Being and Becoming is a wide-ranging analysis of the nature of being and selfhood. The book presents an original, integrated paradigm with the aim of creating a comprehensive overview of the human condition—and finding ways to alleviate suffering. In essence, the book explores the question, “What does it mean to be?” Being and Becoming begins with fresh interpretations of the work of Martin Heidegger and Buddhist, Taoist, and Christian writings as they relate to this question. Most of Being and Becoming, however, is about the nature of self and selfhood as a process of “I-am-this,” “my becoming” rather than “my being.” Author Franklyn Sills interweaves concepts from object relations theories, psychodynamics, pre- and perinatal psychology, and Buddhist self-psychology, along with his own rich experience as a Buddhist monk, somatic therapist, and psychotherapist, into his inquiry. The works of Fairbairn and Winnicott are discussed in depth, as are Winnicott and Stern’s insights into the nature of the early holding environment, the infant-mother relational field, and early perceptual dynamics. A thoughtful guide for psychologists, therapists, counselors, and other health professionals, the book is also ideal for Buddhists and anyone looking for alternative therapy models.

Dr. Combs updates his groundbreaking Field Theory of personality. This model grows out of Carl Rogers' ideas on client-centered therapy and has long been a major influence on theories of psychotherapy and personality within the humanistic and phenomonlogical traditions. Here Dr. Combs ties field psychology to the paradigm shifts in biophysical sciences, and so provides a unifying frame of reference for all branches of psychology. His concise approach to the topic makes this book of practical interest to students, clinical psychologists and counselors, as well as academics teaching upper-level or graduate courses in personality and on therapeutic techniques.

Highlights the current chasm between teacher education theories (praxeologies) and the actual experience of teaching (praxis). Many traditional teacher education programs emphasize teaching based on reflection and deliberation; yet, when a new teacher is in a unique situation, there is not always time to step back and look at it objectively. Through Roth's extensive experience as a teacher, he has learned that a teacher must live in the heat of the moment, but also develop room to maneuver in the moment. These skills come only by actually being in the classroom, working at the elbow of experienced teachers and discussing the events of the day with other teachers. Roth develops his theory by introducing the previously ignored element of temporality in teaching. When there is no time out for reflection, a teacher must develop on-the-spot decision-making skills. In part one, he presents the ideas of being-in the classroom with students and being-with other teachers. Other concepts that emerge are habitus (perceptions and expectations that lead to action), Spielraum (room to maneuver in situations), and relationality (knowing how to act without reflection, based on student-teacher rapport). In part two, Roth asserts that when novice teachers coteach and engage in subsequent cogenerative dialoguing with seasoned professionals, they are in the process of becoming in the classroom. Teachers, college students majoring in education, and professors will all benefit immensely from this book.

This engaging, inviting textbook from a renowned expert in writing education provides all the knowledge, pedagogical strategies, and tools needed to enable any teacher to be an effective teacher of writing. Using the five-step writing process as a foundation, the text describes how to teach the necessary skills related to grammar, spelling, punctuation, and other writing mechanics, and addresses all major genres and stages of writing. Written in an authentic voice that exemplifies good writing, Johnson presents a variety of pragmatic, research-based strategies that support students’ writing development and encourage teachers to apply their own creativity and intelligence in the classroom. This is an essential text for courses in writing instruction, literacy methods, and teaching English Language Arts (ELA).

This volume tells the stories—in their own words-- of 37 indigenous archaeologists from six continents, how they became archaeologists, and how their dual role affects their relationships with their community and their professional colleagues.

In this postmodernist addition to diary studies in SLA and applied linguistics, an autoethnographic approach is used to highlight the mutually constitutive relationship of language acquisition, sociocultural contexts, and L2 identities. The personalized account of the author's Japanese as a second language development is skilfully interwoven with ethnographic details and introspective commentary.

Overthrowing communism in 1989 and joining the European Union in 2004, the Polish people hold loyalties to region, country and now continent – even as the definition of what it means to be ‘European’ remains unclear. Paying particular attention to those who came of age in the earliest years of the neoliberal and democratic transformations, this book uses the life-story narratives of rural and urban southern Poles to reveal how ‘being European’ is considered a fundamental component of ‘being Polish’ while participants are simultaneously ‘becoming European’. Ultimately, this study demonstrates how the EU is regarded as both an idea and an instrument, and how ordinary citizens make choices that influence the shape of European identity and the legitimacy of its institutions.

First Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.

The choice of the basis of metaphysics is of capital importance. This basis ought to guarantee the very existence and the validity of metaphysics, while given this science at the same time its formal object and a solid foundation. But if metaphysics is bound up with the study of a universal unity or of the totality of things, and if then, our inquiry ought to be concerned with the whole, how can we determine the choice of a point of departure?