An exploration of the biology of meaning that integrates the role of subjective processes with current knowledge of brain/mind function.

As we move through the Fourth Industrial Revolution, people are becoming more concerned about the potential benefits and risks of digital technology and its impact. People are worried about the extent, the implementation, and the effect digital transformation will have on their privacy, jobs, and welfare. Business managers will be expected to navigate organizations and employees through this unknown territory of digital transformation and disruption. Imagination, Creativity, and Responsible Management in the Fourth Industrial Revolution is an essential reference source that uses a multidisciplinary approach to examine the concepts of imagination and creativity, as well as responsible management practices, and their application to the development and use of innovative technologies. This book intends to help readers understand the importance of continuously developing their cognitive skills and to remain responsible and accountable in the new digital era— the Fourth Industrial Revolution. Featuring research on topics that include modes of interaction in the digitalized era, cognitive skills needed and creative tools to shape the future of work, and knowledge sharing, this book is ideally designed for managers, leaders, decision makers, directors, executives, engineers, entrepreneurs, IT specialists, academics, researchers, students, consultants, and industry professionals.

We suffer today from a crisis not of confidence, but of trust. With the constant barrage of lies, untruths, and alternative facts, all words are dubious, all deeds are debatable, and all motives are suspect. To tell the truth in such a world requires fortitude. To believe the truth demands even more. In Freedom and Imagination, S. D. Giere recovers the idea of faith as trust and of faith in Christ as trusting what God has done through him. Tending to faith is like tending to the heart and, thereby, the health of the whole. By trusting Christ, one is free to live without the fear of sin and death, free to live in love toward the friend, the neighbor, and even the enemy. Faith reveals the cosmos as it is: a world reconciled to the Triune God. Yet, that freedom frequently conflicts with experience. Only faith can bend the imagination towards seeing the world in and through Christ. Freedom and Imagination recovers faith as the theological heart of the human being's participation in the life of God, and imagination as faith's interpretive lens. Three areas of ministry and life are explored through the imagination of faith: biblical interpretation, proclamation, and Christian freedom.

The Oxford Handbook of Cognitive Literary Studies applies developments in cognitive science to a wide range of literary texts that span multiple historical periods and numerous national literary traditions.

Free Imagination argues that the brain's capacity to imagine is the fundamental basis of human Free Will. Laws of physics need not apply in our internal simulations, so virtually anything is possible there. And since some of our actions can follow from that which we imagine, especially from processes of deliberation that involve imagining possible scenarios and outcomes, our actions inherit the freedom of our imaginings. The creative power of the human imagination may have evolved as a consequence of the demodularization of neural circuitry associated with volitional attentional operations over operands downloadable into a mental workspace where, virtually, anything could be combined with anything else. This new cognitive architecture gave rise to the danger of psychosis. Our schizotypal form of imagination, arising from the promiscuous, generative and iterative combination of disencapsulated operators and operands in a mental workspace, may have evolved only in humans by exapting from existing motoric and other operations involved in volitional hand dexterity to a domain of premotoric simulation. What we imagine into existence can be used for good or evil. Imagination is therefore our greatest tool and weapon. When applied to ourselves, it allows us the possibility of reimagining and then transforming ourselves in light of second-order desires. This gives us the ability to choose to become a new kind of chooser in the future. Other animals lack this second-order Free Will; although they can do otherwise, they cannot want to become otherwise than they are, making them amoral. This book explores the idea that because humans, in contrast, have second-order Free Will, they can be moral or immoral.

The book gathers some papers concerning the dialogue between neuroscience and psychoanalysis. Following the Introduction written by Georg Northoff, concerning the possibility of overcoming the highly impasse generating contraposition between localizationism and holism, G. Vaslamatzis deals with a “Framework for a new dialogue between psychoanalysis and neurosciences”. In this chapter the author describes three points of epistemological congruence: firstly, dualism is no longer a satisfactory solution; secondly, cautions for the centrality of interpretation (hermeneutics); and, thirdly, the self-criticism of neuroscientists. David W.Mann in his contribution “The mirror crack’d: dissociation and reflexivity in self and group phenomena” tries to show how reflexive processes generate each of three levels of the human system (self, relationships, group) and integrate them one to another, while dissociative processes tend throughout to pull them apart. Health and illness within the self, the relationship and the group can be understood as special states of the dynamic equilibria between these cohesive and dispersive trends. In “Sleep, memory and plasticity” Matthew P. Walker and Robert Stickgold outline a review of the researches following the discovery of rapid eye movement (REM) and non-REM (NREM) sleep, and specifically of those that began testing the hypothesis that sleep, or even specific stages of sleep, actively participated in the process of memory development. The last two chapters, “Clinical implications of neuroscience research in PTSD” by Bessel A. Van Der Kolk, and “Dysregulation of the right brain: a fundamental mechanism of traumatic attachment and the psychopathogenesis of PTSD” by Allan N. Schore, demonstrate how the psychopathology of traumatic conditions can be a fertile field of dialogue between neuroscience and psychoanalysis.

