Books published by Vernon Press

What influence did Josiah Royce's academic work (1913-1917) have on the development of classical Symbolic Interactionist thought? And which philosophical influences shaped Royce's social and philosophical thought? This book provides a holistic approach to Royce's academic work and the social philosophy that shaped Symbolic Interactionist theory. By critically evaluating the works of Royce, this book reveals how his ideas and social philosophy made significant contributions to both Symbolic Interactionist thought and sociological theory. Situating his contributions within a socio-historical time frame, Royce's social philosophy is compared and contrasted to the major concepts of George Herbert Mead (Mind, Self, and Society) and Herbert Blumer's core synthesized components of classical symbolic interactionist thought (Symbolic Interactionism: Perspective and Method). Thus, demonstrating that Royce's later academic works closely resemble not only the basic ideas of Mead but also have a strong correspondence with Blumer's synthesis of the three basic premises and eight root images that outline the theoretical core of Symbolic Interactionist thought. For those looking to investigate or discover new aspects of symbolic interactionist theory from a classical viewpoint, this book offers a unique insight into an American philosopher whose contribution to the development of Symbolic Interactionism has been largely unnoticed.

Empathic Teaching: Promoting Social Justice in the Contemporary Classroom is written for those who are committed to employing social justice practices in the classroom. The intent is to educate the next generation to value tolerance and to have respect and empathy for others in society. While this tome will largely focus on understanding the role that equity should play in P-12 education, it will do so with an acute awareness that there are myriad factors that influence student engagement and the motivation to learn. Although some of the subjects under consideration have been written about elsewhere broadly, this tome will offer a unique contribution by examining each from a social equity perspective. As schools move to ensure a more inclusive and well-rounded student body, this book will be a substantial asset to anyone interested in advancing a social justice agenda.

What role does student engagement play in educational achievement on the post-secondary campus? And, what factors affect each student's ability and motivation to engage with the full college experience, both in and outside of the classroom?It is now widely acknowledged that post-secondary institutions must not only focus on facilitating the transition from high school to college, but that they must also make a concerted effort to listen to the needs and experiences of their students in order to achieve maximal involvement within the college environment. Students need to be captivated by at least one element of their college experience - whether that be in the classroom, dorm, or extracurricular activities - in order to form a bond with their institution and feel motivated and attached enough to put in the hard work until graduation. Campuses that capture their students' interests and passions, provide spaces for them to develop as individuals, and opportunities to form meaningful professional and personal relationships have a far greater chance of both retaining their students to graduation and helping them develop as whole human beings who will contribute. This book studies the many facets of student engagement as it attempts to define student engagement, differentiating it from involvement, and covers seminal theories of college student engagement. The contributions to this volume discuss the powerful role that relationships play in helping students identify their interests and talents, and other examples of best practice when it comes to creating engaging classroom experiences, such as collaborative projects with peers, study abroad, and learning that is situated in real-life problems that are of importance to the student.

The 1948 Declaration of Human Rights demanded a collaboration among exponents from around the world. Embodying many different cultural perspectives, it was driven by a like-minded belief in the importance of finding common principles that would be essential for the very survival of civilization. Although an arduous and extensive process, the result was a much sought-after and collective endeavor that would be referenced for decades to come.Motivated by the seventieth anniversary of the 1948 Universal Declaration of Human Rights and enriched by the contributions of eminent scholars, this volume aims to be a reflection on human rights and their universality. The underlying question is whether or not, after seventy years, this document can be considered universal, or better yet, how to define the concept of "universality." We live in an age in which this notion seems to be guided not so much by the values that the subject intrinsically perceives as good, but rather by the demands of the subject. Universality is thus no longer deduced by something that is objectively given, within the shared praxis. Conversely, what seems to have to be universal is what we want to be valid for everyone. This volume will be of interest to those currently engaged in research or studying in a variety of fields including Philosophy, Politics and Law.

Maximizing Mental Health Services: Evidence-Based Practices that Promote Emotional Well-Being examines best therapeutic practices for patients, therapists, graduate professors, family members and all who struggle to find the most effective treatment modalities for those dealing with mental health challenges. Mental health issues are rising at an alarming rate, while positive therapeutic outcomes have not kept pace and remain low for many conditions, making an investigation of evidence-based treatment options critically important to the helping profession. While certain types of therapy bring success to specific clients, these modalities cannot be easily applied to all client profiles. Understanding the strengths of each modality and how to match them to the respective needs of the client will be emphasized. Furthermore, the impact of counselors' own traits on the client-therapist relationship is an important and often overlooked topic that will be explored. Therapy practices have changed over the past decade to include non-traditional options; therefore, the authors investigate the ways in which these practices have either helped or hindered patient success. Lastly, the book offers readers information on resources for further information on the evidence-based practices presented within.

