The laws of animal behavior have been revised and revealed through research performed by zoologists, physiologists and experimental psychologists. Each has contributed much. Their main meeting ground has been the study of mammals, especially rats. This classic book is unique in bringing together the principal conclusions of these researchers in a compact, well illustrated, and lucid form. The author himself made important original contributions to wild rat behavior; his account of "white rat psychology" and of relevant work on other species is equally authoritative. Experience as a teacher enabled him to write an unusually logical and comprehensive text, suitable for students of zoology, psychology and medicine. This book belongs to no particular school of biology or psychology. Rather it admits the work of all schools and strict adherence to none. The principal topics covered include: movement in the living space; feeding behavior; social and reproductive behavior; the analysis of "instinct"; the analysis of learned behavior; "motivation" and "drive"; the brain and behavior. The book includes a full, carefully selected bibliography, current up to the time of original publication of the original edition.

The laws of animal behavior have been revised and revealed through research performed by zoologists, physiologists and experimental psychologists. Each has contributed much. Their main meeting ground has been the study of mammals, especially rats. This classic book is unique in bringing together the principal conclusions of these researchers in a compact, well illustrated, and lucid form.

The author himself made important original contributions to wild rat behavior; his account of "white rat psychology" and of relevant work on other species is equally authoritative. Experience as a teacher enabled him to write an unusually logical and comprehensive text, suitable for students of zoology, psychology and medicine.

This book belongs to no particular school of biology or psychology. Rather it admits the work of all schools and strict adherence to none. The principal topics covered include: movement in the living space; feeding behavior; social and reproductive behavior; the analysis of "instinct"; the analysis of learned behavior; "motivation" and "drive"; the brain and behavior. The book includes a full, carefully selected bibliography, current up to the time of original publication of the original edition.

This comprehensive examination of general education by Daniel Bell scrutinizes the experiences of Columbia College, Harvard, and The College of the University of Chicago. These three basic models of general education in the country are set against a background of social change which includes a detailed analysis of structural changes in American society, the universities and the secondary schools and what Bell has called the emerging "postindustrial" society. Bell attacks the distinction between general education and specialism. He holds that one must embody and exemplify general education through disciplines and extend the context of specialism by setting it within the methodological grounds of knowledge. The common link between the two is the emphasis on conceptual inquiry. By emphasizing modes of conceptualization "how one knows, rather than what one knows" Bell insists that colleges can have a new, vivifying function between the pressures of the secondary and graduate schools. In his proposals for a new curriculum, Bell sets forth a scheme that imagines the first year as an acquisition of necessary historical and humanistic knowledge, the next two years as training in a discipline, and the last year, "the third-tier" the most radical innovation as a new kind of general education course which would "brake" specialization and apply disciplined knowledge to broad intellectual and policy questions.

Winner of the Gold Medal of the American Council of Education on higher education when first published, this comprehensive examination of general education by Daniel Bell scrutinizes the experiences of Columbia College, Harvard, and The College of the University of Chicago. These three basic models of general education in the country are set against a background of social change which includes a detailed analysis of structural changes in American society, the universities and the secondary schools and what Bell has called the emerging "postindustrial" society. Bell attacks the distinction between general education and specialism. He holds that one must embody and exemplify general education through disciplines and extend the context of specialism by setting it within the methodological grounds of knowledge. The common link between the two is the emphasis on conceptual inquiry. By emphasizing modes of conceptualization--"how one knows, rather than what one knows"--Bell insists that colleges can have a new, vivifying function between the pressures of the secondary and graduate schools. In his proposals for a new curriculum, Bell sets forth a scheme that imagines the first year as an acquisition of necessary historical and humanistic knowledge, the next two years as training in a discipline, and the last year, "the third-tier"--the most radical innovation--as a new kind of general education course which would "brake" specialization and apply disciplined knowledge to broad intellectual and policy questions.

Biology and Freedom, first published in 1989, is an essay on human nature: an attempt to make a just assessment of a species often presented as predominantly and unavoidably violent, grasping, selfish and stupid. Likening human beings to animals is a traditional method of influencing attitudes on morals and politics. But in this book Professor Barnett shows that modern ethology, experimental psychology, genetics and evolutionary theory give the now fashionable misanthropy no authentic support. In doing so he asks whether the theory of evolution has any bearing on Machiavellianism in politics or the concept of original sin; and whether laboratory experiments on the effects of reward and punishment tell us anything about the enigma of free will. Combining the findings of biology with logic and humour, Professor Barnett gives a lucid alternative portrait of humanity in which he stresses the questions that the complexities of human existence will raise long after current myths have faded. This book is for all interested in human nature and the future of human society.

Biology and Freedom is an essay on human nature; an attempt to make a just assessment of a species often presented as predominantly and unavoidably violent, greedy, and stupid. Likening human beings to animals is a traditional method of influencing attitudes on questions of morals and politics. Here, Professor Barnett shows that modern ethology, experimental psychology, genetics, and evolutionary theory give the currently fashionable misanthrophy no authentic support. He asks whether the theory of evolution has any bearing on, for instance, Machiavellianism in politics or the concept of original sin; and whether laboratory experiments on the effects of reward and punishment tell us anything useful about why we work, or about the enigma of free will. Combining the findings of modern biology with logic and humor, Professor Barnett gives a lucid alternative portrait of humanity. He stresses the questions that the complexities of human existence will raise long after the currently fashionable theories have faded. All those interested in these questions, in the truth about human nature, and in the future of human society will want to read this book.

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