Synopsis
For almost three millennia, philosophy and its more pragmatic offspring, psychology and the cognitive sciences, have struggled to understand the complex principles reflected in the patterned opera- tions of the human mind. What is knowledge? How does it relate to what we feel and do? What are the fundamental processes underlying attention, perception, intention, learning, memory, and conscious- ness? How are thought, feeling, and action related, and what are the practical implications of our current knowledge for the everyday priorities of parenting, education, and counseling? Such meaningful and fascinating questions lie at the heart of contemporary attempts to build a stronger working alliance among the fields of epistemology (theories of knowledge), the cognitive sciences, and psychotherapy. The proliferation and pervasiveness of what some have called "cognitivism" throughout all quarters of modern psychology repre- sent a phenomenon of paradigmatic proportions. The (re-)emergence of cognitive concepts and perspectives-whether portrayed as revo- lutionary (reactive) or evolutionary (developmental) in nature-marks what may well be the single most formative theme in late twentieth- century psychology. Skeptics of the cognitive movement, if it may be so called, can readily note the necessary limits and liabilities of naive forms of metaphysics and mentalism. The history of human ideas is writ large in the polarities of "in here" and "out there"-from Plato, Pythagoras, and Kant to Locke, Bacon, and Watson.
About the Author
<p><b>Arthur Freeman (EdD, ABPP), </b>is visiting professor in the Department of Psychology at Governors State University, University Park, IL, a clinical professor in the Department of Psychology at Philadelphia College of Osteopathic Medicine, and Director of Training at Sharidan Shores Care and Rehabilitation Center in Chicago. He is a Distinguished Founding Fellow at the Academy of Cognitive Therapy. Freeman has published widely in CBT and has lectured internationally. His work has been translated into twelve languages. He holds diplomas in clinical, family, and behavioral psychology from the American Board of Professional Psychology and is a Fellow of APA. Springer Publishing Company has published numerous of his books, including <i>Cognitive Behavior Therapy in Nursing Practice</i>, co-edited with Sharon Morgillo Freeman (2004), <i>Cognition and Psychotherapy</i>, now in its second edition, coedited with Michael J. Mahoney, Paul DeVito, and Donna Martin (2004) and<i>Borderline Personality Disorder: A Practitioner's Guide to Comparative Treatments</i>, coedited with Mark Stone and Donna Martin (2004, paperback 2007).</p>||<p><b>Michael J. Mahoney, PhD, </b>received his doctorate at Stanford University. He is presently professor of psychology at the University of North Texas and at Saybrook Graduate School in San Francisco, CA. Honored as a fellow by the American Association for the Advancement of Science, the American Psychological Association, and the World Academy of Art and Science, he has contributed pioneering research on human change processes and the psychology of peak performance. Currently Executive Editor of the journal <i>Constructivism in the Human Sciences,</i> he has most recently published <i>Human Change Processes </i> (1991), <i>Constructive Psychotherapy </i> (2003), and <i>Scientist as Subject</i> (2004).</p>|<p><b>Paul L. DeVito, PhD, </b> has been a professor of psychology at Saint Joseph's University in Philadelphia for more than 20 years and is Executive Director of the Early Responders Distance Learning Center (ERDLC). He is an experimental psychologist with research interests in the areas of learning and motivation, cognition, and the psychological consequences of terrorism. Dr. DeVito received his undergraduate and graduate degrees at the University of Pittsburgh. He is the author of more than 40 articles, chapters, and research presentations and has received merit awards for teaching, scholarship, and service. He is the recipient of numerous extramural grants and contracts totaling over $6 million. He has been a media spokesperson, discussing the psychological consequences of terrorism.</p>|<br> <p><b>Donna M. Martin, PsyD, </b>is an instructor and director of the academic support program at the Philadelphia College of Osteopathic Medicine, where she received her doctorate in clinical psychology. In her present position she works closely with medical students and graduate students to enhance both their successful performance and to remediate problems that arise in the graduate student population. She is currently involved with institutional outcome research to measure the effectiveness of this program's, and the school's other various interventions, on success in the first year of medical school. Dr. Martin is also manager of the Center for Brief Therapy, the PCOM training clinic, and is involved in the supervision and training of psychology practicum students and interns. She has sat on the board of the American Foundation for Suicide Prevention. Dr. Martin has published several articles and chapters, and has edited and co-authored a chapter in the second edition of <i>Cognition and Psychotherapy</i> with Arthur Freeman, EdD, Michael Mahoney, PhD, and Paul DeVito, PhD. (Springer Publishing 2004).</p
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