We know all kinds of monsters. Vampires who suck human blood, werewolves who harass tourists in London or Paris, zombies who long to feast on our brains, or Godzilla, who is famous in and outside of Japan for destroying whole cities at once. Regardless of their monstrosity, all of these creatures are figments of the human mind and as real as they may seem, monsters are and always have been constructed by human beings. In other words, they are imagined. How they are imagined, however, depends on many different aspects and changes throughout history. The present volume provides an insight into the construction of monstrosity in different kinds of media, including literature, film, and TV series. It will show how and by whom monsters are really created, how time changes the perception of monsters and what characterizes specific monstrosities in their specific historical contexts. The book will provide valuable insights for scholars in different fields, whose interest focuses on either media studies or history.

Science, Technology and Gender studies (STG) include the different approaches to feminist epistemologies, their current debates and also the theoretical analysis of different scientific controversies around cases that involve women's bodies and health, sex/gender, and techno-scientific practices. These studies are linked to the demand for another type of hybrid knowledge that revalorizes the practices, the embodied experience and care, as well as the subject positions traditionally excluded from the scientific community. The diversity of voices has allowed a plural knowledge in techno-scientific practices to emerge as well as the identification of gender, class, sexuality, race, functional diversity inequalities, for example. This has made possible a bioethical reflection which is not understood as abstract normative principles but linked to the practices and lived experience. Divided into three parts, this edited volume presents original and insightful research on STG from feminist epistemologies. The first part addresses fundamental theoretical questions that feminist epistemologies raise; and how they confront complex social problems, such as gender-based violence. The second part deals with research practices or processes, explicitly showing the relationship between science and policy. Finally, the third part presents some case studies that show the multidimensionality of the problems and the depth and richness of these analyses. The contributions included in the volume present original and in-depth research on local case studies within Spain. Not only challenging the hegemonic and global perspectives on different issues, this volume also opens up and enables discussion of these global narratives. This edited volume is a useful tool for researchers and university students in multiple fields such as gender studies, feminist epistemologies, STS, cultural history or transgender studies.

What role does student engagement play in educational achievement on the post-secondary campus? And, what factors affect each student's ability and motivation to engage with the full college experience, both in and outside of the classroom?It is now widely acknowledged that post-secondary institutions must not only focus on facilitating the transition from high school to college, but that they must also make a concerted effort to listen to the needs and experiences of their students in order to achieve maximal involvement within the college environment. Students need to be captivated by at least one element of their college experience - whether that be in the classroom, dorm, or extracurricular activities - in order to form a bond with their institution and feel motivated and attached enough to put in the hard work until graduation. Campuses that capture their students' interests and passions, provide spaces for them to develop as individuals, and opportunities to form meaningful professional and personal relationships have a far greater chance of both retaining their students to graduation and helping them develop as whole human beings who will contribute. This book studies the many facets of student engagement as it attempts to define student engagement, differentiating it from involvement, and covers seminal theories of college student engagement. The contributions to this volume discuss the powerful role that relationships play in helping students identify their interests and talents, and other examples of best practice when it comes to creating engaging classroom experiences, such as collaborative projects with peers, study abroad, and learning that is situated in real-life problems that are of importance to the student.

This book is an edited collection of seven chapters on the theme of 'people and space interactions in different settings'. Using a variety of problems, it showcases a rich set of solutions to the global challenges of functional, sustainable and responsive habitats in both urban and rural environments. The book deals with cultural landscapes, sustainable housing settings, the environment and human response, spatial epidemiology, neighbourhood and health, and the subjectivity-objectivity continuum in man-environment research. The studies apply a variety of social research methods and strategies relevant to the study of human interaction with its environment. Collectively they serve as templates for direction in modern social science research methodology built on evidence-based scientific inquiry of the built environment. It can guide both young and seasoned researchers in considering appropriate responses to various social research problems, including assessing various options in research process innovation. A recurrent lesson from the individual studies, and significant contribution of the volume, is that each research endeavor needs to be based on a firm philosophical grounding as this goes a long way in determining the type of data to be collected, and the ways that they are analysed and interpreted. Taking a cross-disciplinary perspective, this edited collection should be of interest to scholars of geography, anthropology, sociology, epidemiology, urban planning, architecture, and above all environment-behaviour studies.

