| Opening Remarks |
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| Introduction: Unity of Knowledge, circa 2000 |
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1 | (11) |
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| Part I. Opening Session |
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How to Unify Knowledge: Keynote Address |
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12 | (6) |
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Prolegomenon to a General Biology |
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18 | (19) |
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37 | (5) |
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| Part II. Beyond Nature--Nurture: Genes, Brain, and Behavior |
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39 | (3) |
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From Molecules to Mind: Stress, Individual Differences, and the Social Environment |
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42 | (8) |
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Nature, Nurture, and the Disunity of Knowledge |
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50 | (12) |
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Do People Make Environments or Do Environments Make People? |
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62 | (13) |
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The Smoke Detector Principle: Natural Selection and the Regulation of Defensive Responses |
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75 | (11) |
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Immunoalienation: A Behavioral Analysis of the Immune System |
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86 | (15) |
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| Part III. Emotion, Cognition, and the Human Brain |
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98 | (3) |
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Emotion and the Human Brain |
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101 | (6) |
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The Anterior Cingulate Cortex: The Evolution of an Interface between Emotion and Cognition |
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107 | (11) |
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Neurescience: Breaking Down Scientific Barriers to the Study of Brain and Mind |
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118 | (18) |
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Language/Culture/Mind/Brain: Progress at the Margins between Disciplines |
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136 | (41) |
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| Part IV. Future Directions for the Social Sciences |
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175 | (2) |
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Biological Constraint, Cultural Variety, and Psychological Structures |
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177 | (14) |
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Toward a Biology of Personality and Emotion |
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191 | (17) |
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Exploring the Biology of Socialization |
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208 | (9) |
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A Polytheistic Conception of the Sciences and the Virtues of Deep Variety |
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217 | (16) |
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| Part V. Science, Culture, Meaning, Values: A Dialogue |
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233 | (28) |
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| Part VI. Science in the Liberal Arts Curriculum |
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258 | (3) |
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K--12 Science Education as the Road to Consilient Curricula |
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261 | (5) |
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Integrated Learning: Passing Fad or Foundation for the Future? |
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266 | (9) |
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Some Practical Suggestions for Teaching Science in the Liberal Arts |
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275 | (8) |
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| Index of Contributors |
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283 | (2) |
| Subject Index |
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285 | |
Other versions by this Author
