Derived from a conference sponsored by the Heinz Werner Institute for Developmental Analysis at Clark University, these papers consider the role emotions play in ideal human development. Contributors from the fields of psychology, philosophy, and sociology discuss the place that "feelings," "affect," "passion," and "emotion" should ideally occupy in human existence and how realization of this goal can be fostered. The conference organizers focused the discussions by asking the participants to consider six questions, each of which was intended to touch upon some aspect of the relationship between emotions and ideal human development. Chapters contain the papers presented and a summary of the discussions that followed the presentations.

Derived from a conference sponsored by the Heinz Werner Institute for Developmental Analysis at Clark University, these papers consider the role emotions play in ideal human development. Contributors from the fields of psychology, philosophy, and sociology discuss the place that "feelings," "affect," "passion," and "emotion" should ideally occupy in human existence and how realization of this goal can be fostered. The conference organizers focused the discussions by asking the participants to consider six questions, each of which was intended to touch upon some aspect of the relationship between emotions and ideal human development. Chapters contain the papers presented and a summary of the discussions that followed the presentations.

Cutting across the studies described are a number of common themes: an interest in individual differences; in using natural language data and observational methods as well as experimental approaches; in gender differences in emotional expression and experiences and their implications; and, perhaps most striking of all, in framing developmental questions in terms of both cognitive and emotional development.

This book, first published in 1997, offers an approach to researching human behavior relating details of interaction to social structure.

Adult Educational Psychology is useful for those encountering psychology as a subject in adult education courses as well as those with an interest in the psychology of adult development. It is directly relevant for teachers in higher education, instructors in technical and further education, staff development and human resource practitioners as well as community educators.

The study of international ethics is marked by an overwhelming bias towards reasoned reflection at the expense of emotionally driven moral deliberation. For rationalist cosmopolitans in particular, reason alone provides the means by which we can arrive at the truly impartial moral judgments a cosmopolitan ethic demands. However, are the emotions as irrational, selfish and partial as most rationalist cosmopolitans would have us believe? By re-examining the central claims of the eighteenth-century moral sentiment theorists in light of cutting-edge discoveries in the fields of neuroscience and psychology, Renée Jeffery argues that the dominance of rationalism and marginalisation of emotions from theories of global ethics cannot be justified. In its place she develops a sentimentalist cosmopolitan ethic that does not simply provide a framework for identifying injustices and prescribing how we ought to respond to them, but which actually motivates action in response to international injustices such as global poverty.

Bringing together current perspectives of eminent figures in the field, this volume examines the relationship between emotions and psychopathology in the context of major psychological disorders.