5 comments about Black Skin, White Masks.

1. I own the original French version of this book: "Peau noire masques blancs"! Franz Fanon addressed very well the racial issues encounted by previously colonized civilizations like the French island of Martinique. But Martinique is just an example. The truth is raw, but it's the truth, and there is still a long way for the freedom of the mind.



2. Frantz Fanon was a black man born in the French colony and island of Martinique. He trained as a doctor specialising in psychiatry. He was deeply concerned about the impact of colonialism on the people of colour, particularly how it humiliated them, destroyed their culture, values and dignity. This led him to get involved in the Algerian war of independence in the 1950s.
   
   The book "Black Skin, White Masks" was written almost fifty years ago. This was during the time when decolonisation of the African continent and elsewhere was gathering momentum.
   
   To adequately capture and assimilate Fanon's thinking of the question of colonialism and racism and their impact on the coloured people, one also needs to read Fanon's other great works: "The Wretched of the Earth" and "Dying Colonialism". Here one can see his anger and the background to his conclusion that it was only through violence that people of colour could liberate themselves from colonialism, particularly from mental bondage and inferiority complex that accompanied colonial subjugation.
   
   In "Black Skin, White Masks", Fanon develops his thesis about the impact of inferiority complex of subjugated peoples and the alienation of some of them from their kind resulting in their wish to identified with the colonialists or imitate the European. There are a number of celebrated and classic cases of coloured people who have tried various formulas to change the colour of their skins, the tone of their voices or their names so that they sound more civilised (European).
   
   Fanon's ideas about how the coloured people can liberate themselves (physically and mentally) influenced many leaders of revolutionary movements that were fighting colonialism. Some organisations in the USA, such as the Nation of Islam, appear to embrace a lot of Fanon's ideas and thinking.
   
   The book is recommended reading for those who wish to understand the impact of colonialism on the colonised around the world and their different reactions to this menace.



3. Fanon really draws you in with this book. One feels involved with Fanon's fight not just against racism and colonization, but also his own self evaluation and struggle within himself to accept himself for who he is.
   
   Among other things, what struck me the most was the way Fanon showed that minorities do not feel inferior because they were thrust in the midst of a majority. Considering that South Africa has minority white population and yet the black population there took on the brunt of racism and that had nothing to do with the minority subjugation.
   
   Another line of thought that Fanon brings about is the domination of the colonized language. In Martinique, the average middle class family would insist children to speak French like the French would and not the commonly spoken Creole. The Martinican returning from France was expected to uphold that standard and speak proper French. If he reverted to his old ways of speaking, it was looked down upon. Fanon shows that the black man of Martinique maintains locked in his own cultural impositions and unless that is shed it would make it difficult for him to rise out of it.
   
   Fanon brings about how the psychological impact of colonization through language, culture and history plays on the black man. Fanon delves into studies done by others and compares or rejects ideas put forth by them either with by presenting his own experiences or a generalistic view of the colonized Martinique land.
   
   Fanon digresses frequently from topics of discussion and jumps around wildly in some of the chapters. But overall the book is well written and makes you think and begs you to put your own experience and thought into it.



