Abstract: In this chapter, Fesmire reassesses John Dewey’s Human Nature and Conduct (1922) through four enduring themes: the role of social habits in moral growth, the centrality of imagination in moral deliberation, the importance of unintended consequences in ethical decision-making, and moral progress as problem-solving. Fesmire describes Dewey’s view of moral dilemmas as entanglements of conflicting forces without absolute resolutions. Dewey’s theory of “dramatic rehearsal” describes moral deliberation as an imaginative process of anticipating outcomes. Dewey emphasizes the interconnectedness of means and ends, urging ethical inquiry that is experimental and adaptable. Fesmire situates this within Dewey’s later pluralism, which rejects singular ethical principles in favor of reconciling competing moral considerations. Dewey ultimately frames moral progress as an ongoing process of intelligent inquiry rather than adherence to fixed doctrines. As Fesmire shows, Dewey’s approach encourages democratic, participatory ethics, emphasizing open dialogue and flexibility in resolving moral conflicts.

Abstract: In this chapter, Garchar applies Dewey’s pragmatist philosophy to the concept of dying well, shifting the focus from death as a passive event to dying as an active, process-oriented experience. As Garchar argues, Dewey’s framework emphasizes the continuity of life and death, embedding dying within social, environmental, and communal relationships. Dewey sees life as a process of interruption and recovery, where individuals grow through interactions with their environments. Garchar shows that this model extends to dying, which is not an isolated event but a communal process shaped by relationships and social structures. Recognizing this continuity allows for the cultivation of environments that support both living and dying well. Habits, often unquestioned, structure human experience. In end-of-life care, rigid habits – such as aggressive medical interventions – can prevent meaningful engagement with dying. Dewey’s emphasis on deliberation and imagination invites critical reflection on these habits, encouraging more humane and flexible approaches to end-of-life experiences. Garchar concludes that dying well requires active participation, including open discussions about death and structural changes in healthcare and social norms. Rather than seeing death as a battle, Dewey’s pragmatism reframes dying as an opportunity for reflection, growth, and intentionality – aligning with Epicurus’ insight that “living well and dying well are one.”

Abstract: In this chapter, English examines Human Nature and Conduct (1922) through the lens of Dewey’s broader theory of how humans learn. The chapter shows how Dewey’s emphasis on the productive role of uncertainty in human learning processes relates to how he differentiates between a habit as “a vital art” and a habit as “a mechanical routine.” The chapter then examines how Dewey expands his critique of traditional education by showing how traditional schooling separates habits from thought, creating mechanistic habits that do not allow for young people to learn the habit of learning – the habit to grow through encounters with difference. Using an example of classroom dialogue, English discusses how classrooms can become educational environments that foster the types of habits associated with educative growth. The chapter concludes by emphasizing that Human Nature and Conduct offers insight into not only the education of young people but also the education of grown-ups. Accordingly, adult society must construct environments for themselves that nurture thought and thereby help them develop rich perceptions of interdependencies between humans. Ultimately, the chapter provides an understanding of why making learning a habit is essential for the growth of an equitable, democratic future of education and society.

Combining simultaneous equations with latent variables and measurement models results in general latent variable SEMs, the subject of Chapter 6. It covers model specifications, implied moments, identification, estimation, outliers and influential cases, model fit, and respecification in such models. Furthermore, Chapter 6 also explores higher order factor analysis, longitudinal models, and Bayesian estimation.

This chapter covers all forms of neuronal communication, from neuron-to-neuron signaling to communication with the body and external world. It begins with an overview of electrophysiology, focusing on how action potentials and ion channels drive electrical signaling in neurons. It then explains neurotransmission, detailing how neurotransmitters are synthesized, released, and regulated through processes like reuptake and degradation. The chapter then expands upon the concept of neuronal communication to include how neurons control body functions, such as muscle movement and hormone release, and how they process sensory input like light, sound, and touch through specialized receptors. Finally, the chapter incorporates plasticity, describing how neuronal communication affects synaptic restructuring via processes like long-term potentiation.

Abstract: In this chapter, the authors delve into the context of cybersecurity and explore the concept of security mindset in relation to cyber education and John Dewey’s “democratic ideal.” The chapter proposes John Dewey’s robust theory of habit in Human Nature and Conduct (1922) as a grounding foundation for conceptualizing a core component of security mindset, namely the human capacity for intelligent adaptation and growth within ever-changing environments. In submitting this linkage between Dewey’s conception of habit and security mindset, the author’s purpose is more than to advance Deweyan habit as an intelligible enrichment to current cybersecurity ideas for how to manage threats. Going further, they forward the connection between Deweyan habit and security mindset to extend the kind of foundation necessary for advancing cybersecurity’s ability to meet diverse and evolving cybersecurity threats through cyber education. With this, a process of disruption that leads to the subsequent reorganization of habit can bring into view simultaneously the threats to democracy as well as the process of democracy itself.