What does it mean to be a child in Africa? In the detached Western media, narratives of penury, wickedness and death have dominated portrayals of African childhood. The hegemonic lens of the West has failed to take into account the intricacies of not only what it means to be an African child in local and culturally specific contexts, but also African childhood in general. Challenging colonial discourses, this edited volume guides the reader through different comprehensions and perspectives of childhood in Africa. Using a blend of theory, empiricism and history, the contributors to this volume offer studies from a range of fields including African literature, Afro-centric psychology and sociology. Importantly, in its eclectic geographical coverage of Africa, this book unashamedly presents the good, the bad and the ugly of African childhood.The resilience, creativity, pains and triumphs of African childhood are skilfully woven together to present the myriad of lived experiences and aspirations of children from across Africa. As an important contribution to African childhood studies, this book has the potential to be used by policymakers to shape, sustain or change socio-cultural, economic and education systems that accommodate African childhood dynamics and experiences at different levels.

This book examines the diverse responsibilities of the 21st century principal, who is tasked with continuous school improvement. Recognizing that principals must lead educators and staff in all facets of school life, this book reviews research-based strategies, practices and theories that can be readily translated into the enhanced praxis. The authors present an in-depth analysis into principal identity, working effectively with families, how a collaborative school culture can offer dividends, helping teachers educate an increasingly diverse student body, and successful instructional leadership approaches. Additional emphasis is placed on school law, teachers' unions, hiring and evaluation, budgeting, curriculum and program assessment, professional development, and the use of technology. Notably, throughout their investigation, the authors bear in mind cutting-edge practices that can be employed in these areas to leverage the best from schools and those that inhabit their halls. The reader will be left with an expanded understanding of principal practices that directly and indirectly improve student achievement as well as a resource section for further consideration and use.

Is the creative act like a volcano: an outburst that lights up the universe? This volume connects reason with desire and the arts in ways that enable us to imagine how creativity can bring us closer to the truth. The artistic quest for freedom stands in stark contrast to philosophy's call to subordinate art to reason and tradition. The struggle between them has culminated in artistic attempts to subsume philosophical matters within the domain of art. One central question in this study is what the consequences will be of a final dissolution of the boundary between the two domains: will all that remains of the artwork be an abstract howl of the rock - our rock, the planet - itself?

There has been a long-standing and mutually-informing association between psychoanalysis, literature and the arts. Surprisingly, given the oral/aural basis of the 'talking cure', music has largely been overlooked by psychoanalysis. Notably, neuroscientific research investigating music reception and production has been steadily increasing in range and scope over the years. However, in order to avoid confounding factors, empirical studies have focused primarily on non-vocal music. Remarkably, operatic vocal music has not featured prominently in either field. Yet the multi-dimensional, multi-layered nature of opera, which fuses together a number of different arts, would appear to provide fertile soil for both disciplines. This book aims to fill that gap, providing a stepping stone for further research. It leverages the individual strengths of psychoanalysis and neuroscience both separately and jointly as the inter-discipline of neuropsychoanalysis. By combining various theories of mind with knowledge about music processing in the brain, this book comprehensively examines the operatic reception experience, providing an account in subjective as well as objective terms. It explores the bittersweet enjoyment of operatic vocal music, which can literally move an operaphile to tears. The explanation for this may be found in a number of subjective dynamics that are unique to the reception of opera, rather than in any distinct objective neural processes, which are common to the reception of all music. These subjective dynamics, which are recruited during neural processing, are triggered by the equally unique features of the operatic voice, in combination with a number of auxiliary elements that are specific to opera. This book will be of interest to academics in a broad range of science and arts disciplines related to music perception and performance, such as music psychology and operatic performance. It may also appeal to passionate operaphiles who wish to understand what drives their addiction!