4. Frantz Fanon was a contemporary writer of the 1950's. Born in Martinique, he studied psychiatry and medicine in France as a young man after volunteering his services in World War II. He had an educational background in post colonial studies including racism and colonization. At the age of 27 he published "Black Skin, White Masks" which played a vital role in civil rights and Black consciousness movements throughout its time. Fanon's analysis of the Black psyche, "Black Skin, White Masks", was amazingly interesting and educational. It gave me a fresh perspective to what it means to live as the minority, as a person of color in a White world. This is a wonderful review of how the French of different backgrounds interacted with each other. There are also a few downfalls in understanding "Black Skin, White Masks". This book is hard to follow because it jumps around quite a bit, making various points throughout the same train of thought. There are many topics covered, one of the most thoroughly explored being romantic love between interracial couples. It also explores the use of language and the importance of knowing one's familial, racial, and cultural history.
   One of the topics Fanon concentrates on is the Black man and his goals in life. To understand what Black men go through, one has to first understand the history of the particular Black man he is talking about which is born in an island off of France then moves to France and faces the culture shock of entering a country where the language and customs are different. Here the Black man goes from being comfortable and part of a larger entity to being the minority. At this stage the Black man feels he is worthless because of the history of the relationship of Blacks and Whites, where the Black man has led a forced life of servitude and abuse which has caused him to believe that he is inferior to the White man. The White man's racism has created the White man's feeling of superiority which correlates with the Black man's feeling of inferiority. Because of this inferiority complex the Black man has an overpowering need to prove himself equal to the White man. Fanon goes on to argue that the Black man's goal is to prove to Whites, Blacks and himself that he is an intelligent, good, and worthy of pursuing happiness individual. One of the most detailed examples was how the Black man attempts to get closer to being White by having any relationship, be it friendship or romantic (preferably sexual), with a White person other than a master/slave association. As an example Fanon tells a story of a young mulatto woman who marries a White man and in a split second goes from being the slave to being the master. Yet there are other cases when the Black man succeeds and he is not only rejected by Whites, he is repudiated by Blacks.
   Another theme was that of language and what happens to a Black person when he arrives to France. The Black man has to learn how to speak French as it is spoken in France in order to become "whiter", for example, an educated Black man is no longer seen as Black because Blacks are savages while the intellectual is civilized. Yet there have been many cases where despite the success of the Black man, Whites refuse to accept them as equals and show it by speaking to them in pidgin or as children. There is also the struggle of remaining part of the Black community after assimilating into the White world. After learning to speak French, he returns home as white in the eyes of other Black people. The Black man must be able to code change in order to survive in both worlds.
   Antillean education is looked at carefully in this book. Fanon compares the children of France with those of Martinique. As French children learn about their culture and their ancestors, Martinique children learn of the ancestors of others. Fanon proposes that the Black Martinique children should learn about Black history as a separate section in order to build self esteem and confidence. Children need to learn that there have been others in similar situations that have pulled through and made it despite discrimination and hate. If the educational system increases the Martinique children's knowledge and understanding of their own heritage and history, they will be able to make connections with their own ancestors and their amazing accomplishments. This would thus curb ideas of inferiority.
   There was a contrast between Blacks and Whites that kept the world as it was. In order for there to be white, there has to be black. In order for there to be a slave there has to be a master. In order for one group of peoples to be superior another group has to be inferior, and this is the case with Whites and Blacks. As a result, whatever one group is the other is the opposite. Here arise a series of stereotypes that support how people think of these two groups. Whites are intelligent, progressive, civil people while Blacks are primitive savages in need of taming. Since Blacks are savages they cannot control their emotional and sexual needs hence in contrast Whites are not sexual and have the ability to suppress their emotions. From this Fanon argues that a subtle jealousy was born; the White man envied the Black man's sexual freedom.
   As I read this book I could not help but think of my students and how they embody many of the same believes as Black men in the 1950's. The children I teach Mathematics to are people of color, either Latino or Black. I spend much of my day listening to them speak among themselves about various topics and have picked up on certain ideas that reflect that of past colonized populations. Although there is this total rejection of anything and everything that is White, there is also an underlining want to be White (perhaps mainstream is a better word). For example, I have heard my students discuss accents and the implication that those who have one are in some way less intelligent than those who speak like Americans. Students have also expressed in happiness that they do not speak their parent's native tongue, typically Spanish, which is an indication that they are closer to being white than those who's first language is not English. Another disturbing behavior I have noticed is the animosity towards Whites. It seems my students have been programmed to be hostile towards White people, especially peers. They constantly refer to Whites in derogatory terms; for example, when one of my mentors (an older White woman) spend a period in my classroom the students were flustered and after she left referred to her as "the white b*$^%" as opposed to "the lady who was just here". At the same time they insult each other by using terms that are associated with being Black such as insulting the wideness of their nose and/or thickness of their lips. I find this to be an interesting contradiction and would like to explore it further in hopes of understanding the contemporary adolescent.
   As a teacher I found this book to be very helpful in understanding why our children of color behave the way they do and why they consistently fail in a system designed for children who are not exposed to the gruesome situations the students in the South Bronx (where I teach) go through on a daily basis. These children could very well have an inferiority complex which they will have to overcome before being able to succeed in this White man's world.



5. If you want to understand racial identity, you should read Fanon's approach. The most influential author on ethnicity and colonization in the twentieth century.

No comments about Essentials of Physical Anthropology (with InfoTrac ).

5 comments about Five Minds for the Future.

