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This book explores the concept and facilitation of critical reflection and its implications for professional practice. It draws on the author’s own extensive experience to demonstrate how reflective processes involving metaphor and imagery, as well as critique, can be used not only to understand and articulate key values underpinning professional practice and to generate new theoretical models, but to explore one's own worldview, including the ultimate question: 'Who am I?’. The author incorporates practical examples of reflection-through-writing and other reflective techniques which illustrate how ideas about critical reflection, transformative learning, authenticity and spirituality are intricately entwined within theories and practices of adult learning and professional development. The book highlights the importance of understanding the relationship between personal worldviews, values and professional practice. It draws on the concepts of vocation and professional psychological wellbeing to consider what it means to act authentically as a professional within an audit culture. The book will be invaluable for practitioners, academics and students interested in critical reflection, educational inquiry, autoethnography and the use of the self in and as research, the nature and use of metaphor, and the development of worldviews.

Ensenyament reflexiu --- Pensament crític --- Esperit crìtic --- Crítica --- Pensament --- Pensament crític en els infants --- Pensament únic --- Raonament (Psicologia) --- Educació reflexiva --- Pedagogia reflexiva --- Ensenyament --- Autoavaluació --- Participació dels estudiants en els centres docents --- Critical thinking. --- Critical reflection --- Reflection (Critical thinking) --- Reflection process --- Reflective thinking --- Thinking, Critical --- Thinking, Reflective --- Thought and thinking --- Reflective learning --- Evaluative thinking --- Education --- Continuing education. --- Educational Philosophy. --- Philosophy of Education. --- Lifelong Learning. --- Philosophy. --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Adult education

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Is intelligence heritable? Karl-Friedrich Fischbach and Martin Niggeschmidt show that "heritability" means something different in biological terminology than in everyday language - which almost inevitably leads to misinterpretations. They explain why twin studies are controversial - and why genetic predictions of IQ and "educational attainment" must be treated with skepticism. This book is a translation of the original German 2nd edition Erblichkeit der Intelligenz by Karl-Friedrich Fischbach & Martin Niggeschmidt, published by Springer Fachmedien Wiesbaden GmbH, part of Springer Nature in 2019. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content, so that the book will read stylistically differently from a conventional translation. Springer Nature works continuously to further the development of tools for the production of books and on the related technologies to support the authors. The Content "Heritability" depends on environment Biological limits of promotion IQ differences between groups Who has "good genes"? What the heritability model says about equal opportunity The target groups Lecturers and students of education, psychology and biology Teachers, psychologists, biologists The Authors Prof. Dr. Karl-Friedrich Fischbach is a developmental biologist and neurogeneticist. He was Professor of Biophysics and Molecular Biology at the University of Freiburg from 1985 to 2013, including two years as Executive Director of the Institute of Biology III. Martin Niggeschmidt is an editor in Hamburg. .

Intel·ligència --- Herència humana --- Herència en l'home --- Eugenèsia --- Genètica humana --- Degeneració --- Intel·lecte --- Aptitud --- Psicologia --- Deficiència mental --- Estupidesa --- Intel·ligència social --- Intel·ligències múltiples --- Lògica --- Raó --- Sistemes autoorganitzatius --- Quocient intel·lectual --- Raonament (Psicologia) --- Teoria del coneixement --- Education --- Intellect --- Psychological aspects. --- Social aspects. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Educational psychology. --- Psychology. --- Psychobiology. --- Medical sciences. --- Ethics. --- Educational Psychology. --- Behavioral Sciences and Psychology. --- Biological Psychology. --- Health Sciences. --- Moral Philosophy and Applied Ethics. --- Deontology --- Ethics, Primitive --- Ethology --- Moral philosophy --- Morality --- Morals --- Philosophy, Moral --- Science, Moral --- Philosophy --- Values --- Basic medical sciences --- Basic sciences, Medical --- Biomedical sciences --- Health sciences --- Preclinical sciences --- Sciences, Medical --- Life sciences --- Medicine --- Biological psychology --- Biopsychology --- Biology --- Human behavior --- Psychology --- Biological psychiatry --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Soul --- Mental health