In the age of post-capitalism, what is the value of design? Is value defined by economic potential? Or is it something far less tangible? Now more than ever design has the ability to engage us in economic, political and cultural debate, to actively resist the monotony of daily life, and to counteract the precarious situation on which modern society seems to rest. Positioning itself as a lens through which to view the world, design allows us, and in some cases, even forces us to reflect on the many aspects of the societies in which we live. Divided into three chapters, GOING REAL positions itself in relation to the works of Marc Jongen, Maurizio Lazzarato, Adam Greenfield and Tiziana Terranova, among others. However, unlike the abovementioned authors, this book draws on the works of selected designers and artists to reflect on the economic, political and cultural aspects of our post-capitalist societies. Beginning with an in-depth case study of Detroit during the downfall of the industrial era, this volume moves on to a timely and provocative insight into the human crises surrounding current migration trends with a particular focus on Calais. Finally, in the third chapter, the human body itself is laid bare as the authors analyse how and why the most personal of 'spaces' became not only the ultimate marketplace for businesses but also an object of control for governments.

This book is about an African philosophical examination of the death penalty debate. In a 21st century world where the notion of human right is primed, this book considers the question of the death penalty in two sub-Saharan African countries namely, Zimbabwe and Nigeria, notorious for their poor human right records. This edited collection comprises of 11 essays from Zimbabwean and Nigerian philosophers. As opinions continue to divide over the retention or abolition of the death penalty, these African philosophers attempt to localise this debate by raising the following questions: What is the meaning of life in the African place? Is it proper to take the human life under any guise at all? Who has the right to take the human life? Can the death penalty be justified on the bases of African cultures? Why should it be abolished? Why should it be retained? Indeed, this book is the first of its kind to engage the tumultuous issue of capital punishment in the postcolonial Africa and from the African philosophical point of view.

Research has shown that what students desire most in the post-secondary milieu is engagement. As traditional forms of teaching that include lecture or PowerPoint presentations no longer adequately engage today's technology adept students, educators may find themselves at a loss for where to locate teaching strategies which both engage students, and are tried and tested in an actual classroom setting.This book does just that. It provides a critical look at not only what is lacking in today's classrooms to promote engagement, but actual solutions and strategies to help nurse educators as they prepare to teach. Artistic Pedagogical Technologies were first envisioned by Dr. Beth Perry in 2005, while over twelve years of research confirms that these arts-based teaching strategies actually work.As theory-based topics can be among the most difficult to engage students, included in this book are selected lesson plans that have been employed in actual classrooms. In total thirty five strategies are provided that can be utilized in a variety of classroom settings and applied to various nursing topics.Students, as part of the human family, have an innate need to be creative. This creativity can display itself within Artistic Pedagogical Technologies as a melding of technology, edutainment and play. The strategies in Artistic Pedagogical Technologies: A Primer for Educators have changed the classroom life of the authors as educators, and they can change your teaching too.

This edited volume provides state of the art research on developing areas of Spanish in contact with other languages. This manuscript is unique in its broad yet coherent approach to the study of Spanish in bilingual contexts by investigating current issues in the field through well-designed research and innovative analyses. In addition, this book concludes with research on how languages in contact are reflected in individuals in educational settings as well as insights on how to teach bilinguals raised in contact with English and Spanish.This manuscript is divided into three major themes that focus on the overall issues of Spanish in bilingual contexts:1. The first section, titled "Language and Identity," is composed of four chapters that focus on the connection between language and identity in unique settings.2. The second section of the manuscript is titled "Language and Dialectal Contact" and is composed of six chapters that analyze the dialectal and linguistic changes in languages in contact in a variety of settings.3. The final section is titled "Language in Educational Settings" and consists of four chapters with a focus on heritage speakers and second language students of Spanish in different classroom settings as well as abroad.This volume contributes original research in these areas in a way so as to fill valuable gaps in the current knowledge in the field especially in the innovative ways of approaching areas such as teaching heritage learners, understanding diachronic and synchronic dialectal and linguistic changes as well as innovations in language use, and how language contributes to the formation of identity.