1. Howard Gardner is a man of many minds. The Harvard psychologist, MacArthur "genius grant" recipient and prolific author started a revolution when he claimed that human capability couldn't be reduced to a single metric. Rather than accepting IQ as the whole story of cognitive capacity, Gardner said people have "multiple intelligences," a notion he popularized in his 1983 book Frames of Mind: The Theory of Multiple Intelligence. Twenty-five years later, Gardner is still producing influential work on human mental skills and capabilities. In this clear, eminently useful book, Gardner describes five cognitive capacities that he predicts will be in most demand in the future and which everyone should practice. While he describes them metaphorically as "minds," these forms of thought are neither wholly innate nor immutable. All people can, through diligent practice, cultivate their disciplined mind, their synthesizing mind, their creative mind, their respectful mind and their ethical mind - and they should. Given accelerating technological change and vast increases in the flow of information and the necessity of working closely with many different kinds of people worldwide, getAbstract is of a mind to recommend this book to managers who are trying to think ahead.



2. Howard Gardner, Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education, is a psychologist and author known for his theory of multiple intelligences. Application of his theory, especially for education, has been controversial. But I think his latest book, Five Minds for the Future, is a must read for technology professionals.
   
   His thesis is that, "...vast changes that include accelerating globalization, mounting quantities of information, the growing hegemony of science and technology, and the clash of civilizations," requires, "capabilities that, until now, have been mere options." He describes "Five Minds," or cognitive abilities that will command a premium in the years ahead:
   
   1. The Disciplinary Mind -- the mastery of major schools of thought (including science, mathematics, and history) and of at least one professional craft.
   
   2. The Synthesizing Mind -- the ability to integrate ideas from different disciplines or spheres into a coherent whole and to communicate that integration to others.
   
   3. The Creating Mind -- the capacity to uncover and clarify new problems, questions and phenomena.
   
   4. The Respectful Mind -- awareness of and appreciation for differences among human beings and human groups.
   
   5. The Ethical Mind -- fulfillment of one's responsibilities as a worker and as a citizen.
   
   While the book is not directed specifically at technology professionals, I found much of what he said echoed characteristics of the most effective people I know: deep domain expertise, intellectual curiosity, creativity, global perspective, knowledge of and respect for diverse cultures, and teamwork. It is and will continue to be possible for anyone with a few of these characteristics to succeed in technology, but I believe those who excel and assume positions of leadership will exhibit all of these abilities.



3. This book by Gardner is one of the most important about education and personal development.The concepts are new and well described.A book worth reading and rereading.



4. Dr. Gardner is a visionary. His recommendations will lead us into the 21st century through a perception that applies to all aspects of our lives.



5. Again, I am fascinated by Gardner's ideas. The focus this time is more on the discipline, academics, and ensuring synthesis in learning. A worthwhile read for any educator.

No comments about Our Origins: Discovering Physical Anthropology.

4 comments about Criminal Behavior: A Psychosocial Approach (8th Edition).

1. This book is pretty good as a first text in a criminal psychology class. It has a lot of information about current and old research in the field. The only thing that keeps this book from being 4 or 5 stars, is the fact that it's pretty dry, and a little difficult to read.



2. This book attempts to be fair, but is rife with wrong or misleading information. I think the author tries to cover too much ground, and winds up out of his element.

   pp 391-392 "When a user is under the drug's (MDMA) effects, the user is often referred to as "rolling" because of the up-and-down rolling of emotions."

   "Rolling" refers to the way eyes tend to move around when a person is on this drug. It has nothing to do with a supposed emotional rollercoaster. Furthermore, this drug causes no such flapping of emotions. MDMA causes one big up of euphoria and elation, followed by one big crash.

   p 392. "Other adverse side effects of MDMA include heart, liver damage, strokes, and long-term brain injury." While nobody is saying this substance is healthful, the apparent neurotoxicity is a hotly debated issue. Long-term neurological damage has not been established. Most of the research behind these claims comes from George Ricaurte at Johns Hopkins, and his work has absolutely not been universally accepted.




3. excelent condition of the book, although it took quite a while to get delivered.



4. This has been an extremely helpful book for criminal justice majors and psychology majors alike. I would reccomend this as a do not sell at the end of the semester, it is one to keep.

5 comments about The Amazing Power of Deliberate Intent: Living the Art of Allowing.

1. As I myself have been trying to practice the Law of Attraction, I found this book helped me to realize a very important point. You can ask, believe but to receive you must consciously and deliberately be aware. I have found myself in default mode meaning if you are not consciously aware it will not happen. They also give you processes (excercises) to achieve your goals. Similar to this book and one of my favorites that also show you how in a workbook format and gives you exercises is Living The Secret Everyday: My Secret Workbook



2. I've read a load of bestsellers on manifesting personal desires including this one, and I found they all have one thing in common - none mentioned karma, which I think is the ultimate challenge in fulfilling your desires. Why are so many people struggling with sickness every day? Why are there so many women looking for years for a mate? Is that because they don't desire them or they are not clear on their goals and desires? These books are there to make you feel empowered, but will your reality change? Not until they address how to overcome karma. And I hope one day, there will be a well-rounded book that talks about balancing desires and karma.



