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This book presents a series of related empirical studies about the thinking and problem solving processes of expert educational leaders. It describes the nature of expert thinking and provides substantial explanations for the cognitive processes associated with expert thinking. Differences in the thinking and problem solving of male and female; novice and experienced; elementary, secondary, district administrators are all explored. In addition, the book provides a glimpse of the school administrator's world from a problem solving perspective and clarifies the kinds of experiences that give rise to expert thinking.

In this book, Hoffe gives a clear, understandable description of Kant's philosophical development and influence, and he sets forth Kant's main ideas from the Critique of Pure Reason and the ethics to the philosophy of law, history, religion, and art. In his critical treatment, Hoffe shows why Kant's philosophy continues to be relevant and challenging to us today.

Devoted to the rediscovery of Heidegger's earliest thought leading up to his magnum opus of 1927, Being and Time.

List of IllustrationsThe MastersForeword AcknowledgmentsIntroduction: The Masters and the Myth Part One. Adepts Prince Pavel DolgorukiiPrince Aleksandr GolitsynAlbert Rawson Paolos MetamonAgardi MetrovitchGiuseppe Mazzini Louis Maximilien BimsteinJamal ad-Din "al-Afghani" James SanuaLydia PashkovOoton LiattoMarie, Countess of CaithnessSir Richard BurtonAbdelkaderRaphael BorgJames PeeblesCharles SotheranMikhail KatkovIllustrationsPart Two. Mahatmas Swami Dayananda Sarasvati Shyamaji Krishnavarma Maharaja Ranbir Singh of Kashmir Thakar Singh Sandhanwalia Maharaja Holkar of Indore Bhai Gurmukh Singh Baba Khem Singh Bedi Surendranath Banerjea Dayal Singh Majithia Sumangala Unnanse Sarat Chandra Das Ugyen Gyatso Sengchen Tulku Swami Sankaracharya of Mysore Part Three. Secret Messages Suspicion on Three Continents An Urgent Warning to the Viceroy Who Inspired Hume? The Occult Imprisonment Notes Bibliography Index

Tables and FiguresForeword by David R. HeisePrefaceAcknowledgments1. IntroductionAffect Control Theory Plan of this Book The Rediscovery of Affect The Social Psychology of Emotion Summary2. Affect Control TheorySymbols, Language, and Affective Meaning Cognitive Constraints Affective Response and Control Event Assessment Event Production Emotions Cognitive Revisions Summary3. Cognition, Affect, and MotivationCognition and Affect Motivation Summary4. Affect Control Theory and the Social Psychology of George Herbert MeadEmotions in Mead's Social Psychology The Social Psychology of Mead and Affect Control Summary5. Identities and RolesThe Conceptual Framework Two Schools of Role Theory Identity Theory Affect Control Theory and Identity Theory Summary6. Role AnalysisThe Affect Control Model for Role Analysis Role Analysis Learning and Accessing Norms Summary7. EmotionsThe Constructionist Versus Positivist Debate The Affect Control Theory of Emotions Emotion Analysis The Constructionist Versus Positivist Debate and Affect Control Theory Summary8. ReidentificationPart I: The Established Model--Attributions and Identity Labels Part II: The Expanded Model--The Effect of Expressed Emotions on Reidentification Outcomes Summary9. ConclusionRelation to Other Theories Affect Control Theory as Sociological Explanation Affect Control Theory as Integrative Social Psychology Directions for Future Research and Refinement SummaryEndnotesReferencesIndex

This book explores the moral, social, and political implications of dominant psychological theories and practices. The analysis entails the therapeutic uses of psychoanalysis, cognitive, behavioral, and humanistic psychology, as well as the practice of clinical, school, and industrial/organizational psychology.It is argued that applied psychology strengthens the societal status quo, thereby contributing to the perpetuation of social injustice. Most discussions of morality in psychology deal with the ethical repercussions of practices on individual clients. This book is unique in that it deals with the social ethics of psychology; that is, with the social morality of the discipline. It is also unique in that it offers a comprehensive critique of the most popular psychological means of solving human problems.The author does not stop at the level of critique but provides a vision for including the values of self-determination, distributive justice, collaboration, and democratic participation in psychology. He shows how some of these values have already been adopted by feminist and community psychologists.Given the prominence of psychology in contemporary society, The Morals and Politics of Psychology should be of interest to mental health professionals and their clients, as well as to people concerned with morality and social justice.

