This carefully-researched book offers a dynamic and expansive Deweyan vision for the arts and education. This (re)vision acknowledges the influence on Dewey's aesthetics of art collector and educator Albert Barnes, while also exploring the various ways Dewey's writings on the arts, in moving beyond Barnes' "scientific aesthetic method," were an important resource for many innovative twentieth-century American artists, art movements, and arts-related educational institutions. Neither Barnes' influence on Dewey nor the features of Dewey's naturalistic aesthetics that made his Art as (...) Experience a favorite text of many artists and arts practitioners have been fully and adequately acknowledged in existing literature on Dewey's thinking about the arts and education. This book effectively remedies that situation. (shrink)

This book explores the writings of philosopher and educator John Dewey in order to develop an expansive vision of aesthetic education and everyday poetics of living. Robert Pirsig's best-selling book, Zen and the Art of Motorcycle Maintenance, provides concrete examples of this compelling yet unconventional vision.

Due to its considerable length, this article is being published in two parts. This first part briefly discusses the intriguing relationship between John Dewey and Albert Barnes, as well as the circumstances behind the creation of the Barnes Foundation and its innovative art-education programs. This is followed by examination of the prominent roles of aesthetic formalism and organic unity in Barnes's writings about the arts and their less technical, more contextual positioning in Dewey's aesthetics. To end Part 1 of the (...) article, a similar dynamic is revealed in Barnes's and Dewey's ultimately disparate understandings of the relationship between form and content in the arts.In its heyday during the first part of the... (shrink)

This article discusses what David Berliner (2005) has called the perverse ?spectacle of fear? (208) surrounding issues of teacher quality and accountability in contemporary school reform. Drawing principally on the critical semiotics of Roland Barthes' essay, ?The World of Wrestling? (1957), it examines the way that this spectacle works to undermine public education and explicates the powerful mythology behind it. The article then concludes with some suggestions on how this destructive ?spectacle of fear? might potentially be disrupted using the (...) agencies of Deweyan ?strong democracy? (shrink)

Due to its considerable length, this article has been published in two parts. Part 1, which appeared in the previous issue of the journal, discussed the intriguing relationship between John Dewey and Albert Barnes, as well as the circumstances behind the creation of the Barnes Foundation and its art education programs. Following this, it established both areas of convergence and divergence in Barnes’s and Dewey’s understandings of aesthetic formalism, organic unity, and form and content in the arts. Part 2 now (...) builds on these findings to explore important differences in their respective treatments of the significant sociocultural context of art. After returning briefly to the question of aesthetic formalism in... (shrink)

The philosopher Ludwig Wittgenstein once remarked that "The human body is the best picture of the human soul."1 There is a basic truth in this assertion that we recognize (I want to say) intuitively: the notion that human beings are parts both mental and physical, that these facets are ultimately interdependent, and that they are in some measure correlated was a commonplace in the intellectual culture of ancient Athens, especially among Socratic thinkers. It can also be found as a central (...) part of the basic ontology and ideals of self-cultivation espoused in much East Asian philosophy. In the West, however, this deep appreciation for the relationship between mind and body appears somewhat sporadically after the .. (shrink)

