Abstract: This chapter considers the moral potentialities of science education in the atomic age through the lens of Dewey’s Human Nature and Conduct (1922). Science education involves moral, ethical, social, economic, industrial, and political issues that go beyond the mere possession of scientific knowledge and the acquisition of skills. The education of scientifically literate citizens has become increasingly important of late. Izawa looks specifically at science education in Japan, showing that although Japanese students maintain relatively high academic achievements in science and mathematics, and their science literacy is high, science education in Japan is still on a new growth path; social and political interests in science and technology have not yet fully matured. This chapter illuminates how science education requires greater cultivation of political citizens who engage in moral and ethical issues. The chapter considers Dewey’s insights into not only the destructive use of science but also its peaceful use and links this with discussions in environmental ethics. Izawa discusses the implications of Dewey’s view for science education today by examining the case of Japan. He concludes that science education focused on the moral potential of physical science requires the creation of conditions for maturing environmental justice and enriching deliberative democracy.

Abstract: In this chapter, McKenna and Varner apply John Dewey’s ethical philosophy to environmental and animal ethics. They argue that Dewey’s experimental and fallibilistic approach offers a dynamic framework for addressing ecological challenges. Dewey emphasizes the continuity between humans and nature, advocating for an out-of-doors intelligence – an ethical reasoning that engages directly with natural and social environments rather than relying on fixed moral theories. Dewey rejects both domination of nature and passive nonintervention, favoring intelligent engagement where moral inquiry emerges through interaction with humans, animals, and ecosystems. Ethics, in this view, is a process of adapting habits through inquiry and experimentation rather than applying rigid principles. The authors argue that Dewey’s philosophy calls for thinking with rather than thinking about nature, fostering holistic, context-sensitive solutions. Ethical progress depends on experimental, adaptive inquiry that integrates human, animal, and environmental concerns, ensuring sustainable coexistence and responsible ecological stewardship. The authors conclude with two case studies that illustrate Dewey’s approach: US predator control and land stewardship at Bears Ears National Monument. The persistence of destructive wildlife management habits reflects the need for reform through intelligent inquiry. Collaborative efforts, such as conservation partnerships and the Bears Ears Inter-Tribal Coalition, demonstrate Deweyan ethics in practice.

Chapter 2 focuses on background information that is essential to understanding SEMs. This includes providing the general structural equation model that appears throughout the book along with definitions of the notation and the assumptions of the model. The chapter introduces path diagram symbols and their relation to the equation form of the model. It also describes differences between endogenous and exogenous variables and observed and latent variables for both continuous and categorical variables. In addition, the chapter introduces the problems of missing data, outliers and influential cases, and multiple significance testing, issues that are common in all types of models. Finally, basic rules of expected values, variances, and covariances are part of the chapter.

Dr. Bailey sets the tone for this text as a filing the gap in social work education and education across the helping professions in that it creates text that demonstrates sound and innovative application of decolonial lenses, anti-oppressive lenses, and empowerment practice in clinical supervision and social work leadership. Dr. Bailey urges the reader to understand that the process of decolonization within the helping professions is a process across systems, environments, and over time toward liberation.

Models with multiple equations rather than a single equation are the subject of Chapter 4. It covers model specification, implied moments, model identification, model estimation, and model interpretation, fit, and diagnostics in the context of such models. The consequences of measurement error and the treatment of mediation effects are part of the chapter. Finally, the chapter compares simultaneous equation models and Directed Acyclic Graphs (DAGs).

Abstract: In this chapter, Wahlström focuses on teaching as a continuous way of acting, although of course with variations. Continuous and repeated actions are developed into what we may call “habits” in terms of more or less unconscious actions that teachers develop when structuring their teaching content and organizing the teaching process. Central to the idea of teaching developed in this chapter is John Dewey’s understanding of habit in Human Nature and Conduct (1922). In order to capture Dewey’s understanding of the concept of habit in its relation to quality teaching, Wahlström analyzes the concept of habit in relation to four analytic aspects of routine developed by Anna Sfard (2023): the “task situation,” “recursive constructs,” “interconnected systems,” and “creativity.” The chapter shows that while routine is a recurrent repetition of already manifested patterns, habits, in Dewey’s sense, are open to the new and changing. Habits can be carried out in a novel way with unforeseen results that can make room for social change. Wahlström’s argument is that understanding teaching as a habit necessarily directs teachers’ attention to the everyday actions in the classroom and to the potential of their habits of teaching to support students’ self-realization.

This chapter begins with an in-depth exploration of neuroanatomy, including macroscopic features like the cerebral cortex, brain stem, and basal ganglia, as well as the pathways between the brain and body such as the spinal cord and cranial nerves. Against this background, four potential applications are introduced: first, the creation of motor prosthetics that use brain activity to control artificial limbs; second, the development of sensory prosthetics to restore vision or hearing; third, the artificial reactivation of memories through targeted brain stimulation; and fourth, the treatment of anxiety by incorporating either neuroimaging or brain stimulation. Each application is framed in terms of the modularity debate, which focuses on whether specific psychological functions can be localized to distinct brain regions. These four examples illustrate some cases in which it is useful to localize a behavioral function within a single region, but also where it may be more useful to appreciate either the diversity that exists within a region or the coordination that exists across regions.

The chapter opens by exploring different perspectives on defining mental disorders, contrasting Freudian psychoanalytic views with the diagnostic criteria of the DSM and newer alternative frameworks for understanding mental health. It then critiques early modular models of emotion, such as Papez’s circuit and the limbic system, which attempt to localize emotions to specific brain regions but fail to comprehensively explain diverse emotions and their complex manifestations in behavior. The chapter concludes by evaluating the value and limitations of brain stimulation for treating depression, with a focus on modern experiments involving deep-brain stimulation.