John Maze was a giant among philosophers of psychology. This exciting, new collection of his published work demonstrates that what is seemingly new in psychology is so often not new at all but frequently consists of ill-informed corruptions of earlier, discarded, misguided attempts. Their collection together is timely in the current, innovatory era of cross-disciplinary exploration and integration on the borderlands of psychology and philosophy, where there is a visible danger that the welcome loosening of barriers to mutual communication also generates some 'wild' theorizing, familiar enough in the history of psychology itself. A corpus remarkable for its coherence, intellectual virtuosity and radicalism over 50 years, it speaks meaningfully to the wide range of psychological theory throughout its history up to the present day. Written with elegance and eloquence, the essays entail a thoroughgoing critical analysis of the most detrimental philosophical erroers of academic psychology in the 20th century, the relegation to history by the 20th century academy of some of the conceptually most promising lines of research, the cost that has been borne by the discipline of psychology, and the most promising future direction for the discipline.

Reading Across the Disciplines offers a collection of twelve essays detailing a range of approaches to dealing with students' reading needs at the college level. Transforming reading in higher education requires more than individual faculty members working on SoTL projects in their particular fields. Teachers need to consider reading across the disciplines. In this collection, authors from Australia and North America, teaching in a variety of disciplines, explore reading in undergraduate courses, doctoral seminars, and faculty development activities. By paying attention to the particular classroom and placing those observations in conversation with scholarly literature, they create new knowledge about reading in higher education from disciplinary and cross-disciplinary perspectives. Reading Across the Disciplines demonstrates how existing research about reading can be applied to specific classroom contexts, offering models for faculty members whose own research interests may lie elsewhere but who believe in the importance of reading.

Reading Across the Disciplines offers a collection of twelve essays detailing a range of approaches to dealing with students' reading needs at the college level. Transforming reading in higher education requires more than individual faculty members working on SoTL projects in their particular fields. Teachers need to consider reading across the disciplines. In this collection, authors from Australia and North America, teaching in a variety of disciplines, explore reading in undergraduate courses, doctoral seminars, and faculty development activities. By paying attention to the particular classroom and placing those observations in conversation with scholarly literature, they create new knowledge about reading in higher education from disciplinary and cross-disciplinary perspectives. Reading Across the Disciplines demonstrates how existing research about reading can be applied to specific classroom contexts, offering models for faculty members whose own research interests may lie elsewhere but who believe in the importance of reading.

John Maze was a giant among philosophers of psychology. This exciting, new collection of his published work demonstrates that what is seemingly new in psychology is so often not new at all but frequently consists of ill-informed corruptions of earlier, discarded, misguided attempts. Their collection together is timely in the current, innovatory era of cross-disciplinary exploration and integration on the borderlands of psychology and philosophy, where there is a visible danger that the welcome loosening of barriers to mutual communication also generates some 'wild' theorizing, familiar enough in the history of psychology itself. A corpus remarkable for its coherence, intellectual virtuosity and radicalism over 50 years, it speaks meaningfully to the wide range of psychological theory throughout its history up to the present day. Written with elegance and eloquence, the essays entail a thoroughgoing critical analysis of the most detrimental philosophical erroers of academic psychology in the 20th century, the relegation to history by the 20th century academy of some of the conceptually most promising lines of research, the cost that has been borne by the discipline of psychology, and the most promising future direction for the discipline.