The world of John Dewey scholarship recently lost one of its most thoughtful contributors, and teachers of all kinds lost one of their most passionate and committed advocates. Philip W. Jackson was born in 1928 in Vineland, New Jersey, a locale known historically for its excellent grape-growing soil and veterinarian Arthur Goldhaft’s famous pledge to “put a chicken in every pot.” Jackson’s adoptive parents were, appropriately enough, chicken farmers, and, as the story goes, they noticed early on his indisputable knack (...) for singing and poetry recitation. Feeling very at home on the stage, the plucky six-year-old even tried his hand as a vaudevillian, performing a snake charmer act between reels at.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Somaesthetics and Racism:Toward an Embodied Pedagogy of DifferenceDavid A. Granger (bio)IntroductionThe philosopher Ludwig Wittgenstein once remarked that "The human body is the best picture of the human soul."1 There is a basic truth in this assertion that we recognize (I want to say) intuitively: the notion that human beings are parts both mental and physical, that these facets are ultimately interdependent, and that they are in some measure (...) correlated was a commonplace in the intellectual culture of ancient Athens, especially among Socratic thinkers. It can also be found as a central part of the basic ontology and ideals of self-cultivation espoused in much East Asian philosophy. In the West, however, this deep appreciation for the relationship between mind and body appears somewhat sporadically after the Socratics, only to be fervently reasserted as a main plank in the lived philosophy of the early American pragmatists, as when Henry David Thoreau proclaimed that "We are all sculptors and painters, and our material is our own flesh and blood and bones. Any nobleness begins to refine a mean's features, any meanness or sensuality to imbrute them."2I use the word "sporadically" above because it is likewise a basic truism that canonical Western philosophy has a long and storied history of rejecting, ignoring, or degrading the human body—that most formative part of our being and connection to the world and to others. The position of the later, more metaphysical Plato is iconic in this regard, and it effectively set the tone for much Christian theology and the Cartesian philosophy of consciousness. For Plato and his adherents, the longing to escape our embodiedness, conceived as a necessary means to human (or perhaps superhuman) perfection [End Page 69] by achieving a godlike existence, requires effectively divorcing ourselves from the irrational brutes of terra firma. The body is conceived as a static constraint to human flourishing rather than a dynamic enabler. It is more or less an adversary, something that we must endeavor to be freed from or subdue.3 Its base senses and unruly passions deceive us epistemologically, while its inexorable power to situate us in space and time limits our objectivity. In its inevitable pains and infirmities, the body is also a constant reminder of the aging process and of our ultimate mortality. Deeming the body as at best a mere servant of the mind, philosophers typically have portrayed it as a veritable prison of deception, temptation, and suffering. Moreover, it is well-established that such thinking has been particularly pernicious in light of the historical identification of women and other marginalized groups with their variously enfeebled, depraved, or uncivilized bodies.4Against this disquieting backdrop, it is only relatively recently that the human body, and the significance of our existence as embodied beings, has received sustained positive attention by leading lights in Western philosophy and criticism. These luminaries include, among others, "feminist" thinkers like Simone de Beauvoir, Julia Kristeva, Luce Irigaray and, of late, Susan Bordo and Judith Butler (with a nod to Michel Foucault, Pierre Bordeau, and others); pragmatists William James and John Dewey (with a nod to Emerson and Thoreau); phenomenologist Maurice Merleau-Ponty (with a nod to Jean-Paul Sartre); analytic philosopher Ludwig Wittgenstein (with a nod to James); and postmodernist Michel Foucault (with a nod to Friedrich Nietzsche, George Bataille, and the ancient Asian ars erotica tradition5). While these thinkers do not universally praise the body and its active, conscious cultivation for human flourishing (about which more later), they nonetheless acknowledge its necessity for all perception, action, and even thought.6 In short, they all seek to recognize and elucidate the significance—cognitive and affective, discursive and nondiscursive—of our full embodied intelligence.Looking specifically at the architectonics of the body espoused by the trio of Dewey, Foucault, and Wittgenstein, this article uses what philosopher Richard Shusterman terms "analytic somaesthetics" to examine some of the primary embodied dimensions of feeling, perception, action, and thought, particularly through the functioning of habit.7 In doing so, it seeks to expose the way various ideologies of domination (for example, racism, sexism, classism, ableism, heterosexism, ageism, etc.) are covertly (and at times overtly) materialized... (shrink)

This symposium provides five case studies of the ways that John Dewey's philosophy and practice were influenced by women or "weirdoes" (our choices include F. M. Alexander, Albert Barnes, Helen Bradford Thompson, Elsie Ripley Clapp, and Jane Addams) and presents some conclusions about the value of dialoging across difference for philosophers and other scholars.

This paper explores how meaningful learning in management education can occur when we keep our focus on classroom activities and strategies that fosterconceptual conflict, variation in instructional approaches, and accountability from both instructors and students for the learning process. To that end, we offer the DNA of learning metaphor. This metaphor makes explicit effective pedagogical practices and encourages instructors to take a more challenging and possibly transformative approach to their course design and classroom experiences.

