Belief change lies at the heart of all human aspirations. From career progression, weight loss, spiritual commitment, and ideological passion, to love, grief, war, identity, and sport, beliefs guide our lives and to a great extent, determine our success, satisfaction and happiness. Cognitive Mechanisms of Belief Change is relevant to anyone interested in the machinations of how this occurs. It explains how certain ideas and concepts steal a place in the mind because they latch on to hardwired ways of thinking, experiencing, and behaving. Concepts throw light upon the mind’s desires, which in turn casts a kaleidoscope of silhouettes against the walls of thought, with those taking distinct shape forging the outlines for beliefs to inhabit. Beliefs infiltrate our minds, and this book shows how they arrive and change in ways critical to our sense of meaning and identity.

This book examines the human proclivity to resist changing our beliefs. Drawing on psychological, neurological, and philosophical research, and integrating topics as wide ranging as emotion, cognition, social (and physical) context, and learning theory, Lao and Young explore why this resistance to change impedes our learning and progression. They also suggest that failure to adapt our beliefs to available and informed evidence can incur costs that may be seen in personal growth, politics, science, law, medicine, education, and business. Resistance to Belief Change explores the various manifestations of resistance, including overt, discursive, and especially inertial forms of resistance. As well as the influential factors that can impact upon them, the book also examines how the self-directed learner, as well as teachers, may structure the learning experience to overcome resistance and facilitate progressive and adaptive learning. Lao and Young find that the impediments to learning and resistance to change are far more prevalent and costly than previously suggested in research, and so this book will be of interest to a range of people in cognitive development, social psychology, and clinical and educational psychology.

What is belief? "Beliefs aim at truth" is the commonly accepted starting point for philosophers who want to give an adequate account of this fundamental state of mind, but it raises as many questions as it answers. For example, in what sense can beliefs be said to have an aim of their own? If belief aims at truth, does it mean that reasons to believe must also be based on truth? Must beliefs be formed on the basis of evidence alone? Is truth the constitutive norm of belief? Does aiming at truth bring in a normative dimension to the nature of belief? How can the aim of truth guide the formation of our beliefs? In what ways do partial beliefs aim at truth? Is truth the aim of epistemic justification? Last but not least, is it knowledge rather than truth which is the fundamental aim of belief? In recent years, pursuing these questions has proved extremely fertile for our understanding of a wide range of current issues in philosophy of mind and action, epistemology, and meta-ethics. The Aim of Belief is the first book to be devoted to this fast-growing topic. It brings together eleven newly commissioned essays by leading authors on the aim of belief. The volume not only reflects the state of the art, but further advances the current debate. It will be key reading for researchers and students of philosophy interested in mind, knowledge and reason.

Tiddy Smith argues that the conflict between science and religion is ultimately a disagreement about what kinds of methods we should use for investigating the world. Specifically, scientists and religious folk disagree over which belief-forming methods are reliable. In the course of justifying any scientific claim, scientists typically appeal to methods which generate agreement between independent investigators, and which converge on the same answers to the same questions. In contrast, religious claims are typically justified by methods which neither generate agreement nor converge in their results (for example, dreams, visions, mystical experiences etc.). This fundamental difference in methodologies can neatly account for the conflict between science and religion.

Social problems in many domains, including health, education, social relationships, and the workplace, have their origins in human behavior. The documented links between behavior and social problems have compelled governments and organizations to prioritize and mobilize efforts to develop effective, evidence-based means to promote adaptive behavior change. In recognition of this impetus, The Handbook of Behavior Change provides comprehensive coverage of contemporary theory, research, and practice on behavior change. It summarizes current evidence-based approaches to behavior change in chapters authored by leading theorists, researchers, and practitioners from multiple disciplines, including psychology, sociology, behavioral science, economics, philosophy, and implementation science. It is the go-to resource for researchers, students, practitioners, and policy makers looking for current knowledge on behavior change and guidance on how to develop effective interventions to change behavior.

Beck's Cognitive Therapy explores the key contributions made by Aaron T. Beck to the development of cognitive behaviour therapy. The book describes the development of the unique model of therapy developed by Professor Aaron. T. Beck and his daughter, Dr. Judith. S. Beck. The first part on theory explains how the Becks understand psychological problems. The second part on practice describes the main methods and skills that have evolved in cognitive therapy. Updated throughout to include recent developments, this revised edition of Beck's Cognitive Therapy will be ideal for both newcomers and experienced practitioners.

This is the first book to provide a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. Both theory building and empirical research have grown dramatically in the past decade but, until now, this work has not been pulled together in a single volume. That is the mission of this volume whose state-of-the-art theory and research are likely to define the field for the next 20 years. Key features of this important new book include: *Pioneering Contributors--The book provides current perspectives of each of the major theoreticians and researchers who pioneered this growing field, as well as contributions from new researchers. *Diverse Perspectives--The contributors represent a variety of perspectives, including education, educational psychology, developmental psychology, higher education, and science and mathematics education. *Editorial Integration--Opening and closing chapters by the editors set out key issues confronting the field.