3. As always I was able to find the product I was looking for and it did arrive as scheduled. No complaints! No complications! Amazon never fails me.



4. I just finished reading this book. I really got a lot out of it.
   
   I must say I was a bit leary at first about Abraham and the authors. I still can't quite buy into the idea that everything I ask for is given to me, or that the authors are so confident in their healthy emotions they cancelled their medical insurance or that every disastor victim attracted their misfortunes with "bad vibs."
   
   Having said that, it is truly a wonderful study in positive thinking and really simple, but effective techniques to improve your emotions and outlook on life. That part really does work! All and all I got a lot out of the book and am thankful I read it. Do I beleive every work as it is written, let's say I have my doubts. Read it with an open mind and take for it what works for you.



5. We used this book for several classes at the Hollywood Center for Positive Living in Florida and it was really well recieved. If you liked "Ask and it is givin" You will like this too. If channeled material bothers you and you can set that asside I think there is much here to appreciate. As always the Universe is saying "Yes" to you so "Living the Art of ALLOWING" Good and creating deliberately with intention can be a great assist to anyone wanting to change their life experience for the better.

4 comments about Human Biology: Concepts and Current Issues (4th Edition) (The Human Biology Place Series).

1. This wonderful book gives the reader a comprehensive presentation of the biology of the workings of the human body. The book comes with a CD ROM inside the cover and a free registration number for the tutor center which offers the learner internet and telephone support.



2. This is a great book. It gives a perfect amount of information, not too much, but not too little. I love the pictures and the diagrams. I have the newest edition, 3rd. It's only about 5 pages more than the 2nd edition, so if you need to save money, you won't be missing out on much if you get the 2nd edition.



3. As an old timer going back to college, I purchased this book for my spring semester course. My daughter is in medical school, and she looked it over. Her pronouncement was that she knows most of these topics in more depth, but that if I master the contents of the book, it will be like "med student lite". That's a definite compliment.



4. This book was just what I needed the cost was less than the college bookstore and that was a PLUS. In addition the book was in great condition and arrived in a timely manner.

5 comments about A Mind at a Time.

1. This book clearly defines how different minds learn and process the vast amounts of information encountered on a daily basis in school and in everyday life. The author is clearly at the top of his field and can very easily communicate his findings in a way that is easy to comprehend, extremely informative and interesting to read.



2. Thank you Dr. Levine for this instruction manual about the mind!!! I have read this book several times already and learn something new each time I read it. I continue to use it as a reference for when I am stumped about either my own behavior or a child's behavior.



3. Dr. Levine's book, A Mind at a Time, is so comprehensive that it is challenging to pare it down to a few essential ideas. He begins by telling the reader why he is "a pediatrician with a mission". He endeavors to accurately describe the struggles of unsuccessful children, to explain the brain's working and dysfunctions which we all experience and see in others, and to provide a "road map" for parents and teachers to knowledgeably observe their children's cognitive development. This observation by a trained eye allows for early detection of breakdowns in learning as well as necessary identification of a child's cognitive strengths, overall assets, and consuming passions. Interestingly, research into problematic learning is also a study of all learning, and how the brain is supposed to function. Only when we are equipped with accurate information regarding a child's diverse kind of mind can we begin to explain why they are struggling and how they can best conquer or compensate for these challenges. It is vital that this knowledge be openly shared with young developing minds so that they know from the start that they are not what they feared, but rather free to grow stronger given the knowledge and help they need to succeed.
   
   Dr. Levine's text covers an overview of the ways of learning, and how lifestyle choices can help or hurt an individual's learning styles. He then goes on to detail the eight neurodevelopmental systems, chapter by chapter: the Attention Control System, the Memory System, the Language System, the Spatial Ordering System, the Sequential Ordering System, the Motor System, the Higher Thinking System, and the Social Thinking System. These systems develop at diverse paces, but must be utilized to grow strong and to stay strong. Although complex and detailed, this book is written in terms a layperson can understand with some thoughtful reading and perhaps a little rereading.
   
