Explains how our major social problems, including crime, violence, terrorism, war, substance abuse, and prejudice, are the result of efforts by their perpetrators to maintain a secure identity, or sense of self. It locates the root causes of these social problems and counterproductive responses in certain identity-damaging social and cultural phenomena that force identity to defend and maintain itself by socially harmful means.
In recent years, a growing field of empathy studies has started to emerge from several academic disciplines, including neuroscience, social psychology, and philosophy. Because literature plays a central role in discussions of empathy across disciplines, reconsidering how literature relates to "feeling with" others is key to rethinking empathy conceptually. This collection challenges common understandings of empathy, asking readers to question what it is, how it works, and who is capable of performing it. The authors reveal the exciting research on empathy that is currently emerging from literary studies while also making productive connections to other areas of study such as psychology and neurobiology. While literature has been central to discussions of empathy in divergent disciplines, the ways in which literature is often thought to relate to empathy can be simplistic and/or problematic. The basic yet popular postulation that reading literature necessarily produces empathy and pro-social moral behavior greatly underestimates the complexity of reading, literature, empathy, morality, and society. Even if empathy were a simple neurological process, we would still have to differentiate the many possible kinds of empathy in relation to different forms of art. All the complexities of literary and cultural studies have still to be brought to bear to truly understand the dynamics of literature and empathy.
Electronic Inspection Copy available for instructors here 'At about 700 pages and with contributions from more than 100 authors the editors have shown considerable skill, not to mention application, in sculpting a text that is economically delivered and lucid in its writing' - Dave Mearns, Professor Emeritus, University of Strathclyde, Glasgow 'The field of counselling and psychotherapy moves on but The Sage Handbook of Counselling and Psychotherapy keeps up!' - Professor Sue Wheeler, Director of the Doctoral Programme, Institute of Lifelong Learning, University of Leicester 'This book is the definitive text on the theory and practice of counselling and psychotherapy. The editors are to be commended!' - Professor Robert Bor CPsychol FBPsS CSci UKCP Reg FRAeS, Lead Consultant Clinical, Counselling & Health Psychologist, Royal Free Hospital and Co-Director, Dynamic Change Consultants www.dccclinical.com 'The what's what from the who's who in counselling in psychotherapy' - Professor Del Loewenthal, RCTE, University of Roehampton This long-awaited third edition brings together the fundamentals of counselling and psychotherapy theory, research, skills and practice. It addresses what every successful trainee or practitioner needs to know, do, think, feel, and use in a way that is entirely comprehensive, accessible and jargon-free. Including new material on interpersonal psychotherapy, cognitive analytic therapy, pluralistic therapy and mindfulness, as well as body psychotherapy, hypnotherapy, Asperger Syndrome, ADHD, and low self-esteem, this book continues to be essential reading for trainees or experienced practitioners alike. Colin Feltham is Emeritus Professor of Critical Counselling Studies, Sheffield Hallam University, Fellow of the British Association for Counselling and Psychotherapy, BACP Senior Registered Practitioner and former co- editor of the British Journal for Guidance and Counselling. Ian Horton is now retired and was Principal Lecturer in Counselling and Psychotherapy at University of East London, Chair of the UKRC Executive, a BACP accredited counsellor and UKRC registered independent counsellor. He is a fellow of the BACP.
In one volume, this edited collection provides both a theoretical and praxis-driven engagement with teaching world literature, focusing on various aspects of critical pedagogy. Included are nine praxis-driven essays by instructors who have taught world literature courses at the university level.
Difficult Empathy takes up the question of empathy as fundamentally a rhetorical concern, focusing on the ways we encounter and understand one another in what we read and write, hear and say. The book centres around the argument that empathy as a rhetorical event occurs not simply in the minds of individuals but as a product of the rhetorical situations, practices, cultures, and values in which we engage. Rather than identifying empathy as a cure-all, or jettisoning the concept altogether, the author acknowledges empathy’s potential as well as its limitations by focusing on what makes empathy a hard and ultimately worthwhile practice. This nuanced and original study will interest scholars working at the intersection of rhetoric and composition with empathy, as well as those studying empathy in fields such as critical and cultural theory, politics, media analysis, social psychology, and the cognitive humanities.
This book offers a unique perspective of art and its education in designer capitalism. It will contribute to the debate as to possibilities art and design hold for the future. It also questions the broad technologization of art that is taking place.
Politicians and school officials often argue that higher education is the solution to many of our social, and economic problems. Educating Inequality argues that in order to reduce inequality and enhance social mobility, public policies are needed to revamp the financial aid system and increase the number of good jobs. Exploring topics such as the fairness of the current social system, the focus on individual competition in an unequal society, and democracy and capitalism in higher education, this important book seeks to uncover the major myths that shape how people view higher education and its relation to the economy. Looking to models that generate economic mobility and social equality, this book advocates a broader vision for public higher education to promote universal equality and global awareness.
Alcorn examines qualities of student resistance to new and uncomfortable information and proposes methods for teachers to work productively with such resistance. Drawing on research from numerous disciplines showing how emotion grounds human reason, he outlines an agenda that makes emotional experience central to educational practice.
This book is about the formation of identity, primarily in adolescents, and the danger inherent in creating that identity in the context of a hyperconnected world. It provides scientific and regulatory pedagogical knowledge associated with these risks in creating identity, primarily among young people, arising from increasing, and increasingly important, screen connection times. It proposes solutions to the educational challenges of constructing identity in a hyperconnected society. The book focuses especially on the process of identity formation in this instance, where both adolescents and the adults who teach them have forgotten the vital need to incorporate educational theories and principles, novel, experimental and basic, kn any discussion of adolescent identity work.
Challenging the standard paradigm of terrorism research through the use of Norbert Elias’s figurational sociology, Michael Dunning explores the development of terrorism in Britain over the past two centuries, focusing on long-term processes and shifting power dynamics. In so doing, he demonstrates that terrorism as a concept and designation is entwined with its antithesis, civilization. A range of process sociological concepts are deployed to tease out the sociogenesis of terrorism as part of Britain’s relationships with France, Ireland, Germany, the Soviet Union, the industrial working classes, its colonies, and, most recently, jihadism. In keeping with the figurational tradition, Dunning examines the relationships between broad, macro-level processes and processes at the level of individual psyches, showing that terrorism is not merely a ‘thing’ done to a group, but part of a complex web of interdependent relations.