In lieu of an abstract, here is a brief excerpt of the content:Teaching Aesthetics and Aesthetic Teaching:Toward a Deweyan PerspectiveDavid A. Granger (bio)The educational writings of John Dewey continue to be invoked by scholars in education on a regular basis and in relation to a wide variety of issues, from social learning theory and situated cognition to constructivism and whole-language literacy instruction. More recently, this scholarship has begun to expand to include books and essays that look to tie Dewey's (...) aesthetics to his work in education in a substantive way. Notably, this is not something that Dewey attempted himself, since his major work in aesthetics, Art as Experience, was not published until he was seventy-five, and he seemingly had neither the time nor means at that point in his life to develop this link to his satisfaction. In addition, many educators are only familiar with Dewey's more explicitly educational writings, most of which came earlier in his career and tend to speak more of the merits of science than of art. As a result, scholars in education have only recently begun to examine the possible significance of Dewey's aesthetics for the practices of teaching and learning.1It is still the case, however, that writers on Dewey have traditionally focused their critical energies on his expansive claims for "the method of science" as a vehicle for solving numerous educational and social problems, and as the only authentic means of learning about our everyday world. Such critical attention is not, I believe, without warrant; though Dewey's use of "science" was a very loose and liberal one, he was a staunch critic of the positivistic model of science often presumed by these writers. Nonetheless, this critical focus has unfortunately led many writers to dismiss or marginalize the Dewey who, for instance, proclaims in "Art in Education—and Education in Art" that theModern preoccupation with science and with industry based on science has been disastrous; our education has followed the model that [End Page 45] they have set. It has been concerned with intellectual analysis and formularized information.... It is disastrous because it has fixed attention upon competition for control and possession of a fixed environment rather than upon what art can do to create an environment.... It is disastrous because civilization built upon these principles cannot supply the demand of the soul for joy, or freshness of experience; only attention through art to the vivid but transient values of things can effect such refreshment.2As Dewey sees it, science and other forms of knowledge are properly "handmaidens" to art, intellectual tools for enhancing the overall quality and value of human life and activity.3 This means that they are largely subordinate to the direct qualitative meaning of experience. They are, Dewey says, transformed in aesthetic experience in that they are "merged with non-intellectual elements to form an experience worth while as an experience."4 Art objects may well be the most potent and ready source of such enhanced, aesthetic experience, being intentionally created to refine and intensify in certain ways the experience of the perceiver. But they are not, to Dewey's way of thinking, the sole or even principal medium of the aesthetic. Art, he tells us, is best seen more liberally as "a quality that permeates an experience," whereby, in any number of life contexts, the meanings of objects and events become "the matter of a clarified, coherent, and intensified or 'impassioned' experience" (AE, 329, 295). If all of this can be taken to mean that art or the aesthetic, and not science, is paradigmatic of optimal human experience, then current efforts to integrate Dewey's aesthetics with his thinking about education are an important endeavor and one that should bear considerable fruit. Then, too, much of the popular literature in art and aesthetic education, which situates art and the aesthetic squarely within the cognitive domain of experience, is significantly at odds with Dewey's radically holistic and vigorously anti-elitist aesthetics.5Accordingly, this article will explore the idea of aesthetic education—conceived in its broadest sense—using a mainly Deweyan lens. Moreover, it will do so by examining everyday classroom practices as they are informed by the general... (shrink)

Welcome readers!As you have no doubt noted, Education & Culture has an all new cover design and formatting thanks to our good friends at PUP. I hope folks like it. I think we can at least be sure that Dewey would approve of the color!But that is not all that is new. There are some other important changes readers should know about concerning access to the journal. Following current practice, Dewey Society members will continue to receive the journal in hard (...) copy, with the most recent three years still available online through Project Muse. However, a new archive has been established to make issues older than three years available Open Access through Purdue e-Pubs, the online publishing platform of Purdue .. (shrink)

Welcome, readers, to the latest edition of Education & Culture. It's prime leaf peeping time here in upstate New York, as I gaze at the beautiful fall foliage framed so picturesquely by my office window. Much like John Dewey, I feel fortunate indeed to live in this part of the country during what has long been my favorite season. Let's hope that it brings with it the advent of a return to something resembling democratic sentiment and human decency in politics (...) and public affairs.Our fall 2018 issue opens with a thoughtful and heartfelt commentary on the proliferation of gun violence in the US precipitated by recent events, in addition to four articles exploring the possibilities and limits of Deweyan progressivism... (shrink)

