Do your kids sometimes make you feel like your head is going to explode? Have you ever yelled until you were hoarse? Do you ever have days when all you feel like doing is making a run for the airport? Why is it so hard to be the parent you thought you would be?For harassed parents struggling to understand why they end up screaming at their kids and tearing their hair out trying to make them understand that bad behaviour has consequences, here′s the perfect book to help your family make it through the crucial first decade or so and actually enjoy each other’s company.Practical commonsense answers and examples from actual cases, logical and realistic strategies, and innovative behaviour modification tools that work in the real world — all from a parent and family therapist who′s seen almost everything there is to see and offers some hard-won battlefield wisdom.Written in down-to-earth language, this book should be handed out at birth, an essential guide for the struggling parent who knows family life can and should be better.

    Highly recommended, it is likely to prove one of the most thought-provoking books of the year."--Tyler Cowen, Marginal RevolutionHow did human minds become so different from those of other animals? What accounts for our capacity to understand the way the physical world works, to think ourselves into the minds of others, to gossip, read, tell stories about the past, and imagine the future? These questions are not new: they have been debated by philosophers, psychologists, anthropologists, evolutionists, and neurobiologists over the course of centuries. One explanation widely accepted today is that humans have special cognitive instincts. Unlike other living animal species, we are born with complicated mechanisms for reasoning about causation, reading the minds of others, copying behaviors, and using language.Cecilia Heyes agrees that adult humans have impressive pieces of cognitive equipment. In her framing, however, these cognitive gadgets are not instincts programmed in the genes but are constructed in the course of childhood through social interaction. Cognitive gadgets are products of cultural evolution, rather than genetic evolution. At birth, the minds of human babies are only subtly different from the minds of newborn chimpanzees. We are friendlier, our attention is drawn to different things, and we have a capacity to learn and remember that outstrips the abilities of newborn chimpanzees. Yet when these subtle differences are exposed to culture-soaked human environments, they have enormous effects. They enable us to upload distinctively human ways of thinking from the social world around us.As Cognitive Gadgets makes clear, from birth our malleable human minds can learn through culture not only what to think but how to think it.

    The Archaeology of Mind presents an affective neuroscience approach which takes into consideration basic mental processes, brain functions, and emotional behaviors that all mammals share to locate the neural mechanisms of emotional expression. It reveals for the first time the deep neural sources of our values and basic emotional feelings.This book elaborates on the seven emotional systems that explain how we live and behave. These systems originate in deep areas of the brain that are remarkably similar across all mammalian species. When they are disrupted, we find the origins of emotional disorders:- SEEKING: how the brain generates a euphoric and expectant response- FEAR: how the brain responds to the threat of physical danger and death- RAGE: sources of irritation and fury in the brain- LUST: how sexual desire and attachments are elaborated in the brain- CARE: sources of maternal nurturance- GRIEF: sources of non-sexual attachments- PLAY: how the brain generates joyous, rough-and-tumble interactions- SELF: a hypothesis explaining how affects might be elaborated in the brainThe book offers an evidence-based evolutionary taxonomy of emotions and affects and, as such, a brand-new clinical paradigm for treating psychiatric disorders in clinical practice.

    Right? Wrong, says Alex Rosenberg in How History Gets Things Wrong. Feeling especially well-informed after reading a book of popular history on the best-seller list? Don't. Narrative history is always, always wrong. It's not just incomplete or inaccurate but deeply wrong, as wrong as Ptolemaic astronomy. We no longer believe that the earth is the center of the universe. Why do we still believe in historical narrative? Our attachment to history as a vehicle for understanding has a long Darwinian pedigree and a genetic basis. Our love of stories is hard-wired. Neuroscience reveals that human evolution shaped a tool useful for survival into a defective theory of human nature.Stories historians tell, Rosenberg continues, are not only wrong but harmful. Israel and Palestine, for example, have dueling narratives of dispossession that prevent one side from compromising with the other. Henry Kissinger applied lessons drawn from the Congress of Vienna to American foreign policy with disastrous results. Human evolution improved primate mind reading—the ability to anticipate the behavior of others, whether predators, prey, or cooperators—to get us to the top of the African food chain. Now, however, this hard-wired capacity makes us think we can understand history—what the Kaiser was thinking in 1914, why Hitler declared war on the United States—by uncovering the narratives of what happened and why. In fact, Rosenberg argues, we will only understand history if we don't make it into a story.

