"The Thoughtful Guide to God" presents a rational approach to notions of God and soul for those who are disenchanted with organized religion. Reviving concepts of the divine that go back to the earliest human civilizations of both East and West, it shows how ideas have evolved from early scriptural revelations, through the rationalization of the Greek philosophers, to the developments of modern physics. Few works bring together ideas from so many disciplines-from religion, philosophy and science, with all the supporting detail. Packed with references for further reading, it provides a bridge between science and religion, and between many of the different religions of the world. All the terms and concepts are explained so that they are accessible to the general reader. The discoveries of Newton and Galileo, through to Einstein and contemporary scientists, and the ideas of God from a number of Jewish, Christian, Islamic and Hindu thinkers, are presented with brief biographical background to put these personalities in context. Their thoughts are fused with those of Greek and later philosophers that have shaped society in Western Europe to provide a unifying concept of the divine as Communal Soul- a one-world view which it is essential should convince more of the population in the materialist West if Earth and humankind are to survive into the 22nd century.

Originally published in 1977, Open Prisons presents research carried out in a number of prisons in the UK both ‘open’ and ‘closed’ intended to compare their effectiveness. Information was collected from inmates and prison staff through a number of exercises designed to assess the social atmosphere of the prison and how they felt about it. The book finishes with a chapter which discusses the policy implications of their findings. Today it can be read in its historical context.

In the 1970s residential care was usually seen by social workers as a regrettable necessity, to be used only as a last resort. So the important contribution it made to social wellbeing was not explored, and it remained the Cinderella of social work for resources, status and training. Originally published in 1979, Howard Jones counters this negative attitude by asking what role residential care in its various forms should play. He sees the regime as the key to the understanding of that role, and group work as the social work method on which it should be based. Among the topics dealt with in The Residential Community are regime-planning, staffing, selection for residential care, the dynamics of interpersonal relationships in the institution, relationships with neighbours and the relatives of inmates, and the rational planning of daily programmes so that they become not merely pastimes, but an active contribution towards the realisation of institutional aims. Some current controversies in social work are taken up, in so far as they are relevant to residential care, in particular the nature of the implicit contract between residents and staff, and the related question of whether residential social workers should attempt to ‘change’ their clients.

In the 1970s, social work in Britain was in crisis. A process of self-searching had begun, stimulated by changes in the organization of social services departments, by the growth of the radical movement in social work, and by the emergence of new techniques in social work. All this might have seemed a confusing and depressing prospect, but Professor Howard Jones, the editor of this collection of essays, originally published in 1975, felt on the contrary that this new situation in social work presented an opportunity for a potentially rewarding debate. He believed that the old unsatisfactory mould had been broken, and that it was now possible for the first time for many years to look at the basic issues in social work without preconceptions. The contributors to this book were all actively involved in the teaching and practice of social work at the time, and they came together to initiate a debate on the leading issues of the day. They were all concerned to find a right course for social work in this crucial period, and among the topics they cover are social work training, social workers and political action, community participation, and making use of research.

How does learning transform us biologically? What learning processes do we share with bacteria, jellyfish and monkeys? Is technology impacting on our evolution and what might the future hold for the learning brain? These are just some of the questions Paul Howard-Jones explores on a fascinating journey through 3.5 billion years of brain evolution, and discovers what it all means for how we learn today. Along the way, we discover how the E. coli in our stomachs learn to find food why a little nap can help bees find their way home the many ways that action, emotion and social interaction have shaped our ability to learn the central role of learning in our rise to top predator. An accessible writing style and numerous illustrations make Evolution of the Learning Brain an enthralling combination of biology, neuroscience and educational insight. Howard-Jones provides a fresh perspective on the nature of human learning that is exhaustively researched, exploring the implications of our most distant past for twenty-first-century education.

First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

This book brings together contributions from scientists and educators at the forefront of interdisciplinary research efforts involving neuroscience and education. It includes consideration of what we know about brain function that may be relevant to educational areas including reading, mathematics, music and creativity. The increasing interest of educators in neuroscience also brings dangers with it, as evidenced by the proliferation of neuromyths within schools and colleges. For this reason, it also reviews some of the more prominent misconceptions, as well as exploring how educational understanding can be constructed in the future that includes concepts from neuroscience more judiciously. This book will be of interest to educators, policymakers and scientists seeking fresh perspectives on how we learn. This book was published as a special issue in Educational Research, a journal of the National Foundation for Educational Research (NFER).