Greetings and welcome to the latest issue of Education & Culture. Before highlighting the articles featured in this issue, I would like to report briefly on the history and usage of the Open Access feature at Education & Culture. As you might recall, the journal moved to Open Access in 2013, making issues three years and older available through Purdue e-Pubs, the online publishing platform of Purdue University Press. This archive is accessible through the dropdown menu on the Education & (...) Culture page of the PUP website and extends all the way back to volume one from 1976. Almost since the day this feature was first enabled, it saw a great deal of activity, with... (shrink)

Welcome, one and all, to volume 32, issue 2 of Education & Culture. I originally began assembling this issue without a specific theme in mind. Nonetheless, as you can see from the title of my remarks, one soon began to emerge. More than a few scholars have commented on an apparent shift in Dewey’s later writings that provided a counterbalance to his ardent attention to science in his early- and middle-period works—a so-called aesthetic turn. It seems to me that this (...) move loosely parallels current initiatives in education calling for a broadening of popular curriculum focused on the STEM fields to something like STEAM, which looks to add the arts, in various forms, to... (shrink)

It was my great pleasure to take over for A. G. Rud this past summer as editor of Education and Culture. As you are well aware, A. G. did an exceptional job during his distinguished tenure as editor, enhancing the profile and overall quality of the journal in numerous ways. In his first editor's note after moving the journal to Purdue University Press (volume 20, issue 2), A. G. wrote of his interest in "seeking out scholars who are examining not (...) only Dewey himself, but his influence upon his contemporaries, and his enduring legacy." He then added that he was also "keenly interested in exploring how the new technologies may be used in the journal." It's clear to everyone, I'm sure, that A. G.'s efforts in these .. (shrink)

Greetings, readers, and welcome to the spring 2019 issue of Education & Culture. This latest edition of the journal features four articles and two book reviews, and it should come as no surprise to anyone familiar with recent scholarship on Dewey that all of the contributors speak in some way to contemporary issues and problems related to the prospects for democracy and/in diversity.We begin with Kathy Hytten's "Cultivating Democratic Hope in Dark Times: Strategies for Action." In her contribution, Hytten explores (...) the necessity for a democratic conception of hope that might help us more effectively counter the many social, political, and educational challenges we face today. In doing so, she appeals to... (shrink)

Greetings, readers, and welcome to the spring 2019 issue of Education & Culture. This latest edition of the journal features four articles and two book reviews, and it should come as no surprise to anyone familiar with recent scholarship on Dewey that all of the contributors speak in some way to contemporary issues and problems related to the prospects for democracy and/in diversity.We begin with Kathy Hytten's "Cultivating Democratic Hope in Dark Times: Strategies for Action." In her contribution, Hytten explores (...) the necessity for a democratic conception of hope that might help us more effectively counter the many social, political, and educational challenges we face today. In doing so, she appeals to... (shrink)

Welcome, readers, to the latest issue of Education & Culture. This exciting edition brings us five articles and three book reviews ranging across topics including educational reform, academic freedom, teacher education, political theory, Deweyan pedagogy and aesthetics, and, a topic not often addressed by Deweyans, the practice of inclusion in today’s classrooms.Continuing a pattern of late, we open with a piece first presented as the Dewey Lecture at AERA in 2014. Diane Ravitch’s “Does Evidence Matter?” takes a direct and largely (...) critical look at educational reform over the last several decades, highlighting No Child Left Behind and Race to the Top, but.. (shrink)

I am pleased to offer for your insight and edification the latest issue of Education & Culture. Though this edition is a bit shorter than readers will have come to expect, it does feature a dynamic duo of recent John Dewey Lectures as well as two original contributions looking at Dewey's innovative perspective on the nature of human experience and its continued relevance for both democratic living and sense-making in the classroom.The issue begins with Ellen Lagemann's 2016 Dewey Lecture entitled (...) "The Continuing Challenge of Progressive Thought: Lessons from a College in Prison." Taking on what seems to be one of the most intractable problems of our day, Lagemann briefly sketches the crisis of incarceration and... (shrink)

Greetings, readers! Spring is finally here and that means it’s time for a new issue of Education & Culture. This latest edition of the journal features several articles that use Dewey’s social and political philosophy to illuminate the myriad ways in which forces beyond the school and classroom continue to create major challenges for an education that might prepare students for democratic life in our increasingly complex twenty-first century world. The task before us is a challenging one, indeed. However, the (...) contributions of our latest authors might help us to forge a fruitful path through the many perils and possibilities that lie ahead.We begin with Atli Harðarson’s “The School as a Democratic Workplace: The... (shrink)