Romanticism, the brooding and intensely personal eighteenth-century art and literary movement, takes on a new lease of life in this carefully curated collection of interviews with contemporary artists from around the world. Informed by the writings of the renowned psychoanalyst James Hillman, Romanticism is reconsidered from a twenty-first-century perspective. Moving past a purely formal presentation of the artists' work, this text strives to uncover the deeper meaning and more pressing issues present in the artworks. All connected by a similar romantic vein, Emma Coccioli explores each artist's individual practice through a series of carefully selected questions. For Coccioli, discussions of 'the moral issue' and the future of the world also form an important part of the interviews. Coccioli acknowledges that artists have often been asked questions about their role in relation to the moral issue and the problem of nihilism. However, even if we have an inherent understanding of the concepts of good and evil, Coccioli argues that there is a need to re-examine the modern-day psyche as it tends to be apathetic and with little emotional resonance on our actions and behaviour. Global overpopulation, climate change, and the planet's limited resources are also meaningfully discussed in this collection of interviews. In questioning the artists, whose work addresses, even remotely, these topics, Coccioli encourages them to consider what they believe to be the greatest threats to today's global community and to suggest solutions that might be adopted by future generations.This original and engaging look at contemporary art practice presents a sophisticated discussion of some of the most pressing issues for modern-day society. The interdisciplinary nature of this book means that it will appeal to students, scholars, artists and to anyone with an interest in the fascinating world of contemporary art.

This book is a compilation of papers derived from talks, presented at TransCultural Exchange's 2018 International Conference on Opportunities in the Arts. The aim of these talks was to inspire artists to think across disciplines and cultures and to suggest other career models beyond the typical studio to gallery/museum model. Much of this content is unique in that it not only addresses the practical needs of artists but, even more importantly, it does so in the context of today's global reality. As artists have noted on post-Conference surveys, this information is "the missing link in the art world; the bridge between academic and real-world practice; between a local and international career in the arts." By making this information available long-after the Conference's end and to those who could not directly participate in the Conference, many more artists will have access to where to find jobs/residency programs and funding for their work, information on how to put together successful residency applications, how to market their work, and other professional development programming. In addition, they (and interested members of the public) will have access to the Conference talks on what leading artists are doing across disciplines, with new technologies, and in the public sphere.

Art, Theory and Practice in the Anthropocene contributes to the growing literature on artistic responses to global climate change and its consequences. Designed to include multiple perspectives, it contains essays by thirteen art historians, art critics, curators, artists and educators, and offers different frameworks for talking about visual representation and the current environmental crisis. The anthology models a range of methodological approaches drawn from different disciplines, and contributes to an understanding of how artists and those writing about art construct narratives around the environment. The book is illustrated with examples of art by nearly thirty different contemporary artists.

It is well known that sustainable development practices, technological innovation and good governance play a major role in the accumulation of wealth in a knowledge economy. Hence, the state promotes competition, provides incentives to conserve resources and creates opportunities for citizens to push for innovation and invention. As a result, the formulation of efficient legal rules is essential for protecting intellectual property rights, fully specified contracts and effective ex-ante and ex-post systems. However, can efficient legal rules improve societal well-being by changing the behaviour of individuals and basic social structures and trends? And if so, how can these legal rules be formulated?In their Second International Conference on Law and Economics, the Indian Institute of Technology Kanpur aimed to address the formulation and implementation of efficient legal rules while at the same time working towards a greater dissemination of law and economics-based research. This book is the final outcome of this conference that saw over thirty presentations take place. The twelve carefully selected contributions to this volume cover a broad range of topics within law and economics from engaging with decisions makers to create a process for the routine collection of empirical evidence to perceived gender discrimination and stress among working professionals. This book is not only an important contribution to law and economics scholarship but will also be of great interest to both universities and research institutions working within the field.

En Arte Versus No- Arte: Arte Fuera de la Mente, Tsion Avital plantea la pregunta, ¿Es el arte moderno realmente arte? Él argumenta que todo el arte no-representacional que se ha producido en el siglo XX no ha sido arte, sino más bien la ruina de la tradición visual que le reemplazó. El arte moderno ha prosperado sobre la total confusión entre el arte y el seudo-arte y la inhabilidad de muchos de distinguir entre ambos. Tal como lo demuestra Avital, el arte moderno ha servido como una etapa intermedia entre el arte del pasado y el arte del futuro. Este libro propone una nueva forma de definir el arte, anclando la naturaleza del arte en la naturaleza de la mente, resolviendo así uno de los mayores problemas del arte y de la estética para los cuales hasta ahora no se ha dado aún una solución. La definición novedosa del arte propuesta en este libro, pavimenta el camino hacia un nuevo y promisorio paradigma para el futuro del arte.

