Courses in Organizational Behavior, Individual Behavior in Organizations, and Industrial Psychology Reflecting the state of the art in the practice of experiential learning, Organizational Behavior: An Experiential Approach 8/e is teaching students general psychological principles and applying that knowledge to social and organizational situations. It teaches students to become continuous learners, capable of responding to demands for change and new skills throughout their career.

Modernity is a troubling concept, not only for scholars but for the general public, for it seems to represent a choice between oppressive traditions and empty, rootless freedom. Seeking a broader understanding of modernity, Kolb first considers the views of Weber and then discusses in detail the pivotal writings of Hegel and Heidegger. He uses the novel strategy of presenting Heidegger's critique of Hegel and then suggesting the critique of Heidegger that Hegel might have made.
Kolb offers his own views, proposing the possibility of a meaningful life that is free but still rooted in shared contexts. He concludes with comments on postmodernity as discussed by Lyotard and others, arguing persuasively against the presupposition of a unified Modern or Postmodern Age.

"Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. "Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. "Experiential Learning, Second Edition" builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online.

In 1828, G. W. F. Hegel published a critical review of Johann Georg Hamann, a retrospective of the life and works of one of Germany's most enigmatic and challenging thinkers and writers. While Hegel's review has enjoyed a central place in Hamann studies since its appearance, ""Hegel on Hamann"" is the first English translation of the important work. Philosophers, theologians, and literary critics will welcome Anderson's stunning translation, since Hamann is gaining renewed attention, not only as a key figure of German intellectual history, but also as a forerunner of postmodern thought.Relationships between the Enlightenment, Counter Enlightenment, and idealism come to the fore as Hegel reflects on Hamann's critiques of his contemporaries Immanuel Kant, Moses Mendelssohn, J. G. Herder, and F. H. Jacobi. ""Hegel on Hamann"" also includes an introduction to Hegel's review by Anderson, as well as an essay on the role of friendship in Hamann's life, in Hegel's thought, and in German intellectual culture more broadly. Rounding out the volume are its extensive annotations and bibliography, which facilitate further study of eighteenth- and nineteenth-century philosophy in English and German. This book is essential for readers of Hegel or Hamann and for those interested in the history of German thought, the philosophy of religion, language and hermeneutics, or friendship as a philosophical category.

From one end of his philosophical work to the other, Gilles Deleuze consistently described his position as a transcendental empiricism. But just what is transcendental about Deleuze ' s transcendental empiricism? And how does his position fit with the traditional empiricism articulated by Hume? In Difference and Givenness, Levi Bryant addresses these long-neglected questions so critical to an understanding of Deleuze ' s thinking. Through a close examination of Deleuze ' s independent work--focusing especially on Difference and Repetition-- as well as his engagement with thinkers such as Kant, Ma i mon, Bergson, and Simondon, Bryant sets out to unearth Deleuze ' s transcendental empiricism and to show how it differs from transcendental idealism, absolute idealism, and traditional empiricism.& nbsp;
What emerges from these efforts is a metaphysics that strives to articulate the conditions for real existence, capable of accounting for the individual itself without falling into conceptual or essentialist abstraction. In Bryant ' s analysis, Deleuze ' s metaphysics articulates an account of being as process or creative individuation based on difference, as well as a challenging critique--and explanation--of essentialist substance ontologies. A clear and powerful discussion of how Deleuze ' s project relates to two of the most influential strains in the history of philosophy, this book will prove essential to anyone seeking to understand Deleuze ' s thought and its specific contribution to metaphysics and epistemology.& nbsp;