    How do these individuals make the split-second decisions that save lives? Most studies of decision making, based on artificial tasks assigned in laboratory settings, view people as biased and unskilled. Gary Klein is one of the developers of the naturalistic decision making approach, which views people as inherently skilled and experienced. It documents human strengths and capabilities that so far have been downplayed or ignored.Since 1985, Klein has conducted fieldwork to find out how people tackle challenges in difficult, nonroutine situations. Sources of Power is based on observations of humans acting under such real-life constraints as time pressure, high stakes, personal responsibility, and shifting conditions. The professionals studied include firefighters, critical care nurses, pilots, nuclear power plant operators, battle planners, and chess masters. Each chapter builds on key incidents and examples to make the description of the methodology and phenomena more vivid. In addition to providing information that can be used by professionals in management, psychology, engineering, and other fields, the book presents an overview of the research approach of naturalistic decision making and expands our knowledge of the strengths people bring to difficult tasks.

    We can actually observe a person's brain registering a joke or experiencing a painful memory. Drawing on the latest imaging technology and the expertise of distinguished scientists, Rita Carter explores the geography of the human brain. Her writing is clear, accessible, witty, and the book's 150 illustrations—most in color—present an illustrated guide to that wondrous, coconut-sized, wrinkled gray mass we carry inside our heads.Mapping the Mind charts the way human behavior and culture have been molded by the landscape of the brain. Carter shows how our personalities reflect the biological mechanisms underlying thought and emotion and how behavioral eccentricities may be traced to abnormalities in an individual brain. Obsessions and compulsions seem to be caused by a stuck neural switch in a region that monitors the environment for danger. Addictions stem from dysfunction in the brain's reward system. Even the sense of religious experience has been linked to activity in a certain brain region. The differences between men and women's brains, the question of a "gay brain," and conditions such as dyslexia, autism, and mania are also explored.Looking inside the brain, writes Carter, we see that actions follow from our perceptions, which are due to brain activity dictated by a neuronal structure formed from the interplay between our genes and the environment. Without sidestepping the question of free will, Carter suggests that future generations will use our increasing knowledge of the brain to "enhance those mental qualities that give sweetness and meaning to our lives, and to eradicate those that are destructive."

    But is introspection the best path to self-knowledge? What are we trying to discover, anyway? In an eye-opening tour of the unconscious, as contemporary psychological science has redefined it, Timothy D. Wilson introduces us to a hidden mental world of judgments, feelings, and motives that introspection may never show us.This is not your psychoanalyst's unconscious. The adaptive unconscious that empirical psychology has revealed, and that Wilson describes, is much more than a repository of primitive drives and conflict-ridden memories. It is a set of pervasive, sophisticated mental processes that size up our worlds, set goals, and initiate action, all while we are consciously thinking about something else.If we don't know ourselves--our potentials, feelings, or motives--it is most often, Wilson tells us, because we have developed a plausible story about ourselves that is out of touch with our adaptive unconscious. Citing evidence that too much introspection can actually do damage, Wilson makes the case for better ways of discovering our unconscious selves. If you want to know who you are or what you feel or what you're like, Wilson advises, pay attention to what you actually do and what other people think about you. Showing us an unconscious more powerful than Freud's, and even more pervasive in our daily life, Strangers to Ourselves marks a revolution in how we know ourselves.