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Freedom of thought is one of the great and venerable notions of Western thought, often celebrated in philosophical texts – and described as a crucial right in American, European, and International Law, and in that of other jurisdictions. What it means more precisely is, however, anything but clear; surprisingly little writing has been devoted to it. In the past, perhaps, there has been little need for such elaboration. As one Supreme Court Justice stressed, “[f]reedom to think is absolute of its own nature” because even “the most tyrannical government is powerless to control the inward workings of the mind.” But the rise of brain scanning, cognition enhancement, and other emerging technologies make this question a more pressing one. This volume provides an interdisciplinary exploration of how freedom of thought might function as an ethical principle and as a constitutional or human right. It draws on philosophy, legal analysis, history, and reflections on neuroscience and neurotechnology to explore what respect for freedom of thought (or an individual’s cognitive liberty or autonomy) requires. Marc Jonathan Blitz is Alan Joseph Bennett Professor of Law at Oklahoma City University, USA. His scholarship and teaching focus on how emerging technologies – such as cognitive enhancement, brain scanning technologies, and virtual and augmented reality – raise questions about freedom of speech, privacy, and other areas of American constitutional law. Jan Christoph Bublitz is a researcher at the Faculty of Law at Universität Hamburg, Germany. His research focuses on criminal law, legal theory, and human rights law, often with an interdisciplinary twist. He was awarded the Young Scholar Prize of the International Association of Legal and Social Philosophy for studies on the right to freedom of thought.

Neuropsychology. --- Neurosciences. --- Forensic psychology. --- Cognitive psychology. --- Law—Philosophy. --- Law—History. --- Law and the social sciences. --- Neuroscience. --- Forensic Psychology. --- Cognitive Psychology. --- Theories of Law, Philosophy of Law, Legal History. --- Socio-Legal Studies. --- Social sciences and law --- Social sciences --- Sociological jurisprudence --- Psychology, Cognitive --- Cognitive science --- Psychology --- Juridical psychology --- Juristic psychology --- Legal psychology --- Psychology, Forensic --- Forensic sciences --- Psychology, Applied --- Neural sciences --- Neurological sciences --- Neuroscience --- Medical sciences --- Nervous system --- Neurophysiology --- Psychophysiology --- Pensament --- Llibertat de consciència --- Neurociència cognitiva --- Aspectes morals --- Llibertat --- Psicologia pedagògica --- Associació d'idees --- Atenció --- Criteri --- Definició (Lògica) --- Dogmatisme --- Ideologia --- Pensament crític --- Raonament (Psicologia) --- Treball intel·lectual --- Cognició --- Lògica --- Representació (Filosofia) --- Llibertat individual --- Ciències polítiques --- Democràcia --- Dret natural --- Conformisme --- Poder sobre la vida i la mort --- Anarquisme --- Drets humans --- Aspectes ètics --- Ètica --- Condicions morals --- Neurociències cognitives --- Neuropsicologia cognitiva --- Ciència cognitiva --- Neuropsicologia --- Neuroeconomia --- Xarxes neuronals (Neurobiologia) --- Intolerància --- Llibertat moral --- Consciència (Moral) --- Tolerància --- Objecció de consciència --- Pensament màgic --- Law --- Philosophy. --- History. --- Legal history --- Jurisprudence --- History and criticism

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Social Interaction and Teacher Cognition