During the 1840s the United States and England were in conflict over two unsettled territories along the undefined Canadian-American border. This riveting account of the Maine and Oregon boundary treaties is brought to life masterfully by Professors Howard Jones and Donald Rakestraw. The events in this story paved the way for one of the most far-reaching developments in American history: the age of expansion. The United States gradually came to believe in manifest destiny, the irreversible expansion of the States across the continent. The country?s success with England in resolving the two territorial disputes marked the dawn of this new era. Complicating the U.S.-English situation in the 1840s was a border conflict brewing with Mexico. Failure to resolve the disputes with England might have led the United States to war with two nations at once. Careful negotiations led to settlements with England instead of war. But the United States went to war with Mexico from 1846 to 1848. Prologue to Manifest Destiny offers a rare, detailed look at the tense Anglo-American relationship during the 1840s and the two agreements reached regarding the land in the Northeast and the Northwest. Presidents John Tyler and James Polk and the robust master of diplomacy, Daniel Webster, were among the American actors who played center stage in the drama, as well as Britain?s Lord Ashburton, who worked closely with Webster to keep the turbulent conflict over the Northeast territory from escalating into war. This gripping frontier story will fascinate as it educates. Prologue to Manifest Destiny is perfect for courses in American history, international relations, and diplomatic history.

This book brings together contributions from scientists and educators at the forefront of interdisciplinary research efforts involving neuroscience and education. It includes consideration of what we know about brain function that may be relevant to educational areas including reading, mathematics, music and creativity. The increasing interest of educators in neuroscience also brings dangers with it, as evidenced by the proliferation of neuromyths within schools and colleges. For this reason, it also reviews some of the more prominent misconceptions, as well as exploring how educational understanding can be constructed in the future that includes concepts from neuroscience more judiciously.

This book will be of interest to educators, policymakers and scientists seeking fresh perspectives on how we learn.

This book was published as a special issue in Educational Research, a journal of the National Foundation for Educational Research (NFER).

Crucible of Power: A History of American Foreign Relations to 1913 presents a straightforward, balanced, and comprehensive history of American international relations from the American Revolution to 1913. Howard Jones demonstrates the complexities of the decision-making process that led to the rise and decline of the United States (relative to the ascent of other nations) in world power status. Howard Jones focuses on the personalities, security interests, and expansionist tendencies behind the formulation and implementation of U.S. foreign policy and highlights the intimate relationship between foreign and domestic policy. This updated edition includes revisions and additions aimed at making the book more attractive to students, teachers, and general readers.

In this updated edition of Crucible of Power, Howard Jones draws on his remarkable breadth as a historian of U.S. foreign relations to produce a distinguished survey of America's growth from an emerging power in the 1890s to its present day position of global preeminence. Comprehensive, tempered, and highly accessible, Jones demonstrates the complexities facing U.S. policy makers and the limitations on their actions. The balanced and thoughtful approach to controversial issues and situations makes this book exceptional for classroom use. This new edition includes a number of revisions and additions aimed at making the volume more attractive to students, teachers, and general readers. A new final chapter brings the story of America's foreign relations as close to the present as possible by focusing on President George W. Bush and his dealing with 9/11, the wars in Afghanistan and Iraq, and the Global War on Terrorism. Among other changes, new materials on the Bay of Pigs invasion reveal the CIA's collaboration with the Mafia in trying to assassinate Fidel Castro as the spark setting off a popular insurrection. Also new to this edition: Every chapter now has at least one excerpt from a key document of the period, thus allowing the reader to examine historical evidence firsthand in hopes of providing a feel for the period involved, promoting an understanding of history through the eyes of its participants, and showing how the historian determines the important facts relevant to reconstructing a meaningful narrative.

Epicureanism has had a long and complex history. Established in Greece in the fourth century BC in response to the peculiar needs of a new age, it gained an immediate and widespread following throughout the Mediterranean world, and in Roman times competed on equal terms with Stoicism for the allegiance of the citizens of the empire. It was singled out by the early Church as a dangerous enemy of the faith, and the philosophy of the Garden became the target of a bitter campaign of denunciation and distortion; it was a one-dimensional Epicurus - the champion of earthly delights - who kept the name of the School alive throughout the Middle Ages. Coinciding with a renewed interest in the antique world, an Epicureanism truer to its classical parent re-emerged to add an important dimension to Renaissance philosophical debate, and in the 16th and 17th centuries, Epicurean theory contributed significantly to the growth of the new science of physics. Howard Jones' book, which is divided equally between the classical and post-classical eras, documents the story as it unfolds. This book should be of interest to undergraduates, postgraduates and academics of classics, medieval philosophy, histo

Amongst educators, scientists and policy-makers there is a growing belief that the field of education can benefit from an understanding of the brain. However, attempts to bring neuroscience and education together have often been hampered by crucial differences in concepts, language and philosophy. In this book, Paul Howard-Jones explores these differences, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.

Introducing Neuroeducational Research provides a meaningful bridge between two diverse perspectives on learning. It proposes that any such bridge must serve two goals that are critically related to each other: it must enrich both scientific and educational understanding. This challenge gives rise to unique conceptual, methodological and ethical issues that will inevitably characterise this new field, and these are examined and illustrated here through empirical research. Throughout the book, Paul Howard-Jones:

• Explores ?neuromyths? and their impact on educational research
• Highlights the opportunities to combine biological, social and experiential evidence in understanding how we learn
• Argues against a ?brain-based? natural science of education
• Introduces clearly the concept of an interdisciplinary neuroeducational approach
• Builds a methodology for conducting neuroeducational research
• Draws on case studies and empirical findings to illustrate how a neuroeducational approach can provide a fuller picture of how we learn.