    He puts forth his thesis with a rhetorical style that is passionate, logical, and laden with examples and illustrations.” ForeWord Magazine“Weapons of Mass Instruction is probably his best yet. Gatto’s storytelling skill shines as he relates tales of real people who fled the school system and succeeded in spite of the popular wisdom that insists on diplomas, degrees and credentials. If you are just beginning to suspect there may be a problem with schooling (as opposed to educating as Gatto would say), then you’ll not likely find a better expose of the problem than Weapons of Mass Instruction.” Cathy Duffy Reviews"In this book, the noisy gadfly of U.S. education takes up the question of damage done in the name of schooling. Again he touches on many of the same questions and finds the same answers.  Gatto is a bold and compelling critic in a field defined by politic statements, and from the first pages of this book he takes even unwilling readers along with him. In Weapons of Mass Instruction, he speaks movingly to readers' deepest desires for an education that taps their talents and frees frustrated ambitions. It is a challenging and extraordinary book that is a must read for anyone navigating their way through the school system." - Ria Julien - Winnipeg Free PressJohn Taylor Gatto’s Weapons of Mass Instruction focuses on mechanisms of familiar schooling that cripple imagination, discourage critical thinking, and create a false view of learning as a by-product of rote-memorization drills. Gatto’s earlier book, Dumbing Us Down, put that now-famous expression of the title into common use worldwide. Weapons of Mass Instruction promises to add another chilling metaphor to the brief against schooling.Here is a demonstration that the harm school inflicts is quite rational and deliberate, following high-level political theories constructed by Plato, Calvin, Spinoza, Fichte, Darwin, Wundt, and others, which contend the term “education” is meaningless because humanity is strictly limited by necessities of biology, psychology, and theology. The real function of pedagogy is to render the common population manageable.Realizing that goal demands that the young be conditioned to rely upon experts, remain divided from natural alliances, and accept disconnections from the experiences that create self-reliance and independence.Escaping this trap requires a different way of growing up, one Gatto calls “open source learning.” In chapters such as “A Letter to Kristina, my Granddaughter”; “Fat Stanley”; and “Walkabout:London,” this different reality is illustrated.John Taylor Gatto taught for thirty years in public schools before resigning from school-teaching in the op-ed pages of The Wall Street Journal during the year he was named New York State’s official Teacher of the Year. Since then, he has traveled three million miles lecturing on school reform.

    Mirroring his theory, Minsky boldly casts The Society of Mind as an intellectual puzzle whose pieces are assembled along the way. Each chapter -- on a self-contained page -- corresponds to a piece in the puzzle. As the pages turn, a unified theory of the mind emerges, like a mosaic. Ingenious, amusing, and easy to read, The Society of Mind is an adventure in imagination.

    But until recently, scientists didn’t understand what in the brain makes it possible. This has all changed in the last decade. Marco Iacoboni, a leading neuroscientist whose work has been covered in The New York Times, the Los Angeles Times, and The Wall Street Journal, explains the groundbreaking research into mirror neurons, the “smart cells” in our brain that allow us to understand others. From imitation to morality, from learning to addiction, from political affiliations to consumer choices, mirror neurons seem to have properties that are relevant to all these aspects of social cognition. As The New York Times reports: “The discovery is shaking up numerous scientific disciplines, shifting the understanding of culture, empathy, philosophy, language, imitation, autism and psychotherapy.”  Mirroring People is the first book for the general reader on this revolutionary new science.

    As such, it should not be confused with the many abridgements that omit key sections.The book presents lucid descriptions of human mental activity, with detailed considerations of the stream of thought, consciousness, time perception, memory, imagination, emotions, reason, abnormal phenomena, and similar topics. In its course it takes into account the work of Berkeley, Binet, Bradley, Darwin, Descartes, Fechner, Galton, Green, Helmholtz, Herbart, Hume, Janet, Kant, Lange, Lotze, Locke, Mill, Royce, Schopenhauer, Spinoza, Wundt, and scores of others. It examines contrasting interpretations of mental phenomena, treating introspective analysis, philosophical interpretations, and experimental research.It remains unsurpassed today as a brilliantly written survey of William James’ timeless view of psychology.

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    Wild Things addresses the physical, emotional, and spiritual parts of a boy, written by two therapists who are currently engaged in clinical work with boys and their parents and who are also fathers raising five sons. Contains chapters such as "Sit Still! Pay Attention!" "Deficits and Disappointments," and "Rituals, Ceremonies, and Rites of Passage."

    

    Why is it that they can remember the smallest details from their favorite television program, yet miss the most obvious questions on their history test?Cognitive scientist Dan Willingham has focused his acclaimed research on the biological and cognitive basis of learning and has a deep understanding of the daily challenges faced by classroom teachers. this book will help teachers improve their practice by explaining how they and their students think and learn—revealing the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.In this breakthrough book, Willingham has distilled his knowledge of cognitive science into a set of nine principles that are easy to understand and have clear applications for the classroom. Some of examples of his surprising findings are:“Learning styles” don't exist The processes by which different children think and learn are more similar than different.Intelligence is malleable Intelligence contributes to school performance and children do differ, but intelligence can be increased through sustained hard work.You cannot develop “thinking skills” in the absence of facts We encourage students to think critically, not just memorize facts. However thinking skills depend on factual knowledge for their operation.Why Don't Students Like School is a basic primer for every teacher who wants to know how their brains and their students’ brains work and how that knowledge can help them hone their teaching skills.