Teachers --- Second language acquisition --- Second language learning --- Language acquisition --- Psychology. --- Study and teaching. --- Mestres --- Psicologia --- Adquisició d'una segona llengua --- ASL --- SLA --- Aprenentatge d'una segona llengua --- Adquisició del llenguatge --- Interllenguatge (Aprenentatge de llengües) --- Aprenentatge integrat de continguts i llengües estrangeres --- Conducta espacial --- Ànima --- Biologia humana --- Cervell --- Abstracció --- Afecte (Psicologia) --- Afectivitat --- Agressivitat --- Aptitud --- Assertivitat (Psicologia) --- Associació d'idees --- Atenció --- Cinisme --- Cognició --- Concepte de nombre --- Conceptes --- Conducta (Psicologia) --- Conductisme --- Consciència --- Constructivisme (Psicologia) --- Control (Psicologia) --- Creença i dubte --- Criteri --- Elecció (Psicologia) --- Estrès (Psicologia) --- Fracàs (Psicologia) --- Extraversió --- Genètica de la conducta --- Ideologia --- Individualitat --- Inhibició --- Intel·ligència --- Intencionalitat (Psicologia) --- Interacció social --- Introspecció --- Intuïció (Psicologia) --- Jocs psicològics --- Lògica --- Motivació (Psicologia) --- Innatisme (Psicologia) --- Observació (Psicologia) --- Opressió (Psicologia) --- Parapsicologia --- Pèrdua (Psicologia) --- Personalitat --- Psicoanàlisi --- Psicobiologia --- Psicòlegs --- Psicologia ambiental --- Psicologia animal --- Psicologia científica --- Psicologia de l'adolescència --- Psicologia de la religió --- Psicologia del desenvolupament --- Psicologia experimental --- Psicologia fenomenològica --- Psicologia diferencial --- Psicologia evolucionista --- Psicologia genètica --- Psicologia humanística --- Psicologia positiva --- Psicologia transpersonal --- Raonament (Psicologia) --- Sexualitat (Psicologia) --- Sofrologia --- Teoria de l'oposició --- Teoria del coneixement --- Teoria dels constructes personals --- Valors (Filosofia) --- Ensenyament de la psicologia --- Història de la psicologia --- Teories psicològiques --- Ensenyants --- Mestres d'educació general bàsica --- Mestres d'educació primària --- Mestres d'escoles primàries --- Professors d'educació primària --- Professors d'ensenyament primari --- Professors --- Associacions de mestres --- Dones mestres --- Mestres d'educació especial --- Mestres d'educació física --- Mestres d'educació infantil --- Mestres d'educació musical --- Educadors --- Second language acquisition Study and teaching --- Study and teaching

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Psicologia --- Vigotski, L. S. --- Amèrica Llatina --- Conducta espacial --- Ànima --- Biologia humana --- Cervell --- Abstracció --- Afecte (Psicologia) --- Afectivitat --- Agressivitat --- Aptitud --- Assertivitat (Psicologia) --- Associació d'idees --- Atenció --- Cinisme --- Cognició --- Concepte de nombre --- Conceptes --- Conducta (Psicologia) --- Conductisme --- Consciència --- Constructivisme (Psicologia) --- Control (Psicologia) --- Creença i dubte --- Criteri --- Elecció (Psicologia) --- Estrès (Psicologia) --- Fracàs (Psicologia) --- Extraversió --- Genètica de la conducta --- Ideologia --- Individualitat --- Inhibició --- Intel·ligència --- Intencionalitat (Psicologia) --- Interacció social --- Introspecció --- Intuïció (Psicologia) --- Jocs psicològics --- Lògica --- Motivació (Psicologia) --- Innatisme (Psicologia) --- Observació (Psicologia) --- Opressió (Psicologia) --- Parapsicologia --- Pèrdua (Psicologia) --- Personalitat --- Psicoanàlisi --- Psicobiologia --- Psicòlegs --- Psicologia ambiental --- Psicologia animal --- Psicologia científica --- Psicologia de l'adolescència --- Psicologia de la religió --- Psicologia del desenvolupament --- Psicologia experimental --- Psicologia fenomenològica --- Psicologia diferencial --- Psicologia evolucionista --- Psicologia genètica --- Psicologia humanística --- Psicologia positiva --- Psicologia transpersonal --- Raonament (Psicologia) --- Sexualitat (Psicologia) --- Sofrologia --- Teoria de l'oposició --- Teoria del coneixement --- Teoria dels constructes personals --- Valors (Filosofia) --- Ensenyament de la psicologia --- Història de la psicologia --- Teories psicològiques --- Vigotski, Lev Semionovitx, --- Vygotskii, L. S. --- Vigockij, L. S., --- Vigockij, Lev S., --- Vigockij, Lev Sem'onovic, --- Vigotski, Lev S. --- Vigotski, Lev Semiònovitx, --- Vygotski, L. S., --- Vygotski, Liev Semionovich, --- Vygotskij, Lev S., --- Vygotskij, Lev Semenovic, --- Vygotsky, L. S., --- Vygotsky, Lev S., --- Vygotsky, Lev Semenovich, --- Wygotski, L. S., --- Wygotski, Lew Semjonowitsch, --- Wigotsky, L., --- Amèrica espanyola --- Amèrica hispana --- Hispanoamèrica --- Iberoamèrica --- Llatinoamèrica --- Amèrica --- Psychology --- Subjectivity. --- Developmental psychology. --- Research --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Subjectivism --- Knowledge, Theory of --- Relativity --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Philosophy --- Soul --- Mental health