This book explores historical and current discussions of the relevance of evolutionary theory to ethics. The historical section conveys the intellectual struggle that took place within the framework of Darwinism from its inception up to the work of G. C. Williams, W. D. Hamilton, R. D. Alexander, A. L. Trivers, E. O. Wilson, R. Dawkins, and others. The contemporary section discusses ethics within the framework of evolutionary theory as enriched by the works of biologists such as those mentioned above. The issue of whether ethical practice and ethical theory can be grounded in the theory of evolution has taken a new and significant direction within the context of sociobiology and is proving to be a challenge to previous thinking. This book conveys that challenge.

This scripture was revealed through spirit writing in 1181. It traces Wenchang's development through his many transformations culminating in his apotheosis as director of the Wenchang Palace and custodian of the Cinnamon Record that determines men's and women's fates. The god has since assumed a high position in the Taoist pantheon, has been introduced into the school system and Confucian temples, and now controls the all-important civil service examinations in China.The text translated here provides a unique window into the religious world of Traditional China. Numerous anecdotes of good- and evil-doers reveal the ethical dilemmas facing men and women of the time, from social questions like infanticide and discrimination against women to more purely religious issues such as how evil gods are punished and how China's divergent religious traditions can be reconciled.

Playing Favorites examines the ways in which gifted education disrupts the classroom community, deskills regular classroom teachers, limits their ability and willingness to meet individual needs, and impairs the creation of a climate of inclusion and acceptance of difference. Sapon-Shevin shows here that current models of gifted education are elitist and meritocratic, treating some children, not just differently than others, but better; and that in large urban districts, gifted education programs are often racist as well. By creating and funding gifted programs, the author contends, schools engage in a form of "educational triage," serving those children for whom inadequate programming and educational failure would not be acceptable while maintaining the status quo for the majority of the school population.This book provides support for teachers, parents, and administrators who have found themselves caught in the struggle of insuring an appropriate education for some children without sacrificing the good of all. Incorporating the words of teachers, parents, and students, as well as related research and theory, this book analyzes the relationship between diversity, community, and social justice. Sapon-Shevin challenges the reader to reconsider ways in which schools can meet individual educational needs while preserving communities of learners as well as the commitment to the education of all children. Finally, the book extends the challenge and assurance that we need not choose between quality education for some and mediocre education for all.

A groundbreaking study of the political philosophy of Maimonides and his Islamic predecessors.

A rich and detailed autobiography of one Japanese woman's journey through life.

Here is an account of the enlightenment experience and its consequences written by a trained philosopher and mathematician who is also a master of English prose. Merrell-Wolff experienced enlightenment, became established in the state, and wrote clearly about the value and nature of the knowledge he attained. This is a record of transformation in consciousness written during the actual process itself, supplying an unusually intimate view.The author faces the epistemological problem directly-the problem of demonstrating the reality and value of knowledge springing from mystical roots. He gives serious attention to the philosophical and psychological criticism, writing with an eye to the pitfalls indicated by such criticism. He did not write only for those who believe easily.

This book systematically analyzes the evidence on four key issues that have divided commentators on the community college: The community college's impact on students, business, and the universities; the factors behind its rise since 1900; the causes of its swift vocationalization after 1960; and what direction the community college should take in the future.

In this book, Michael Washburn provides a psychoanalytic foundation for transpersonal psychology. Using psychoanalytic theory, Washburn explains how ego development both prepares for and creates obstacles to ego transcendence. Spiritual development, he proposes, can be properly understood only in terms of the ego development that precedes it. For example, many difficulties encountered in spiritual development can be traced to repressive underpinnings of ego development, and significant gender differences in spiritual development can be traced to corresponding gender differences that emerge during ego development.Washburn draws on a wide range of psychoanalytic perspectives in discussing ego development and uses both Eastern and Western sources in discussing spiritual development. In rethinking transpersonal psychology in psychoanalytic terms, he explains how essential elements of Jungian thought can be grounded in psychoanalytic theory.