The adverse effects of climate change and climate variability have become some of the biggest environmental and socio-economic challenges for society, and for food supply chain actors, in particular. Serving as a serious inhibitor to the attainment of food security, climate change poses a fundamental threat to the availability, accessibility, stability and utilization of nutritious food and quality drinking water. The threat of this global phenomenon is not only apparent from the difficulties faced by all food supply chain actors, but is also felt acutely by households dependent on semi-subsistence agriculture. As evidenced by numerous studies conducted by the academic community, governmental and non-governmental organisations, climate change and climate variability will have disastrous effects on entire food supply chains across the world. This edited volume looks to address: How vulnerable are food supply chain actors to climate change and climatic variability? What adaptation strategies are they adopting? How is the resilience of food supply chains being supported? Are they being financed and/or supported by international organizations to cope with climate change? And what governmental support are they receiving to help cope with climate change? This book is an essential resource for students, lecturers, researchers, agribusinesses, marketing firms, agricultural institutions, climate change adaptation institutions, policymakers and many others with an interest in agricultural development and the global food industry.

Throughout the chapters of this book, the reader will be introduced to the thirteen disability categories included in IDEA (specific learning disabilities, emotional/behavioral disorders, autism, other health impaired, intellectually disabled, multiple disabilities, speech or language impairments, traumatic brain injury, hearing impairment, deaf/blind, deafness, visual impairment, and orthopedic impairment), using the legally established definitions. Lengthy descriptions of best practices, modifications and accommodations follow, offering a complete picture of each disability and how educators and parents collaboratively can assist the struggling student. To set the stage, the book begins with chapters that discuss special education in general, response to intervention as an intermediary step in the academic continuum of support, and the individualized education plan process. Subsequent chapters examine each of the thirteen aforementioned IDEA disability categories, which have not been commonly incorporated into one comprehensive resource; however, for the sake of brevity, some disability categories have been combined when doing so did not impact practice implications. Emphasis is placed on effective classroom strategies and interventions associated with each disability category with the intent of providing practitioners and those who support them with the information and tools necessary to support students with identified educational needs. To the extent possible, the primary authors sought to ensure this resource was practical and user-friendly for educators who work directly with students with the range of recognized disabilities. This book demystifies the special education process and disability categories as well as offers educators and their families the tools to help our students, who have one or more disabilities, find life-long success. Ensuring the best for our students with disabilities requires that we first acknowledge and support the hard work and deep commitment of those professionals and parents/guardians who devote their lives to teaching, reaching, mentoring and advocating for those most vulnerable in our classrooms.

Artertainment is more than a novel aesthetic term reflecting the fact that art and entertainment have cross-pollinated each other throughout history. It is a creative strategy that purposely intertwines highbrow and lowbrow aesthetics in the name of reaching the connoisseurs and the masses.The Art of Artertainment sets out to unravel the jumble of aesthetic faultlines and prejudices found wherever we find artistic crossovers-which is to say, everywhere. Revisionist, iconoclastic, and artertaining in its own right, it provides a new framework for the analysis of American nobrow culture from the Colonial times to the digitally turbocharged present.

Neuroethics is a theoretical and practical discipline that considers the many ethical issues that arise in neuroscience. From its inception, the field has sought to develop an ethical vision from within the confines of science, a task that is both misguided and, in the end, impossible. Providing a solid theoretical foundation for neuroethics means looking to other sources, most specifically to philosophy. In this groundbreaking work, the author examines the current underpinnings of neuroethical thinking and finds them inadequate to the task of neuroethics - to think ethically about persons, technology and society. Grounded in the physicalist and deterministic presuppositions of contemporary science, and drawing on utilitarian thought, neuroethics as currently conceived lacks the ability to develop a robust and adequate notion of persons and of ethics. Philosophical Neuroethics examines the historical reasons for this state of affairs, for the purpose of proposing a more viable alternative - drawing on the tradition of personalism for a more adequate metaphysical, epistemological, anthropological and ethical vision of the human person and of ethics that can serve as a solid foundation for the theory and practice of neuroethical decision making as it touches on the neurologic and psychiatric care of individuals, our philosophy of technology and the social implications of neuroscience that touch on public policy, neurotechnology, the justice system and the military. Drawing on the personalist philosophical tradition that emerged in the twentieth century in the works of Mounier, Maritain, Guardini, Wojtyla, and the Modern Ontological Personalism of Juan Manuel Burgos, Philosophical Neuroethics brings to light the limitations of contemporary neuroethical thinking and sets forth a comprehensive vision of the human person capable of interacting with the contemporary questions raised by neuroscience and technology.