★正向心理學經典之作 ★?心流之父?契克森米哈伊、?正向心理學之父?塞利格曼等高度評價，國際媒體齊聲推薦！ 啟動你我內在如大象般強大的力量 我們的「心」，是頭放任的大象； 我們的「智」，是具備掌控能力的騎象人， 心與智往往意見相左，各行其是…… 如何破除人象的對峙、拉扯？ 如何引領大象找到人生幸福的方向？ 學會馭象，就能獲得 愛、工作、審美、管理、人際關係、靈性覺醒上的諸多能力！ 強納森．海德把人類思考了兩千多年的問題，歸結為十個假設，放在科學的天平上，探討到底哪些是真理，哪些是謬誤。他融合了心理學、哲學、倫理學、宗教以及人類學等學科知識，並且大量引用了古今中外的哲學、文學與宗 教中有關人心的看法，再用神經科學與社會心理學的研究成果來驗證關於古老的關於幸福的假設。 他認為，人的心理可分為兩半，一半像桀驁不馴的大象，另一半則是理性的騎象人，面對改變時，理智與情感的拉扯就像是「象與騎象人」。這種人象的對峙，不僅會影響我們的決策，也會削弱我們的幸福感。 當我們學會駕馭心中的大象，我們就整合了各個面向的自我，而能全心投入愛、工作、關係、智慧成長中，最終能騎著大象，去到自己心中嚮往的幸福天地。 各界推薦 有人說，尋找人生智慧，要從自己最意想不到的地方開始。 希望每位惜時如金的讀者都可以從《象與騎象人》這本智慧之作中收穫意想不到的感悟。本書無論哪個方面，都能為大家帶來裨益。──全球華人正向心理學協會主席、劍橋大學幸福研究院亞太主任 蘇德中 駕馭內在的力量並不容易，但它值得我們用一生探究和學習。──諮商心理師╱璞成心理學堂總監 蘇絢慧 我個人特別推薦第六章〈愛與依附〉及第九章〈靈性的覺醒〉，作者撰寫的方式具科學實證又能深入淺出，本書確為正向心理學經典之作。──高雄醫學大學正向心理學中心主任 吳相儀 要理解幸福，建議就從跟隨本書作者海德開始吧！──正向心理學之父 馬汀•塞利格曼（Martin E.P. Seligman） 這是一本重要的、可讀性特別強的作品，能給讀者帶來愉悅的享受。──心流之父米 哈里•契克森米哈伊（Mihaly Csikszentmihalyi） 這是一部令人欣喜的作品……是一部源於正向心理學運動、內容充實的智慧之作。──《自然》（Nature） 從來沒有哪本書能如此清晰、如此充滿智慧地展示出對人類境況的理解。──《衛報》（The Guardian） 這本書引人入勝、令人欣慰，充滿了人文關懷與情趣，它將古代文明的洞見與現代心理學知識巧妙地融合在了一起。──《泰晤士報》（The Times of London） 一項鼓舞人心、細緻入微的研究。 ──《人物》（People） 本書能夠引導我們把每一天過得更好，它的觀點新穎、嚴謹、令人鼓舞。──《圖書館雜誌》（ Library Journal ） 作者簡介 強納森．海德（Jonathan Haidt） 現居紐約市，是著名心理學家，在紐約大學史登商學院擔任倫理領導學教授，主要研究如何在組織中運用積極心理學和道德心理學，被稱為「21世紀最不該被忽視的心理學家」。 1992年獲得美國賓州大學社會心理學博士學位後，即於維吉尼亞大學任教十六年之久。自1999年，他活躍參與正向心理學相關的活動，並因而在2001年獲得「鄧普頓獎」（Templeton Prize），是正向心理學先鋒派領袖。 《象與騎象人》一書是他的思想精華，一出版就登上亞馬遜心理學類排行榜榜首，熱銷不墜，更榮獲來自媒體、學界、企業界的各方好評。 譯者簡介 李靜瑤 臺灣大學政治系國際關系組學士，輔仁大學翻譯學研究所碩士。譯有：《象與騎象人》《失竊的未來：生命的隱形浩劫》《億萬商戰》《60秒壓力管理》《百事達傳奇》等。.

When parents are asked what they want for their children, they usually answer that they want their children to be happy. Why, then, is happiness rarely mentioned as an aim of education? This book explores what we might teach if we were to take happiness seriously as an aim of education. It asks, first, what it means to be happy and, second, how we can help children to understand what happiness is. It notes that, to be truly happy, we have (...) to develop a capacity for unhappiness and a willingness to alleviate the suffering of others. Criticizing the present almost exclusive emphasis on economic well-being and pleasure, it discusses the contributions of making a home, parenting, cherishing a place, development of character, interpersonal growth, finding work that one loves, and participating in a democratic way of life. Finally, it explores ways in which to make schools and classrooms happy places. (shrink)

One of the most important texts of modern times, Herbert Marcuse's analysis and image of a one-dimensional man in a one-dimensional society has shaped many young radicals' way of seeing and experiencing life. Published in 1964, it fast became an ideological bible for the emergent New Left. As Douglas Kellner notes in his introduction, Marcuse's greatest work was a 'damning indictment of contemporary Western societies, capitalist and communist.' Yet it also expressed the hopes of a radical philosopher that human freedom (...) and happiness could be greatly expanded beyond the regimented thought and behaviour prevalent in established society. For those who held the reigns of power Marcuse's call to arms threatened civilization to its very core. For many others however, it represented a freedom hitherto unimaginable. (shrink)

One of the most important texts of modern times, Herbert Marcuse's analysis and image of a one-dimensional man in a one-dimensional society has shaped many young radicals' way of seeing and experiencing life. Published in 1964, it fast became an ideological bible for the emergent New Left. As Douglas Kellner notes in his introduction, Marcuse's greatest work was a 'damning indictment of contemporary Western societies, capitalist and communist.' Yet it also expressed the hopes of a radical philosopher that human freedom (...) and happiness could be greatly expanded beyond the regimented thought and behaviour prevalent in established society. For those who held the reigns of power Marcuse's call to arms threatened civilization to its very core. For many others however, it represented a freedom hitherto unimaginable. (shrink)

In the 4th edition of this best-selling textbook, the authors introduce students to the business of philosophizing, thereby inducting them into the art of reasoning and analyzing key concepts in education. This introductory text, continuously in print for more than thirty years, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a person (...) or the idea of educational success? What, if anything, can be known and how should we organize what we know for curriculum purposes? What are the criteria for establishing the optimum balance between formal and informal teaching techniques? How trustworthy is educational research? In addition to these questions, which strike to the heart of the rationale for the educative process as a whole, the authors explore such concepts as culture, creativity, autonomy, indoctrination, needs, interests and learning by discovery. In this new updated edition, the authors draw on the latest research in genetics to argue that education is uniquely human and is essentially what develops us as humans. Resisting modern tendencies to equate knowledge with opinion, and value judgments with taste, this book leads the reader into the business of philosophizing and champions the cause of reason in education. (shrink)

This collection provides comprehensive coverage of a complex theme which will be of interest to those involved in the fields of philosophy and education alike.