A phenomenon when first published in 1972, the Inner Game was a real revelation. Instead of serving up technique, it concentrated on the fact that, as Gallwey wrote, "Every game is composed of two parts, an outer game and an inner game." The former is played against opponents, and is filled with lots of contradictory advice; the latter is played not against, but within the mind of the player, and its principal obstacles are self-doubt and anxiety. Gallwey's revolutionary thinking, built on a foundation of Zen thinking and humanistic psychology, was really a primer on how to get out of your own way ...
From my standpoint not many coursebooks teach speaking so well as books by Jason Renshaw. 12 units inthis book follow a clear and transparent structure to make teaching and learning easy and fun. Thisseries has been developed around age-appropriate, cross-curricular topics that activate students' critical thinking and examinatio0n techniques. It follows an integrated skills approach with each of the skills brought together at the end of each unit.
New Thinking About Evolution (21st Century Science)
The 21st century, like the 20th century before it, promises to be a time of extraordinary scientific growth and innovation. However, the hope for new cures and explanations about the world is often accompanied by new ethical concerns. This series examines the science behind three current fields of research and explores the implications for future scientific developments. Readers are also introduced to some of the controversies surrounding these subject areas to better understand the risks and benefits associated with modern advances.
Thinking and Writing in College: A Naturalistic Study of Students in Four Disciplines
This groundbreaking book reports the results of a seven-year study in which six teacher researchers worked together to inquire into the thinking and writing of college students. The study offers a model of collaborative, naturalistic classroom research that not only allowed the investigators to investigate how students thought and wrote, but also to reflect on teacher growth and change over the course of the study.
Thinking without Words provides a challenging new theory of the nature of non-linguistic thought. Many scientific disciplines treat non-linguistic creatures as thinkers, explaining their behavior in terms of their thoughts about themselves and about the environment. But this theorizing has proceeded without any clear account of the types of thinking available to non-linguistic creatures. One consequence of this is that ascriptions of thoughts to non-linguistic creatures have frequently been held to be metaphorical and not to be taken at face value.
