First published in 1926, this book is the most important writing from preacher Ernest Shurtleff Holmes. In it, he strives to introduce man to himself, as he truly is. Man is part of the Infinite Spirit, as is all of the visible and invisible in existence. And sharing in the creative power of the Infinite, man becomes able to make thought manifest, as is the case with illness. Holmes explains how the mind controls illness in the body and how changing one's mental state can be healing. In this volume, Holmes gives readers a complete course in Mental Science, so that they may come to understand the power and potential that exists within. Anyone looking for a new way to understand the world and their place in it will find this an empowering read.

Throughout history, humans have attempted to influence and control the thoughts of others. Since the word 'brainwashing' was coined in the aftermath of the Korean War, it has become part of the popular culture and been exploited to create sensational headlines. It has also been the subject of learned discussion from many disciplines: including history, sociology, psychology, and psychotherapy. But until now, a crucial part of the debate has been missing: that of any serious reference to the science of the human brain. Descriptions of how opinions can be changed, whether by persuasion, deceit, or force, have been almost entirely psychological. In Brainwashing, Kathleen Taylor brought the worlds of neuroscience and social psychology together for the first time. In elegant and accessible prose, and with abundant use of anecdotes and case-studies, she examines the ethical problems involved in carrying out the required experiments on humans, the limitations of animal models, and the frightening implications of such research. She also explores the history of thought-control and shows how it persists all around us, from marketing and television, to politics and education. This edition includes a new preface from the author reflecting on the uses of brainwashing today, including by the Islamic State. Oxford Landmark Science books are 'must-read' classics of modern science writing which have crystallized big ideas, and shaped the way we think.

Evolutionary science lies at the heart of a modern understanding of the natural world. Darwin’s theory has withstood 150 years of scientific scrutiny, and today it not only explains the origin and design of living things, but highlights the importance of a scientific understanding in our culture and in our lives. Recently the movement known as “Intelligent Design” has attracted the attention of journalists, educators, and legislators. The scientific community is puzzled and saddened by this trend–not only because it distorts modern biology, but also because it diverts people from the truly fascinating ideas emerging from the real science of evolution. Here, join fifteen of our preeminent thinkers whose clear, accessible, and passionate essays reveal the fact and power of Darwin’s theory, and the beauty of the scientific quest to understand our world.

"Books on thinking": pages 248-251.

Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. If we want to improve educational opportunities and outcomes for all children, we must start applying what we know about mental functioning--how children think, learn, and remember in our schools. We must apply cognitive science in the classroom. Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. Using classroom examples, Bruer shows how applying cognitive research can dramatically improve students' transitions from lower-level rote skills to advanced proficiency in reading, writing, mathematics, and science. Cognitive research, he points out, is also beginning to suggest how we might better motivate students, design more effective tools for assessing them, and improve the training of teachers. He concludes with a chapter on how effective school reform demands that we expand our understanding of teaching and learning and that we think about education in new ways. Debates and discussions about the reform of American education suffer from a lack of appreciation of the complexity of learning and from a lack of understanding about the knowledge base that is available for the improvement of educational practice. Politicians, business leaders, and even many school superintendents, principals, and teachers think that educational problems can be solved by changing school management structures or by creating a market in educational services. Bruer argues that improvement depends instead on changing student-teacher interactions. It is these changes, guided by cognitive research, that will create more effective classroom environments. A Bradford Book