This book introduces multiculturalism and its relationship to education and schooling, while also highlighting current approaches to multicultural education and placing them in a broad comparative and international context.Through a comparative view that is both domestic and international, the book explores ethnicity, race, class, and education (kindergarten through higher education) as they interact to integrate populations, while also serving vested interests and enhancing group identity and status. The authors position multiculturalism as a political and social phenomena that affects and interacts with education and its institutions. To do this, they draw upon international cases as well as the history of segmentation and integration in the United States.

Play has been presented as the ideal intervention for almost every conceivable kind of problem experienced by children: emotional problems, attention disorders, learning difficulties, and social isolation. In this ground-breaking book, leading play theorists, researchers, and practitioners present their opinions and research results about the influence of play and of special play programs on different aspects of child development.The first section explores why play therapy is used and what play's specific role is in the classical play therapy approach. The second part is devoted to experimental play programs for different types of children with special needs. In the last section, the effects of modern play approaches in primary schools are discussed as well as the influence of these play interventions on cognitive and social skills. This is a book for practitioners and theorists in the field of play, who are not just uncritical consumers or idealizers of play, but who are concerned in searching for the real value of play in various therapeutic and educational settings.

Sanford Kessler offers a provocative and timely analysis of Alexis de Tocqueville's views on the relationship between Christianity and American democracy. These views are central to Tocqueville's discussions of the moral requirements of freedom and the tasks of democratic statesmanship.Tocqueville's thinking about American religion is highly relevant to contemporary debates regarding America's origins, the current strength of American Christianity, and the proper role of religion in American public life. Kessler skillfully demonstrates how Tocqueville incorporates his ideas into an analysis of the American character, a factor in American politics that he considered more important than the Constitution. This book will challenge the thinking of all Americans concerned with religious-political issues and with the prospects for freedom.

This book provides middle level teachers and administrators with a rich resource on restructuring schools to help young adolescents achieve intellectual, social, and emotional success. It is a comprehensive volume that describes the leadership knowledge bases, skills, processes, and attitudes necessary for successful middle level school restructuring. Major themes in the book include: trends and issues in middle level schools; characteristics of young adolescents; middle level curriculum; instruction and assessment; successful middle level school programs; leadership skills and collaborative decision-making; school restructuring; staff development; program evaluation; and maintaining a climate for change.

This book examines the joint effort of twentieth-century public school administrators and private philanthropy to initiate reforms to provide for children with learning difficulties. The author explores the development of these reforms from the establishment of special classes for backward children at the beginning of the century to the creation of programs for learning disabled children. He considers what this history tells us about current efforts to provide for at-risk students. He looks at both the way school administrators conceptualized childhood learning difficulties and the institutional arrangements which they introduced to accommodate these students, and pays particular attention to the preference of school administrators throughout this century for accommodating low achieving children in segregated classes and programs.

Taking language as its general theme, this book explores how the tradition of Indo-Tibetan Buddhist philosophical speculation exemplifies the character of scholasticism.Scholasticism, as an abstract and general category, is developed as a valuable theoretical tool for understanding a variety of intellectual movements in the history of philosophy of religion. The book investigates the Buddhist Scholastic theory and use of scripture, the nature of doctrine and its transcendence in experience, Mahayana Buddhist hermeneutics, the theory and practice of exegesis, and questions concerning the authority of sacred texts. It also deals with the Buddhist Scholastic theory of conceptual thought as the mirror of language, the Scholastic defense of logic and rationality as a method, as well as the role of language in the idealist and nominalist ontologies of the Mahayana. Finally, the author treats the question of ineffability and the silence of the Buddha from a new perspective.

Theories of criminality and theories of victimization have traditionally been discussed as though they bore no relationship to one another. Yet, a complete explanation for crime must examine both the decision to engage in crime by an offender and the everyday actions of ordinary citizens that increase vulnerability to criminals. The integration of these approaches yields testable models that have greater predictive power than could be obtained by looking only at models of offenders or models of victim behavior. A more general perspective that accounts for both the decision to engage in crime and the selection of particular crime targets is developed and tested.