"What would Dewey say?" I seem to hear this question posed at least once at virtually every academic conference I attend. Following the typical pattern, the speaker goes on to submit for consideration whatever he thinks Dewey would say about the issue at hand. So why is this question so common? On some occasions, the speaker is addressing a subject—perhaps something contemporary—about which Dewey never spoke, at least not directly. Or, perhaps, he is responding to Dewey's tendency to work at (...) a high level of abstraction, offering topographical maps of some critical portion of the lived world while leaving the map reader to determine the relevant connections to contexts that are more local and concrete in nature. .. (shrink)

John Dewey was not a philosopher of education in the now-traditional sense of a doctor of philosophy who examines educational ends, means, and controversies through the disciplinary lenses of epistemology, ethics, and political theory, or of agenda-driven schools such as existentialism, feminism, and critical theory. Rather, Dewey was both an educator and a philosopher, and he saw in each discipline reconstructive possibilities for the other, famously characterizing "philosophy . . . as the general theory of education" (1985, p. 338). Dewey (...) wanted each discipline to overcome its tendency to alienate knowledge and theory from experience and reconstruct itself as an enterprise aimed at personal and collective .. (shrink)

Developing original accounts of the many aspects of belief, On Believing puts the believer at the heart of the story. Developing a novel account of the normativity of belief, Hunter argues that the ethics of belief concern how a believer ought to be positioned in a world of possibilities.

This chapter contains section titled: Introduction Basic Human Rights: Rawls's List Basic Human Rights: Their Nature and Function Basic Human Rights: A Rawlsian Justification Conclusion Acknowledgments Notes.

Moral Struggle and Religious Ethics offers a comparative discussion of the challenges of living a moral religious life. This is illustrated with a study of two key thinkers, Bonaventure and Buddhaghosa, who influenced the development of moral thinking in Christianity and Buddhism respectively. Provides an important and original contribution to the comparative study and practice of religious ethics Moves away from a comparison of theories by discussing the shared human problem of moral weakness Offers an fresh approach with a comparison (...) of the understanding of the problem of moral weakness between the two key thinkers, Bonaventure and Buddhaghosa Written by a highly respected academic in the dynamic and fast-growing field of comparative religious ethics. (shrink)

Today's social and political climate often pits conservative or traditional Christianity against "progressive" Christianity. But what is progressive Christianity? What is a progressive Christian? What is a progressive church? Christianity in Blue answers these questions by drawing from biblical scholarship, Christian history, theology, popular culture, philosophy, and cultural anthropology. Kaden shows how socially liberal values and progressive attitudes can be the fruits of taking seriously both the Bible and Christian tradition. But rather than treating these sources as static authorities and (...) the final word on every subject, Kaden argues that they are places to start one's exploration of how to be a Christian in the world. Being a progressive Christian is an ethical exhortation to "uplift human personality," as Martin Luther King Jr. once said. This exhortation structures how progressive Christians receive, interpret, and apply the Bible and Christian tradition to daily life. A robust tradition provides an anchor to avoid the illiberal trends in contemporary society, and a commitment to uplifting human personality provides a check against dehumanizing uses of Scripture and tradition. Christianity in Blue will help both progressive and conservative Christians better understand the importance of the Bible, theology, history, and philosophy for building a loving church for everyone. (shrink)

This response outlines more reasons why we need the integrative framework of grandparental investments and intergenerational transfers that we advocated in the target article. We discusses obstacles that stand in the way of such a framework and of a better understanding of the effects of grandparenting in the developed world. We highlight new research directions that have emerged from the commentaries, and we end by discussing some of the things in our target article about which we may have been wrong.

