This work presents a reflexive mixed methods study of young adults' experiences of solo time in the wilderness and the impact on these individuals' attitudes and values in the face of global change.

In this provocative, revelatory tour de force, Jesse Prinz reveals how the cultures we live in - not biology - determine how we think and feel. He examines all aspects of our behaviour, looking at everything from our intellects and emotions, to love and sex, morality and even madness. This book seeks to go beyond traditional debates of nature and nurture. He is not interested in finding universal laws but, rather, in understanding, explaining and celebrating our differences. Why do people raised in Western countries tend to see the trees before the forest, while people from East Asia see the forest before the trees? Why, in South East Asia, is there a common form of mental illness, unheard of in the West, in which people go into a trancelike state after being startled? Compared to Northerners, why are people in the American South more than twice as likely to kill someone over an argument? And, above all, just how malleable are we? Prinz shows that the vast diversity of our behaviour is not engrained. He picks up where biological explanations leave off. He tells us the human story.

This title was first published in 2003. What prevents the human species from finally learning the lessons of social justice and global peace in an unreconciled world? Are Christians better off? Presenting new challenges to moral and religious education, this book clarifies the true image of the biblical God around the topics of justice and reconciliation. Rejuvenating interpretations of the most outstanding traditions of the Old and New Testament, Karl Ernst Nipkow's approach of 'elementarization' - well known in German speaking countries - is introduced for the first time in the English language. Theological perspectives are confronted with data from evolutionary ethics and social psychology, through practice-based examples of the roots of aggression, violence, xenophobia and ethno-centrism. The analysis ends with peace and spirituality in the light of different faiths. This book presents a striking blend of theology, education and the social sciences, to explore central issues in moral and religious education.

The book draws upon linguistic, psychological, philosophical, and sociolinguistic principles and uses practical examples from second, foreign, and mother tongue teaching. It attempts to integrate theoretical and empirical work with the practical needs of institutions and of teachers without losing sight of learners' needs for free personal choice combined with effective communication.

Co-winner of the 2005 Biennial Book Prize for the best philosophy book published in English presented by the Canadian Philosophical Association John Russon's Human Experience draws on central concepts of contemporary European philosophy to develop a novel analysis of the human psyche. Beginning with a study of the nature of perception, embodiment, and memory, Russon investigates the formation of personality through family and social experience. He focuses on the importance of the feedback we receive from others regarding our fundamental worth as persons, and on the way this interpersonal process embeds meaning into our most basic bodily practices: eating, sleeping, sex, and so on. Russon concludes with an original interpretation of neurosis as the habits of bodily practice developed in family interactions that have become the foundation for developed interpersonal life, and proposes a theory of psychological therapy as the development of philosophical insight that responds to these neurotic compulsions.

The collection presents Dewey's views on such topics as the theory of knowledge, interests, language and expereince, the self in action, democracy and education and the philosophy of education. It also critically evaluates Dewey's thought with a view to making explicit what is acceptable and unacceptable in it to contemporary thinkers.

Amidst the transformative tides reshaping the realm of English language education, educators, researchers, and practitioners grapple with a myriad of contemporary challenges. In recent years, the landscape of teaching and learning English as a second or foreign language (L2) has undergone a seismic shift, prompting a reevaluation of established practices. The dynamics of L2 education now face burgeoning issues such as fluctuating motivation levels among learners, evolving engagement dynamics in classrooms, and the expanding influence of technological advancements, particularly the pervasive use of computer-mediated communication, altering the traditional boundaries of language acquisition. The urgency to address these multifaceted concerns serves as the impetus for Exploring Contemporary English Language Education Practices, an edited book that unravels the complexities of the present-day L2 education panorama. This comprehensive volume, encapsulated by the title Exploring Contemporary English Language Education Practices, is not just a compilation of insights; it is a roadmap for navigating the intricate terrain of modern language education. The chapters within this book delve deep into the intricate fabric of second language motivation, learner engagement, emotional dimensions in language learning, classroom assessment strategies, corrective feedback methodologies, and the symbiotic relationship between technology and language acquisition.

The practice of language teaching and learning inside the classroom is, in fact, under the circumstance of both philosophical assumption and ideological framework. Teaching programs and curricular sets are written on the basis of particular assumptions about the nature and the value of knowledge. These assumptions mainly determine the actual decisions in listing what items to be taught and learned along with how those items are delivered. Approaches in language teaching have always been developed, in one hand, under the consideration of linguistic/ psychological theories of learning and educational objectives along with the expected demands of classroom teaching and learning in the other hand.

By paying close attention to the metaphors of artificial intelligence and their consequences for the field's patterns of success and failure, this text argues for a reorientation of the field away from thought and toward activity. It offers a critical reconstruction of AI research.