Presenting a blueprint for including our knowledge of the brain in education, this book is essential reading for all those concerned with human learning in authentic contexts: educators, scientists and policy-makers alike.

On the early morning of March 16, 1968, American soldiers from three platoons of Charlie Company (1st Battalion, 20th Infantry Regiment, 11th Brigade, 23rd Infantry Division), entered a group of hamlets located in the Son Tinh district of South Vietnam, located near the Demilitarized Zone and known as "Pinkville" because of the high level of Vietcong infiltration. The soldiers, many still teenagers who had been in the country for three months, were on a "search and destroy" mission. The Tet Offensive had occurred only weeks earlier and in the same area and had made them jittery; so had mounting losses from booby traps and a seemingly invisible enemy. Three hours after the GIs entered the hamlets, more than five hundred unarmed villagers lay dead, killed in cold blood. The atrocity took its name from one of the hamlets, known by the Americans as My Lai 4. Military authorities attempted to suppress the news of My Lai, until some who had been there, in particular a helicopter pilot named Hugh Thompson and a door gunner named Lawrence Colburn, spoke up about what they had seen. The official line was that the villagers had been killed by artillery and gunship fire rather than by small arms. That line soon began to fray. Lieutenant William Calley, one of the platoon leaders, admitted to shooting the villagers but insisted that he had acted upon orders. An expose of the massacre and cover-up by journalist Seymour Hersh, followed by graphic photographs, incited international outrage, and Congressional and U.S. Army inquiries began. Calley and nearly thirty other officers were charged with war crimes, though Calley alone was convicted and would serve three and a half years under house arrest before being paroled in 1974. My Lai polarized American sentiment. Many saw Calley as a scapegoat, the victim of a doomed strategy in an unwinnable war. Others saw a war criminal. President Nixon was poised to offer a presidential pardon. The atrocity intensified opposition to the war, devastating any pretense of American moral superiority. Its effect on military morale and policy was profound and enduring. The Army implemented reforms and began enforcing adherence to the Hague and Geneva conventions. Before launching an offensive during Desert Storm in 1991, one general warned his brigade commanders, "No My Lais in this division-do you hear me?" Compelling, comprehensive, and haunting, based on both exhaustive archival research and extensive interviews, Howard Jones's My Lai will stand as the definitive book on one of the most devastating events in American military history.

Gladiators, legionnaires, scheming sorcerers, and dark gods had battered Hanuvar but not stopped him. The great Volani general now returns to the land of his enemies! Hanuvar had pledged to find the remnants of his people, scattered into slavery across t

How does learning transform us biologically? What learning processes do we share with bacteria, jellyfish and monkeys? Is technology impacting on our evolution and what might the future hold for the learning brain? These are just some of the questions Paul Howard-Jones explores on a fascinating journey through 3.5 billion years of brain evolution, and discovers what it all means for how we learn today. Along the way, we discover how the E. coli in our stomachs learn to find food why a little nap can help bees find their way home the many ways that action, emotion and social interaction have shaped our ability to learn the central role of learning in our rise to top predator. An accessible writing style and numerous illustrations make Evolution of the Learning Brain an enthralling combination of biology, neuroscience and educational insight. Howard-Jones provides a fresh perspective on the nature of human learning that is exhaustively researched, exploring the implications of our most distant past for twenty-first-century education.

Amongst educators, scientists and policy-makers there is a growing belief that the field of education can benefit from an understanding of the brain. However, attempts to bring neuroscience and education together have often been hampered by crucial differences in concepts, language and philosophy. In this book, Paul Howard-Jones explores these differences, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.

Introducing Neuroeducational Research provides a meaningful bridge between two diverse perspectives on learning. It proposes that any such bridge must serve two goals that are critically related to each other: it must enrich both scientific and educational understanding. This challenge gives rise to unique conceptual, methodological and ethical issues that will inevitably characterise this new field, and these are examined and illustrated here through empirical research. Throughout the book, Paul Howard-Jones:

• Explores ?neuromyths? and their impact on educational research
• Highlights the opportunities to combine biological, social and experiential evidence in understanding how we learn
• Argues against a ?brain-based? natural science of education
• Introduces clearly the concept of an interdisciplinary neuroeducational approach
• Builds a methodology for conducting neuroeducational research
• Draws on case studies and empirical findings to illustrate how a neuroeducational approach can provide a fuller picture of how we learn.

Presenting a blueprint for including our knowledge of the brain in education, this book is essential reading for all those concerned with human learning in authentic contexts: educators, scientists and policy-makers alike.