   Chapter 10 is devoted to helping the educator or parent pinpoint the areas of breakdown based on evidence from past productivity, behaviors, and learning difficulties. Dr. Levine has divided these areas of breakdown into particular profiles based upon recurring patterns that occur with particular types of brain wiring. He explains each profile, giving case studies to better illustrate what may be typical of each profile. He also details different emotional mindsets that can interfere with a child's achieving his or her potential, and provides strategies to overcome those negative behaviors. Finally, he addresses the benefits and possible detriment of testing, and the outcomes in adulthood.
   
   Dr. Levine adds several additional chapters to provide even more tools for working with different kinds of minds. He discusses the management of a profile, which is broken down into stages: demystification, accommodations, interventions at the breakdown points, strengthening strengths and affinities, protection from humiliation, and using professional therapies. He devotes a whole chapter to provide parents with best methods for nurturing these children at home. He also devotes a chapter to the teacher's role and what types of policies are practiced in "a humane school".
   
   I especially appreciate Dr. Levine's kind heart, which is evident throughout this book. He encourages parents and educators who know a child with a brain that is not meeting necessary demands not to give up on that child, and don't allow them to give up on themselves either. He reminds us that our minds are not stagnant, but come into their own with time. School is the hardest thing that many of these kids are ever going to have to face, because it focuses so intensely on particular skills, such as math and language, while devaluing other important skills, such as interpersonal abilities and creativity. He also reminds us that report cards are notoriously poor predictors of a child's potential. Throughout the numerous case studies, Dr. Levine is an encourager, an empowering force, the voice of hope and predictor of success. His position, experience, and knowledge of current research lend weight to his optimistic determination. Later, at the end of each chapter detailing the neurodevelopmental systems, Dr. Levine lists strategies, a tool box of helpful, practical information to help students, their teachers, and their parents in ways that are immediate and useful. He considers these children to be heroes and heroines, distinctively different in their learning styles, but valiantly courageous in their ability to cope, their resilience, and their will to overcome.
   
   Dr. Levine has covered his topic completely, with every avenue of possibility addressed appropriately and in the most humble, helpful manner. I have worked with a developmental pediatrician who trained under Dr. Levine, and I can say without any hesitation, if I was younger, I would jump at the chance to train under Dr. Levine myself.



4. In this book you realize that there is really no such thing as dumb, that all brains work differently. It helps focus on the REAL issues of learning, instead of lumping your understanding into ADHD or some other category. You should read it!



5. Dr. Mel Levine has worked for a long time with children so that they could grow up feeling responsible, successful and with good self esteem. He has spent a great deal of time working with experts in many disciplines in order to understand how children learn and how to help them if they are struggling.
   
   He has broken learning into several areas of input, processing, storage, retrieval and output. Parents and educators can use this information to understand where a child may be having problems and then use ideas from his book to help turn things around for the child/student.
   
   What the book does let us know is that learning is not easy but more like rocket science, in that it is a combination of innate abilities and deficits of the child, and the abilities of the adults to work with the abilities and help remediate the deficits through a combination of interventions and accommodations. There is also no quick turn around, since the educational demands change over time with new areas of difficulty recognized with the increased demands.

5 comments about The Future of an Illusion.

1. In his 27 Feb 2006 review of Freud's The Future of an Illusion, Roger Schmeeckle misrepresents Freud's explanation (on pages 38-42 of this Norton publication) between Illusion and Delusion.
   
   Roger correctly identified Freud's concept of Delusion as "something that is believed that is not true" -- but then oversimplifies by stating that Freud said an Illusion is "something that may be true or false, but is believed because we want to believe it."
   
   This oversimplification ignores what Freud goes on to say, "Illusions need not be necessarily false - that is to say unrealizable or in contradiction to reality. For instance, a middle-class girl may have the illusion that a prince will come and marry her. This is possible; and a few such cases have occurred. That the Messiah will come is much less likely. Whether one classifies this belief as illusion or something analogous to delusion will depend on one's personal attitude."
   
   The point being, that while the "absolute" truth or falsity of an illusion is debatable - common sense and reason enable us to infer or deduce where the truth actually lies. For instance, it IS possible that the Sun will rise in the west tomorrow (as I am unable to prove something false which has yet to occur), but I would be a fool and utterly devoid of reason and intellect to presume that it will occur.
   
   Roger then asserts that Freud was "not so much atheistic as irreligious." That Freud was irreligious is certain (what atheist wouldn't be) -- but I do not understand how anyone can read The Future of an Illusion and not easily conclude that the author was a confirmed atheist. The entire work is a testament to atheism. Accordingly, it is absurd to suggest that because Freud does not simply state "I do not believe in God" there is reason to infer that he may have believed in one.
   
