The philosophy and its more pragmatic off-spring, psychology and the cognitive sciences, have struggled to understand the complex principles reflected in the patterned operiltions of the human mind. What is knowledge? How docs it relate to what we feel and do? What are the fundamental processes underlying attention, perception, intention, learning, memory, and consciousness? How arc thought, feeling, and action related? What are the practical implications of our current knowledge for the everyday priorities of parenting, education, productive work, and interpersonal relationships? What are their effects on the process of psychotherapy'! Such meaningful and fascinating questions lie at the heart of contemporary attempts'to build a stronger working alliance among the fields of epistemology (theories of knowledge), the cognitive sciences, and psychotherapy.
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