The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability. The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. Of Human Potential will be of interest to a broad range of philosophers, educators and social scientists.

Throughout time, people have explored the ways in which they can improve some aspect of their performance. Such attempts are more visible today, with many working to gain an ‘edge’ on their performance, whether it is to learn a new language, improve memory or increase golf handicaps. This book examines a range of techniques that are intended to help improve some aspect of performance, and examines how well they are able to achieve this. The various performance enhancing techniques available can be divided into those where the individual remains passive (receiving a message, suggestion or stimulus) and those where the individual needs to take a more active approach. Human Potential looks at a range of techniques within each of these categories to provide the reader with a sense of the traditional as well as the more contemporary approaches used to enhance human performance. The techniques covered include hypnosis, sleep learning, subliminal training and audio and visual cortical entrainment as well as mnemonics, meditation, speed-reading, biofeedback, neurofeedback and mental imagery practice. This is the first time such a broad range of techniques has been brought together to be assessed in terms of effectiveness. It will be useful to all psychology and sports science students, practicing psychologists, life coaches and anyone else interested in finding out about the effectiveness of performance enhancement techniques.

It’s positively astounding! It has remained undiscovered by science! No religion has revealed it! Higher education has never taught it! Is it possible the whole world has been deceived-regarding the awesome purpose of human life-about the way to world peace and how it will come? And could it be true that the real gospel message Christ brought from heaven revealed this missing dimension-but was suppressed? This is the eye-opening story of the real gospel message of Jesus Christ-of how this missing dimension was withheld, and the whole world deceived. In this book: • Christ's Gospel Was Suppressed—Not Heard From the First Century Until Now • The Startling Revelation of What Was Christ's Gospel • The Incredible Human Potential at Last Revealed! • Pre-Existence Before the Material Universe • What Led to the Creation of Man? • How God Planned to Reproduce Himself! • Bridging the Gap Between Human Man and the Ultimate Spirit-Composed Sons of God • Why Today's World Evils? • Why the Church? • Just What Do You Mean… Conversion? • Human Nature-And How a Whole World Is Deceived About Its Origin • Is There Life After Death? • World Peace-How It Will Come This ebook is offered completely free of charge by the Philadelphia Church of God. However, please not that Google Play will need a verified Google Wallet account which requires your credit card information. In a small number of countries, a temporary authorization of $1 will be charged to your account but will be refunded. This refund can take up to 1 month to process.

For countless generations people have been told that their potential as humans is limited and fundamentally unequal. The social order, they have been assured, is arranged by powers beyond their control. More recently the appeal has been to biology, specifically the genes, brain sciences, the concept of intelligence, and powerful new technologies. Reinforced through the authority of science and a growing belief in bio-determinism, the ordering of the many for the benefit of a few has become more entrenched. Yet scientists are now waking up to the influence of ideology on research and its interpretation. In Genes, Brains, and Human Potential, Ken Richardson illustrates how the ideology of human intelligence has infiltrated genetics, brain sciences, and psychology, flourishing in the vagueness of basic concepts, a shallow nature-versus-nurture debate, and the overhyped claims of reductionists. He shows how ideology, more than pure science, has come to dominate our institutions, especially education, encouraging fatalism about the development of human intelligence among individuals and societies. Genes, Brains, and Human Potential goes much further: building on work being done in molecular biology, epigenetics, dynamical systems, evolution theory, and complexity theory, it maps a fresh understanding of intelligence and the development of human potential. Concluding with an upbeat message for human possibilities, this synthesis of diverse perspectives will engender new conversations among students, researchers, and other interested readers.

To Educate the Human Potential is a thought-provoking work by Maria Montessori, the renowned Italian physician and educator. In this sequel to her earlier book, Education for a New World, Montessori delves into the needs of children beyond the age of six. She passionately argues that children, when equipped with a solid educational foundation, can reach their full human potential. Montessori envisions a world where young learners are not only academically proficient but also well-rounded individuals, accustomed to exercising their will, judgment, and imagination.

A profoundly heartening view of human nature, Beyond War offers a hopeful prognosis for a future without war. Douglas P. Fry convincingly argues that our ancient ancestors were not innately warlike--and neither are we. He points out that, for perhaps ninety-nine percent of our history, for well over a million years, humans lived in nomadic hunter-and-gatherer groups, egalitarian bands where warfare was a rarity. Drawing on archaeology and fascinating recent fieldwork on hunter-gatherer bands from around the world, Fry debunks the idea that war is ancient and inevitable. For instance, among Aboriginal Australians, warfare was an extreme anomaly. Fry also points out that even today, when war seems ever present, the vast majority of us live peaceful, nonviolent lives. We are not as warlike as we think, and if we can learn from our ancestors, we may be able to move beyond war to provide real justice and security for the world.

Basic needs fulfilment is fundamental to becoming human and reaching one’s potential. Extending the BUCET list proposed by Susan Fiske - which includes belonging, understanding, control/competence, autonomy, self-enhancement, trust, purpose and life satisfaction - this book demonstrates that the fulfilment of basic needs predicts adult physical and mental health, as well as sociality and morality. The authors suggest that meeting basic needs in childhood vitally shapes one’s trajectory for self-actualization, and that initiatives aimed at human wellbeing should include a greater emphasis on early childhood experience. Through contemporaneous and retrospective research in childhood, the authors argue that basic need-fulfilment is key to the development of the self and the possibility of reaching one’s full potential. This book will be of interest to scholars of human wellbeing and societal flourishing, as well as to health workers and educators.