This work approaches the question of the relationship of religious to scientific thought. The author argues that they evolved together and are therefore complementary.

`At the end of the day, what is crucial is to enable educationalists to promote and apply their own metatheories and models of child development which they feel comfortable with and which enable children to develop. ... Peter Sutherland should be credited with making a significant contribution towards achieving this fundamental goal' - Educational Psychology in Practice ` ... this book deserves to become a classic in the field. Will appeal alike to academics and students in higher education, and to serving teachers- BPS: Educational Review Section This book provides a general outline of the dominant schools of thought on cognitive development, with a focus on Piaget. His views are outlined and a range of critical responses and alternatives are detailed. The author examines the application of these schools of thought to teaching pre-school, primary and secondary children. Each chapter includes a summary and questions for discussion. The book concludes with a glossary of terms.

"The first in time I shall call Preparation, the stage during which the problem was 'investigated ... in all directions'; the second is the stage during which he was not consciously thinking about the problem, which I shall call Incubation; the third, consisting of the appearance of the 'happy idea' together with the psychological events which immediately preceded and accompanied that appearance, I shall call Illumination. And I shall add a fourth stage, of Verification ..." Solis Press are pleased to be able to republish Wallas' seminal book on creativity that had sadly been out of print for many years. Graham Wallas (1858-1932) was a social psychologist and educationalist who helped found the London School of Economics. This edition is based on the first edition of 1926 and has been completely reset in fresh type. "Wallas plainly is courgageous, tolerant, keenly observant, and widely experienced in social matters." The Sewanee Review

This book is the first practical, hands-on guide that shows how leaders can build psychological safety in their organizations, creating an environment where employees feel included, fully engaged, and encouraged to contribute their best efforts and ideas. Fear has a profoundly negative impact on engagement, learning efficacy, productivity, and innovation, but until now there has been a lack of practical information on how to make employees feel safe about speaking up and contributing. Timothy Clark, a social scientist and an organizational consultant, provides a framework to move people through successive stages of psychological safety. The first stage is member safety-the team accepts you and grants you shared identity. Learner safety, the second stage, indicates that you feel safe to ask questions, experiment, and even make mistakes. Next is the third stage of contributor safety, where you feel comfortable participating as an active and full-fledged member of the team. Finally, the fourth stage of challenger safety allows you to take on the status quo without repercussion, reprisal, or the risk of tarnishing your personal standing and reputation. This is a blueprint for how any leader can build positive, supportive, and encouraging cultures in any setting.

The result of extensive scholarship and consultation with leading scholars, this text introduces students to twenty-four theorists and compares and contrasts their theories on how we develop as individuals. Emphasizing the theories that build upon the developmental tradition established by Rousseau, this text also covers theories in the environmental/learning tradition.

This bold and brilliant book asks the ultimate question of the life sciences: How did the human mind acquire its incomparable power? In seeking the answer, Merlin Donald traces the evolution of human culture and cognition from primitive apes to artificial intelligence, presenting an enterprising and original theory of how the human mind evolved from its presymbolic form.

The Development of Children’s Thinking offers undergraduate and graduate students in psychology and other disciplines an introduction to several core areas of developmental psychology. It examines recent empirical research within the context of longstanding theoretical debates. In particular, it shows how a grasp of classic theories within developmental psychology is vital for a grasp of new areas of research such as cognitive neuroscience that have impacted on our understanding of how children develop. The focus of this book will be on infancy and childhood, and it looks at: Theories and context of development How developmental psychology attempts to reconcile influences of nature and nurture Communication in infancy as a precursor to later thinking Language development in primates and young children Cognitive and social development, including the child’s understanding of the mind How studies of moral reasoning reflect upon our understanding of development

Is personality "in the genes"? Do our infant experiences matter, even though we can’t remember them? Why do patterns repeat within the lives of individuals and families? The Stages of Life provides answers to these and other intriguing questions, and presents a refreshingly readable introduction to human development from birth to death. The book synthesises those theories and research findings that are most helpful in explaining the paradoxes and complexities of human personality and human problems. The book provides a thought-provoking discussion of several important topics, including: how personality evolves in response to both genetic and social influences how individuals differ and what this means for them how some problems tend to develop at particular stages of the life course, from early childhood through to midlife and old age. Throughout the book, Hugh Crago relates both ‘nature’ and ‘nurture’ to the challenges individuals must face from early childhood through to old age. He draws attention to often-ignored clinical findings about ‘cross generational repetition’ in families, and shows how recent developments in epigenetics may supply an explanation for such mysterious phenomena. Written without jargon, and full of new and provocative ideas, the book will be of great interest to students of counselling and psychotherapy, and it is also has much to offer the general reader. With its engaging examples from history, literature and the author’s own life, readers will find that The Stages of Life illuminates puzzles in their own lives and opens a road to self-acceptance.

Ian Schrager, Marcus Aurelius, Supreme, Kith, Rick Rubin, Kanye West, Soulcycle, Ikea, Sweetgreen, The Wu-Tang Clan, Danny Meyer, Tracy Chapman, Warren Buffett, Walt Disney, Jack's Wife Freda, Starbucks, A24, Picasso, In-N-Out Burger, intel, Tom Brady, Mission Chinese, Nike, Masayoshi Takayama, Oprah, the Baal Shem Tov. What do they all have in common? They have discovered their purpose and unlocked their creative potential. We have been born into a time when all the tools to make our dreams a reality are available and, for the most part, affordable. We have the freedom to manifest our truth, pursue our own path, and along the way discover our best selves. Whether as individuals or as part of a group, we can't be held back by anything except knowledge. The Age of Ideas provides that knowledge. It takes the reader on an incredible journey into a world of self-discovery, personal fulfillment, and modern entrepreneurship. The book starts by explaining how the world has shifted into this new paradigm and then outlines a step-by-step framework to turn your inner purpose and ideas into an empowered existence. Your ideas have more power than ever before, and when you understand how to manifest and share those ideas, you will be on the road to making an impact in ways you never before imagined. Welcome to the Age of Ideas.