Teaching Students With High-Incidence Disabilities: Strategies for Diverse Classrooms
Mary Anne Prater
3 589 kr
3 589 kr
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"Students who work with this book will emerge with an education in the best sense. They will interact on paper with the greatest thinkers on or in psychology. That does not happen often enough."
—James H. Korn, Saint Louis University
"A wonderful resource collection of 'original source material.' I appreciate the cluster of readings by topic as well as the date."
—James Uchtenberg, University of Kansas
Through carefully selected and extensively annotated original sources, Foundations of Psychological Thought: A History of Psychology deals with some of the most important issues and ideas in the history of psychological thought. Defining questions such as "How do we distinguish between normal and abnormal behavior?" and "How much of our behavior is biologically determined?" are posed throughout the book.
By providing context, background, and interpretation, the editors make the material more accessible to contemporary students. The editors' annotations, found throughout the readings, provide straightforward information about the original text–definitions, translations, underlying assumptions, important contexts, and related ideas. While the readings stretch back as far as the seventeenth century, there are also articles from the past thirty years, showing the evolution of ideas and emphasizing that these topics are still very much with us.
Key Features
Intended Audience
Foundations of Psychological Thought is an ideal primary or supplemental text for upper-level undergraduate and graduate courses in the History of Psychology and for honors-level Introductory Psychology or Capstone courses in departments of psychology.
"Through carefully selected and extensively annotated original sources, Foundations of Psychological Thought deals with some of the most important issues and ideas in the history of psychological thought."
—Savannah Jones, SirReadaLot.org
"It's clear that the authors are very familiar with their sources, and have really thought about which words, phrases, and implicit assumptions might prove troublesome for student readers."
—Roger J. Kreuz, University of Memphis