Human Nature and Conduct (1922) is Dewey’s first major work after “The Need for Recovery of Philosophy” (1917). Dewey was already clear about the message he wanted to deliver. Perhaps this explains the clear and coherent organization which had eluded him in some earlier works including Democracy and Education (1916). His three Stanford lectures from 1918 that formed the basis for Human Nature and Conduct were devoted to the three central psychological concepts around which the book is organized – impulse, habit, and intelligence. (Dewey added the long introduction and conclusion sections when he prepared the book for publication. Unfortunately, the typescripts of the original lectures no longer exist.) Dewey recognized that these modern psychological concepts were somewhat distant from the standard topics in the moral philosophy of his day. Here, I explain Dewey’s account of them.

In this chapter, the concept, necessity, call to action, and process of decolonial and anti-oppressive clinical supervision is discussed. Functions of Clinical supervision are innovated and updated. Practice strategies and implementation are offered for all levels and experience of clinical supervisions. By design subsequent chapters will overlap, deep dive, and offer multiple practice views of several concepts offered in this chapter.

This chapter explores the development and use of speech prosthetic technologies, from early devices like sip-and-puff systems to modern brain–computer interfaces. It reviews fundamental research on language lateralization, Broca’s and Wernicke’s areas, and the distributed representation of word meanings in the brain. The chapter also assesses the status of speech neuroprosthetics, focusing on technologies that decode covert and intended speech from brain activity. Future advancements, such as inferring thought directly through neural recordings, are explored, including the ethical considerations of such breakthroughs.

Abstract: Dewey’s critique of capitalism centered on the concentration of economic power, the commodification of education, and the corrosive effects of consumerism. However, as McVea argues in this chapter, Dewey’s pragmatist philosophy aligns with alternative economic approaches, such as Austrian economics, which emphasize the entrepreneur’s role in navigating an evolving, uncertain world. As McVea shows, a Deweyan perspective highlights the role of imagination in entrepreneurial decision-making. Entrepreneurs, like artists, engage in dramatic rehearsal, mentally simulating potential futures and harmonizing their ventures with stakeholders and changing environments. This imaginative deliberation is not fantasy but a grounded, experimental process that fosters ethical engagement and continuous adaptation. Rather than maximizing financial returns, the pragmatist entrepreneur seeks to create and recreate harmony among stakeholders. McVea concludes that by integrating ethical reflection into decision-making, entrepreneurs can drive innovation while fostering human flourishing. This approach challenges conventional university business education, calling for new curricula that cultivate moral imagination and responsible value creation.

Chapter 7 covers models with categorical endogenous variables. It examines the consequences of treating such variables as continuous and how to modify SEMs to take account of categorical variables. It begins with single equation regression-like models for binary, ordinal, and count variables and builds to multiequation models. It includes a polychoric correlation approach, models with exogenous observed variables, the treatment of missing values, and alternative modeling approaches for categorical variables.

This book was written with many people in mind, but none more than future scientists. The Preface to this text posed a question: How can psychological research progress when our most powerful neurotechnologies are too invasive for widespread human use?

This chapter introduces structural equation models (SEMs). It defines SEMs and outlines their history. It also presents several widespread misunderstandings about SEMs and presents their strengths and weaknesses. Finally, the chapter provides an outline of the remaining book chapters.

Social work’s fundamental roots in social justice and human rights have fostered an urgent call for social workers to actively engage in antiracist social work practice. However, social workers face the challenge of translating theoretical concepts into concrete antiracist practices and interventions. This chapter aims to provide one approach social workers may adopt to integrate Critical Race Theory (CRT) in clinical settings. Introducing the practice tool of CRT-informed “if-then” heuristics, we focus on translating three CRT tenets into antiracism praxis recommendations: Social Construction of Race, Racism as Ordinary, and Intersectionality. We briefly describe each tenet’s theoretical contributions, introduce its related heuristic, and propose its implications for clinical practice. We also include considerations for clinical supervision and antiracist organizational leadership. Presenting a table summary of the CRT-informed “if-then” heuristics, corresponding reflexive questions, and a case vignette activity, we offer social workers several practical tools to guide efforts toward an antiracism praxis.

Abstract: This chapter provides an account of Dewey’s treatment of deliberation in Human Nature and Conduct (1922). Dewey presents deliberation as a dynamic, imaginative process of self-discovery rather than mere calculation. Instead, deliberation functions as a dramatic rehearsal of possible actions, shaping both our choices and our character. Rejecting mechanistic views that treat deliberation as weighing pros and cons, Dewey argues that it involves moral experimentation – imagining different paths and exploring what kind of person we wish to become. It is a process of self-constitution, revealing both external facts and internal values. As Heney illustrates, deliberation, for Dewey, is not just about decision-making but about shaping identity and moral growth. Dewey highlights deliberation’s social dimensions, emphasizing that moral understanding develops through interactions with others. The chapter illustrates how this aligns with his pragmatist ethics, which values flexibility, inquiry, and adaptation over rigid principles. Heney situates Dewey’s view within contemporary decision-making debates. While other approaches focus on responding to reasons, Dewey sees deliberation as transformative. Hard choices are not just about selecting the best option – they are opportunities to construct a meaningful life and actively shape the world we inhabit.