The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.

Developing Your Design Process is your primary source for acquiring knowledge of how and why you design. It will help you understand how architects think as well as learn why you should educate yourself about design culture. You'll explore the spark of imagination that leads to a strong concept, realize the importance of sketching and rough drafts, focus your original concept to make your abstract idea visible, and finally step away for a moment to critically question your concept by identifying its strengths and weaknesses. You'll also be introduced to the language of design, architectural terminology, historic precedents, and designers, in addition to the why, what, and how of the design process. The book is illustrated throughout with international examples of work by professionals and students in the discipline of architecture, and other related design professions.

"Anything that takes away from the terminally off key karaoke of so much that passes for theory in criminology is to be welcomed, and this is a fine effort to connect the study of crime and control to an innovative set of theoretical possibilities. A rip-roaring read that slaughters some sacred cows while throwing the odd baby out with the bath water." - Richard Hobbs, University of Essex "Boldly tackles big questions that the discipline has lately been unable or unwilling to confront. Steve Hall′s compelling and original book should help to restart a crucial discussion about the connections between crime and an increasingly volatile and predatory global social order." - Elliott Currie, University of California, Irvine "This erudite and original book synthesizes a dazzling array of thought and evidence to interrogate criminological theory′s dominant conservative and liberal perspectives... This reviewer is left with a sense of criminological theory′s tiredness of intellectual ambition and scope, while Hall′s book leaves a sense of rejuvenation and excitement." - Colin Webster, British Journal of Criminology "A beautifully written, accessible and yet theoretically rigorous piece of writing that should be read by everyone interested in crime, law and social order. The book should be read with an open mind and as a genuine response to the suffocating inability of criminology to free itself from the century old slanging-match between its liberal and conservative wings." - Simon Winlow, University of York Steve Hall uses cutting-edge philosophy and social theory to analyse patterns of crime and harm and illuminate contemporary criminological issues. He provides a fresh, relevant critique of the philosophical and political underpinnings of criminological theory and the theoretical canon′s development during the twentieth century, and applies new Continental philosophy to the criminological problem. Unmatched in its sophistication yet written in a clear, accessible style, this dynamic and highly engaging book is essential reading for all students, researchers and academics working in criminology, sociology, social policy, politics and the social sciences in general.

Metaphor and Fields is an explanation and demonstration of the value of metaphoric processes and fields in psychoanalysis. In this book, Montana Katz articulates a future direction for psychoanalysis which is progressively explored, taking into account features essential to psychoanalysts of all persuasions, clinically and theoretically. In this way, psychoanalysis is brought into the postmodern future by fashioning an umbrella for the discipline. With this umbrella, the barriers to mutual understanding may be dismantled and a path permanently forged to the possibility of meaningful international, intercultural, interdisciplinary and poly-perspectival psychoanalytic exchange. Metaphor and Fields organically merges work on metaphoric processes with work on fields. The use of a framework with metaphoric processes and fields combined exhibits the uniqueness of psychoanalysis and shows how it explores and explains human experience. The relational fields of the North American school of relational theory, intersubjective matrices, self object matrices, and the ground breaking work of Madeleine and Willy Baranger are all examples of field concepts that have been successfully employed in theoretical frameworks and clinical technique. They show how other schools of thought can be understood as using an implicit field concept. The chapters in this book approach the subject from diverse vantage points. Taken together, they form an intricate web of psychoanalytic thought that moves the scope of psychoanalysis beyond dispute towards the open, inclusive discussion of core concepts and technique. Metaphor and Fields will be of interest to psychoanalysts, psychiatrists, mental health clinicians, psychologists, social workers, and a wide academic audience drawn from the fields of philosophy, linguistics, comparative literature, anthropology and sociology.