How do we know when we are investing wisely in security? Answering this question requires investigating what things are worth securing (and why); what threatens them; how best to protect them; and how to think about it. Is it possible to protect them? How best go about protecting them? What trade-offs are involved in allocating resources to security problems? This book responds to these questions by stripping down our preconceptions and rebuilding an understanding of security from the ground up on (...) the basis of a common-sense ontology and an explicit theory of value. It argues for a clear distinction between objective and subjective security threats, a non-anthropocentric understanding of security, and a particular hierarchy of security referents, looking closely at four in particular-the ecosphere, the state, culture, and individual human beings. The analysis will be of interest not only to students and scholars of International Relations, but also to practitioners. David A. Welch is University Research Chair and Professor of Political Science at the Balsillie School of International Affairs, University of Waterloo. His previous books include Justice and the Genesis of War (Cambridge University Press, 1993), which won the 1994 Edgar S. Furniss Award for an Outstanding Contribution to National Security Studies, and Painful Choices: A Theory of Foreign Policy Change (2005), which was the inaugural winner of the International Studies Association International Security Studies Section Best Book Award. He is currently co-editor of the Cambridge University Press journal, International Theory. (shrink)

RÉSUMÉ: Cet article propose une analyse «habermasienne» du fait de dire des conneries qui diffère de l’approche bien connue de Harry Frankfurt. Il y est question de démontrer que la théorie de l’agir communicationnel d’Habermas fournit de meilleurs outils conceptuels pour une telle analyse. Il sera également démontré que les partisans d’Habermas devraient être préoccupés par ce phénomène. Déconner perturbe la transition au discours; elle interrompt la force liante de l’agir communicationnel (qui est à la base de l’explication d’Habermas sur (...) l’intégration sociale) et, suffisamment répandu pour en altérer les attitudes fondamentales à l’égard du discours public, le déconnage met en question le statut de la théorie de l’agir communicationnel d’Habermas comme une reconstruction de la connaissance intuitive des locuteurs compétents. (shrink)

David A. J. Richards's Resisting Injustice and The Feminist Ethics of Care in The Age of Obama: Suddenly,...All The Truth Was Coming Out examines the roots of the resistance movements of the 1960s, the political psychology behind contemporary conservatism, and President Obama's present-day appeal as well as the reasons for the reactionary politics against him. This book positions recent American political development in a broad analysis of the role of patriarchy in human oppression throughout history, and argues that a (...) feminist-based ethics of care is necessary to form a more humane and inclusive democratic politics. (shrink)

Some recent views of action have claimed that a correct conceptual account of action must include second-order motivational states. This follows from the fact that first-order motivational states such as desires account for action or mere behavior in which the agent's participation is lacking; thus, first-order motivational states cannot by themselves account for action in which the agent participates, so-called full-blooded action. I argue that representing the agent's participation by means of second-order states is bound to fail because it misrepresents (...) what an agent is doing when acting in the full-blooded sense. I begin by characterizing full-blooded action and explaining the failure of first-order accounts to explain it. I next show that while second-order accounts have some success in explaining full-blooded action, they fail to distinguish it from action which exhibits motivational alienation. I then argue that even if this problem were resolved, the second-order accounts more fundamentally misrepresent full-blooded action by depicting such action in an introverted manner. I conclude by considering a sketch of agency and full-blooded action that does not rely on second-order states and by addressing a primary concern thought to favor the second-order accounts, the concern of agent causation. (shrink)

This essay that takes up Rawls's journey from philosophical theology through moral philosophy to democratic theory and political philosophy and pauses at, to reflect on, a few significant points early in the journey. It aims to provide a sense of some of Rawls's important early concerns and commitments that structure or at least cast significant shadows over his later work in political philosophy, A Theory of Justice and subsequent works. According to Rawl, moral philosophers construct theoretical models to explain and (...) predict familiar, everyday, noncontroversially competent moral judgments. Rawls refers to this work as “explication” and “ethics as science.” Rawls distinguishes between two tasks essential to moral philosophy. Ethical theory or moral theory starts with but takes us beyond ethics as science by helping us to refine and deepen our understanding of plausible candidate explications. (shrink)

Engaging, interdisciplinary work exploring the influence of the Jansenist tradition on Alexis de Tocqueville's life and works. The most comprehensive treatment of the subject to date.

_Reinvigorates Jürgen Habermas’ early critical theory._.

Reinvigorates J rgen Habermas' early critical theory.

From _atavistic_ to _folie a deux_, from _engram_ to _Weltschmerz_ and _Seashore test_, this edition of _The Concise Dictionary of Psychology_ contains more than 1,300 references to words, phrases and eminent pioneers in psychology. Updated to take account of recent developments, each definition is clear, instructive and concise. A lean and efficient source of information, written in a straightforward and readable manner, this book will be an indispensable reference tool for students of psychology, for professionals and for people in the (...) health and caring professions. (shrink)