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"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.
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Open Prisons
Howard Jones; Contributions by Richard Stockford; Paul Cornes
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R2,842
Discovery Miles 28 420
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Ships in 12 - 17 working days
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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).
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).
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.
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.
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.
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