Correspondence between William T. Powers, originator of Perceptual Control Theory, PCT, and Philip J. Runkel, professor of psychology and education at the University of Oregon. 500 pages of original letters show how Phil Runkel reevaluated everything he knew about psychology. This focused correspondence deals with the science (or lack thereof) and (inappropriate) methods used in psychology while introducing a new approach to a new natural science of psychology. Enclosures that go with the letters are available on the web.

Galileo’s Dialogue Concerning the Two Chief World Systems, published in Florence in 1632, was the most proximate cause of his being brought to trial before the Inquisition. Using the dialogue form, a genre common in classical philosophical works, Galileo masterfully demonstrates the truth of the Copernican system over the Ptolemaic one, proving, for the first time, that the earth revolves around the sun. Its influence is incalculable. The Dialogue is not only one of the most important scientific treatises ever written, but a work of supreme clarity and accessibility, remaining as readable now as when it was first published. This edition uses the definitive text established by the University of California Press, in Stillman Drake’s translation, and includes a Foreword by Albert Einstein and a new Introduction by J. L. Heilbron.

These introductions and readings provide a comprehensive range of information for the study of Perceptual Control Theory—papers, books, book reviews, resources on-line, demos and tutorial programs for your computer. Perceptual Control Theory, PCT, results from one man's curiosity, expertise, creativity and determination. The articles, books, and tutorial programs introduced in this volume would not have been written, certainly not this way, if it were not for William T. (Bill) Powers's seminal insight and tireless efforts across more that sixty years. The PCT explanation for what behavior is, how it works and what it accomplishes is well documented. It lays a foundation for a new natural science and can handle behavioral phenomena within a single testable concept of how living systems work. You can demonstrate it yourself with functioning computer simulations. Whether you are interested in improving education, resolving chronic psychological stress, understanding what is going on with an inconsolable baby, understanding the basis for our universal sense of justice, getting a different take on what emotions are, resolving conflict in general, becoming a better parent, manager, sales person, friend or lover, you will find fascinating insight when you review these readings and study this new explanatory concept with care.

Forssell introduces a new understanding of purposeful behavior--Perceptual Control Theory--and shows how to apply it to a wide range of leadership problems.

For anyone who is contemplating the study of law, or wished they had done so, or is in the midst of such an endeavor, this book will provide rewards of insight into how the lawyer thinks through problems in a legal context. The Death of Jeffrey Stapleton is based on, introduces and illustrates a technically sound, testable and easy to demonstrate explanation of how people think and act that lays a foundation for psychology to become a natural science rather than merely an art. The book shows that an understanding the phenomenon of control provides an explanation for the way people behave, what behavior is, how it works, and what it accomplishes. This has profound implications for litigation where psychology is involved.

Have you ever wondered how learning happens? Control in the Classroom introduces the main ideas of a profound explanation of human behavior and then applies these ideas to the issue of curriculum delivery. This illuminating explanation, known as Perceptual Control Theory, shows that control is the fundamental phenomenon at the core of the business of living. Control is critical in the classroom - both for teachers and for students. From this perspective, teaching can be considered to be a process of helping students develop greater control capabilities. The first part of the book introduces the theory in an easy-to-read, light-hearted style. Through an abundance of examples the principles of the theory are applied both to classroom activity and life in general. You might even discover that understanding this theory helps you in other areas of your life, not only in teaching. The second part of the book addresses specific aspects of curriculum delivery such as lesson plans and goal setting. Forms are provided to help you develop expertise in this approach. Examples of completed forms are included as well. This exciting and intriguing book will be an invaluable resource for both inexperienced and seasoned teachers. Any educator who wants to improve life in the classroom by taking a behind-the-scenes peek at what might be going on when students learn will be delighted with this book. By taking some time to understand the important principles and becoming familiar with the suggested forms and practices, teachers will be able to help themselves and their students have more rewarding experiences in the classroom. With this book in your collection, walking into your classroom really will be embarking on an adventure in learning and achievement.

The dilemma named in Hugh G. Petrie's title was stated by Meno in Plato's dialogue of that name: "A man cannot enquire about that which he knows or about that which he does not know; for if he knows, he has no need to enquire; and if not, he cannot; for he does not know the very subject about which he is to enquire." Petrie argues that Meno's dilemma poses the fundamental epistemological question for education, "How is learning possible?" He examines a variety of familiar approaches to learning, from the open classroom to back-to-basics, and finds that each of these approaches attempts to grasp one horn of the dilemma to the exclusion of the other. The examination of previous attempts to resolve the dilemma of enquiry and learning prepares the way for Petrie's proposed solution. He defines learning as an adaptation of thought and action to the demands of the natural and social world. This process has two major components, assimilation and accommodation, corresponding to the two traditional ways of attacking the dilemma. Assimilation is explained using the insights of [control] systems theory, while results in evolutionary epistemology are brought to bear on the question of accommodation. Petrie shows that only a reflective equilibrium between assimilation and accommodation will allow for a resolution of the Meno dilemma. In the course of his presentation the author challenges a number of educational dogmas, including the beliefs that clear and unambiguous goals can be stated for learning; that theory can be "applied" to practice; that "subjective" tests are inferior to "objective" tests; and that the intelligence of a child makes a difference to educational policy. The book outlines new approaches to commonplace educational phenomena such as testing and to radical phenomena such as conversion experiences. It makes novel practical suggestions for the use of activity, perceptual training, and metaphor in a variety of learning situations.