   Roger continues by arguing that Freud had a "bias" or "prejudice" against religion, whereby Freud's "wish" for there to be no God led him into his own Illusions of atheism. This is quite a stretch and a distortion of Freud's dissertation -- which has at its core the fundamental assertion of reason and the power of the intellect to overcome humankind's infantile and primitive need for "wish fulfillment" in the form of a protective and benevolent God.
   
   And in a final shot, Roger accusing Freud of being a prisoner of his times -- a subject of "materialistic determinism" -- and for not having investigated or being familiar with "the evidence and reasoning of those who defend their own religious belief."
   
   Yet, that Freud was all too familiar with and understanding of the nature and roots of religious beliefs is the hallmark of The Future of an Illusion. That he might have been a "materialistic determinist" is unknown to me -- but that he was a genius as well as great "Humanist" with a profound regard for and understanding of the Human Race seems clear.



2. This is a very slim text that addresses some very big issues. I would recommend it as part of any Freud collection and also for any collection on religion. Certainly a requirement that one have at least a primer on Freudian concepts so the nature of Illusion can be placed into some kind of meaningful context.



3. This book describes religion as a universal mental illness, which says it all. As such, Freud predicts a time when we can rise above it.
   
   "Religion would thus be the universal obsessional neurosis of humanity; like the obsessional neurosis of children, it arose out of the Oedipus complex, out of the relation to the father." If this is true, then Freud supposes that "a turning away from religion is bound to occur with the fatal inevitability of a process of growth, and ...we find ourselves at this very juncture in the middle of that phase of developement."
   
   It is worth reading quickly, as it makes the same few points over and over.



4. I decided to buy this book after having seen it referenced by many contemporary thinkers (e.g. Daniel Dennett) in their books. Sigmund Freud, the famous Austrian psychiatrist, writes about mankind's struggle with religion and considers what civilization or society would be like if weaned of it. His arguments - bear in mind this book was first published in 1927 - are of the kind a modern-day informed atheist might secretly wonder. I found myself nodding in agreement with a number of Freud's matter-of-fact observations about religion.
   
   For example, he says that mankind will likely focus their energies and learn to adapt to the (harsh) realities of this life if they withdrew their expectations from the vacuous promises of the hereafter. The style of writing is clear but a little weird at times, especially when he pretends to be another party and questions himself on the ideas being argued. In summary, Freud appears to have believed that mankind, in the not-too-distant future will have found a way to go about his daily life without believing in gods or the supernatural and that science will have a significant role in it. I particularly like the last paragraph of the book which states: "No, our science is no illusion. But an illusion it would be to suppose that what science cannot give us we can get elsewhere."
   
   At 67 pages the size of Reader's Digest magazine (not including the biographical introduction), this little blue book is moderate-level reading for anyone interested in the psychology of religious beliefs. It is also a nice addition to any library. I personally, bought this edition because it is rather difficult to find where I live.



5. This is a great read for anyone who is interested in the field of Psychology or Philosophy or anyone that is interested in Freud, whether an avid reader or new to his works. This book takes an amazing look and analysis of the world of religion and its effects on civilization and the individual, which can still be applied to our present civilization. Anyone who can appreciate the work of great thinkers will definitely enjoy this work. My only complaint is that it is so short.

4 comments about Psychopharmacology: Drugs, the Brain and Behavior.

1. It is relatively easy to read and very informative. Also, section summaries, in-text boxes, and figures are ample and fantastic! However, although very useful, at times there is too much extraneous information.



2. Fantastic; Clear and precise with plenty of diagrams. The best introduction to psychopharmacology I could have received.



3. I am very pleased with the basic explanation presented by the authors of this textbook. It is broken down that it is so simple, yet builds it up so you are able to understand, or reference back to previous topics of discussion when you approach complex topics.



4. I agree with the three previous reviews that the book is easy to read, comprehensive, and has excellent illustrations and summary tables. But, at times there is too much complex information presented. The major problem is that with a cover date of 2004, it is sadly out of date, and thus fails to cover important new information, especially the significance of neuroregeneration (which as well known by 2004) and serotonin's role in the brain. My major specific criticism is that the chapter on affective disorders reviews very nicely the various therapeutic approaches especially to depression (with the above caveat about new findings), but the student reader comes away very confused, because there is no synthesis of the complex data and approaches. I understand very well how difficult that is to do, but at the end of this very long chapter, the student is left hanging. Let's hope a new edition will help.