Immigrant Women combines memoirs, diaries, oral history, and fiction to present an authentic and emotionally compelling record of women's struggles to build new lives in a new land. This new edition has been expanded to include additional material on recent Asian and Hispanic immigration and an updated bibliography.

A provocative ethnography of the lived experiences of infants and toddlers in day care centers.

An inquiry into the religious environment of the person Muslims hail as the "Envoy of God" and an attempt to trace his progress along the path from paganism to that distinctive form of monotheism called Islam.

Inquiry and Reflection shows how stories of schooling can elucidate difficult, and unexamined problems facing teachers. While professional texts tend to raise issues of power and its distribution and questions of culture and ideology, often the manner of presentation is abstract, and pre-service teachers have difficulty making connections. Yet literary, film, and video materials illuminate problems and suggest ideas to which teachers can actively respond.This book offers teacher educators a variety of resources for articulating a critical pedagogy and suggests an alternative to the technical, job training approach to teacher education by providing a unique educational curricula that illuminates issues of power, ideology, and culture.

Preface and Acknowledgments Introduction Prologue: The Problem of the Philosophy of Science and Nietzsche's Question of Ground The Plan of the Text Chapter 1 Nietzsche's Musical Stylistics: Writing a Philosophy of Science The Hermeneutic Challenge of Nietzsche's Elitism: Style and Interpretive Affinity Philosophic Concinnity: The Spirit of Music and Nietzschean Style The Project of Communication: Self-Deconstruction and Nietzschean Selectivity Nietzsche's Style: A Mechanical Model Chapter 2 Science as Interpretation: The Light of Philology The Question of a Nietzsche-Styled Philosophy of Science Towards a Nietzschean Critique of Science Nietzsche's Perspectivalism: The Spectre ofRelativism and the Spirit of DifferenceTruth, Pragmatism, and Relativism: Realism a nd theReal The Meaning of Critique: Nietzschean Possibilitiesfor Philosophy Nietzsche and Science: The Question of Validity Chapter 3 On the Ecophysiological Ground of Knowledge: Nietzsche's Epistemology The Question of Nietzsche's Epistemology: Critique and Ground The Knower and the Known The Problem of Knowledge in its Ecophysiological Ground The Empirical Basis of Transcendent Knowledge Perspectivalism as Epistemology Multiplicity as Interpretational Truth: The Metaphysical Fiction of an Absolute A Note on the Typology of Science and Philosophy: The will to Power Beyond Truth and Lie Chapter 4 Under the Optics of Art and Life: Nietzsche and Science Resumé: The Ecophysiological Ground of Knowledge Science and Nihilism Reality and Truth: The Domination of Truth Science: Reality and Illusion The Meaning of Nature and Chaos: A Note on Nietzsche's "Chaos sive natura" Reality and Illusion: The Interpretive Dynamic Chapter 5 Nietzsche's Genealogy of Science: Morality and the Values of Modernity The Genealogy of Morals and the Value of Science The Ascetic Ideal: The Cost of Perpetuation Ressentiment : Science and Culture Without Price: The Will to Truth as the Will toLife Science and Inadequacy Duplicity: Science and the Ascetic Ideal The Ascetic Ideal: The Cost of Perpetuation Science as an Aesthetic Achievement: Méconnaissance Vesuvius: "Gefährdete Menschen, fruchtbarer Menschen" Chapter 6 Toward a Perspectival Aesthetics of Truth A Perspectivalist Philosophy of Science A Perspectival Aesthetics of Truth Truth as Illusion The Illusion of Truth and the Question of the Eternal Feminine sContra-Morality?Again The Aesthetics of Illusion Creation and Affirmation Chapter 7 A Dionysian Philosophy: Art in the Light of Life The Eternal Return of the Same: Interpretation and Will Ressentiment and Amor Fati The Perspectival Dominance of Decadence Dionysian Aesthetic Pessimism The Troping of the Eternal Return: An Aposematic Aposiopesis Bibliography Name Index Subject Index