In this book Harry Heft examines the historical and theoretical foundations of James J. Gibson's ecological psychology in 20th century thought, and in turn, integrates ecological psychology and analyses of sociocultural processes. A thesis of the book is that knowing is rooted in the direct experience of meaningful environmental objects and events present in individual-environment processes and at the level of collective, social settings. Ecological Psychology in Context: *traces the primary lineage of Gibson's ecological approach to William James's philosophy (...) of radical empiricism; *illuminates how the work of James's student and Gibson's mentor, E.B. Holt, served as a catalyst for the development of Gibson's framework and as a bridge to James's work; *reveals how ecological psychology reciprocally can advance Jamesian studies by resolving some of the theoretical difficulties that kept James from fully realizing a realist philosophy; *broadens the scope of Gibson's framework by proposing a synthesis between it and the ecological program of Roger Barker, who discovered complex systems operating at the level of collective, social processes; *demonstrates ways in which the psychological domain can be extended to properties of the environment rendering its features meaningful, publicly accessible, and distributed across person-environment processes; and *shows how Gibson's work points the way toward overcoming the gap between experimental psychology and the humanities. Intended for scholars and students in the areas of ecological and environmental psychology, theoretical and historical psychology, cognitive science, developmental psychology, anthropology, and philosophy. (shrink)

Talent and Education was first published in 1960. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.The problem of identification, development, and utilization of talented young people is a matter of prime concern to all who are interested in the welfare of the individual and the future of the nation. This book, constituting a progress report on research related to the problem, will be of (...) particular value to educators, psychologists, social workers, community leaders, and others who are engaged in the effort to make the most of our human resources.The volume contains chapters by a number of contributors drawn from various fields in elementary, secondary, and higher education. The contributors include John E. Anderson, Robert H. Beck, Florence N. Brumbaugh, Walter W. Cook, Willis E. Dugan, Dale B. Harris, Arthur J. Lewis, Catherine Cox Miles, Mary Pilch, Maynard C. Reynolds, Anne Roe, Merrill F. Roff, Paul C. Rosenbloom, Audrey Shechtman, and E. Paul Torrance. Orville L. Freeman, governor of Minnesota, writes an indtroduction.Among the topics discussed are the nature and scientific measurement of talent, the effects of life experiences on the development of talent, the enrichment of school curricula, special grouping and acceleration in the schools, psychological aspects of some of the problems, and Russian methods of dealing with individual differences. The volume is based on papers from an Institute on Exceptional Children held at the University of Minnesota. (shrink)

In 1990 at the Jomtein Conference in Thailand organised by UNESCO, UNICEF, UNDP and the World Bank the 157 governments present agreed to a Declaration, the World Declaration on Education for All that signalled their commitment to achieve Education for All (EFA) by 2000. EFA was not defined succinctly, but was laid out as comprising: universal access to education services ‘of quality’; equity with regard to removing disparities ‘in access to learning opportunities’ for certain groups (girls.

In a period in which capital has been on the offensive for many years, using debt and financial crises as rationales for wielding austerity to hammer down wages and social services and terrorism as an excuse for attacking civil liberties, it is important to realize that the origins of this long period of crisis lay in the struggles of people to free their lives from the endless subordination to work within a society organized as a gigantic social factory. In both (...) the self-proclaimed capitalist West and socialist East the managers of that subordination, whether in private enterprise or the state, repeatedly found their plans undermined by people who refused to play by their rules and who elaborated activities and social relationships that escaped their control. The refusal of their rules meant crisis for the managers; the elaboration of other ways of being—whether characterized as the crafting of civil society or as autonomous self-valorization—meant crisis for and freedom from society-as-work-machine. As always, the capitalist response has involved instrumentalization and repression; basically its managers have sought to harness what they could and eliminate what they could not. For a long time instrumentali-zation was most obvious in the West and repression was most obvious in the East, yet both were always at play everywhere, and everywhere those responses were resisted and often escaped. It was that resistance and those escapes that led to the unleashing of the monetary weapons of financialization and their current employment to convert crisis-for-capital into crisis-for-us. It is in past and present resistance and escapes that we must discover both our weaknesses and our strengths in order to overcome capital’s current offensive and to elaborate new worlds. It is the overall thesis of this paper that Marx’s labor theory of value still provides vital aid in helping us understand these historical developments. (shrink)

Defends "The New Men's Studies: From Feminist Theory to Gender Scholarship" (Hypatia 2:1, Winter 1987) against what is argued are Mary Libertin's misreadings. The argument for men's studies is logically independent of though related to the debate about essentialism in women's studies. Men's studies studies men in and as particular groups. Intellectual should not be equated with institutional autonomy. The feminist study of men should be supported by feminist scholars.

Wright & Liley provide an advance in addressing the interaction of multiple scales of processing in the brain. It should address in more detail the biological evidence that underlies the models it proposes to replace.

China, like a huge dragon, gobbles all in its path. Like a huge vat, dyes all the same color. Sun Jingxuan, A Spector Prowls Our Land (1980).