. The book concludes with a compelling capstone chapter by Dan McAdams on how personality develops. The Handbook of Personality Development provides an historical account of, and summary of, the most significant and important findings in the area, along with suggestions for future research. Intended for researchers and advanced students in personality, developmental, social, clinical, and educational psychology, as well as related fields such as family studies, sociology, education, nursing, behavioral genetics, neuropsychology, and psychophysiology, the handbook also serves as a valuable resource in advanced courses that address personality development.

As a researcher whose work focuses largely on the causes and conse quences of unwanted pregnancy, I may appear to be an unlikely candidate to write a foreword to a book on infertility. Yet, many of the themes that emerge in the study of unwanted pregnancy are also apparent in the study of infertility. Moreover, this volume is an important contribution to the literature on fertility, women's health issues, and health psychology in general, all topics with which I have been closely involved over the past two decades. Neither pregnancy nor its absence is inherently desirable: The occurrence of a pregnancy can be met with joy or despair, and its absence can be a cause of relief or anguish. Whether or not these states are wanted, the conscious and unconscious meanings attached to pregnancy and in fertility, the responses of others, the perceived implications of these states, and one's expectations for the future all are critical factors in determining an individual's response. In addition, both unwanted pregnancy and failure to conceive can be socially stigmatized, evoking both overt and subtle social disapproval. Fur ther, they involve not only the woman, but her partner, and potentially the extended family. Finally, both of these reproductive issues have been poorly researched. Because both are emotionally charged and socially stigmatized events, they are difficult to study. Much of the early literature relied on anecdotal or case reports."

Adopting a unique situation-oriented perspective, this book studies the occurence and control of aggression on the micro-, meso-, and macro-levels of physical and social ecologies. The wide ranging viewpoint clarifies important aspects of all forms of aggression to provide psychologists, sociologists, and criminologists with a powerful aid for treatment and intervention techniques.

This book takes an empirically grounded perspective on research in values, intimacy and sexuality, among other topics in psychology, to highlight the importance of searching for human subjectivity in its diversity, plurality and self-generativity. The author conducts an in-depth discussion on the methodological and epistemological issues enabling the study of subjectivity, and argues that in order to improve the contribution of psychology to human knowledge, a study of subjectivity must be at the forefront.This book presents a critical reflection of the author's decades-long research within psychology to argue for a significant paradigm shift in the conception and execution of psychological research: a shift to "second order psychology".