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Purpose – The purpose of this chapter is to be as comprehensive as possible about what is known about mirror neurons at this time.

Design/methodology/approach – This chapter offers a comprehensive critique including Churchland's hesitations about findings on mirror neurons (2011) which are balanced by Ramachandran's conviction that much of the research on mirror neurons is valid (2011). Following this is a summary of the results of the Mirror Neuron Forum (2011) wherein leading mirror neuron researchers exchange their views and conclusions about this subject.

Findings – The few single cells measures that we have show that they are much wider distributed throughout the brain than we have previously imagined. It should be stressed that single measures of mirror neurons have occurred albeit in limited situations. This establishes once and for all their relevance to humans.

Originality/value – The work on mirror neurons is a critical contribution from neuroscience to bringing the social brain into sociology and refining our understandings of intersubjectivity and of our biologically driven connections with others.

Purpose – (1) To show that Hayek's theory of spontaneous orders informs his theory of the mind in The Sensory Order (TSO), (2) to show that Hayek's apriorism – which makes its first appearance in the Beiträge of 1920 with the view that memory precedes neuronal interconnections – continues unchanged in TSO, (3) to show that the social phenomenon of intersubjectivity is presupposed in Hayek's account of how the mind develops, and (4) to present the scientific discovery of mirror neurons as evidence that intersubjectivity has a role in this development.

Design/methodology/approach – This is an analytical examination of Hayek's theory of the mind in TSO against the backdrop of his social theory.

Findings – (1) That the role of memory in Hayek's theory of mind can be characterized as aprioristic; (2) that Hayek is a metaphysical realist; (3) that Hayek presupposes intersubjectivity in the framework of social orders and the mind; (4) that Hayek may have been influenced by the it tradition; and (5) also that Hayek's TSO is not an argument belonging to biologism or Kantian epistemology.

Originality/value – This chapter rejects the commonly accepted view that The Sensory Order or its predecessor, the Beiträge, underlies all of Hayek's social theory. Instead, it presents the argument that spontaneous orders and intersubjectivity are not only presupposed but most likely imported to TSO from his social theory. Secondarily, this chapter rejects the view that Hayek's cognitive and social theories are characterized by the acceptance of biologism or Kantianism.

Since 1985, Advances in Special Education has aspired to advance theories and best practices essential to understanding, treating, and instructing students with disabilities. At times, advancement involves vision and innovation. At other times, new technologies, cutting edge medical procedures, or innovate pedagogical practices capture the attention of special education professionals globally and substantial changes can result in the way students with special needs are instructed. This volume in Special Education International Perspectives invites a call for common ground and global commonalities in all schools. The main theme of this chapter is that teachers matter. The chapter reviews two decade of scientific evidence that supports this theme. The scientific evidence comes from neuroscience and social cognition findings related to the importance of the teacher–student interaction. Environmental influences are not only the physical world but the all-important social world. The chapter begins with an overview of the “social” brain relative to teaching. A practical guide for teacher use of evidence-based educational practices concludes the chapter.

This chapter presents a theory of socialization that explains cultural transmission while balancing both biological aspects of development and the child’s agency and creativity.

This chapter presents a synthesis of research in sociological theory, developmental psychology, and neuroscience. It is roughly divided into two complementary sections based around the metaphor of ivy growing upon a trellis. The discussion centered around the “ivy” utilizes psychological and neuroscience research to explain how early learning is guided by significant others. The “trellis” section synthesizes literature in developmental psychology and social theory to explain how the child’s experience is enframed both cognitively and emotionally in ways that guide the child into appropriate forms of action and feeling. Finally, I discuss how this model can explain other forms of socialization.

I propose that the child’s innate capacities and motivations are enframed through significant relationships in order to direct the child’s emergent behavior into sequences of competent action. Isolated competencies are guided into simple and delimited domains of social activity like games and, later, more complex and interpretive structures like paradigms and ideologies.

This chapter synthesizes research in several literatures in order to develop a new theory that addresses some old questions regarding cultural transmission. Additionally, it represents another step in showing how sociology can integrate research from biological fields without deferring to them.

In response to recent calls to better understand the brain’s role in organizational behavior, we propose a series of theoretical tests to examine the question “can brains manage?” Our tests ask whether brains can manage without bodies and without extracranial resources, whether they can manage in social isolation, and whether brains are the ultimate controllers of emotional and cognitive aspects of organizational behavior. Our analysis shows that, to accomplish work-related tasks in organizations, the brain relies on and closely interfaces with the body, interpersonal and social dynamics, and cognitive and emotional processes that are distributed across persons and artifacts. The results of this “thought experiment” suggest that the brain is more appropriately conceived as a regulatory organ that integrates top-down (i.e., social, artifactual and environmental) and bottom-up (i.e., neural) influences on organizational behavior, rather than the sole cause of that behavior. Drawing on a socially situated perspective, our analysis develops a framework that connects brain, body and mind to social, cultural, and environmental forces, as significant components of complex emotional and cognitive organizational systems. We discuss the implications for the emerging field of organizational cognitive neuroscience and for conceptualizing the interaction between the brain, cognition and emotion in organizations.

We challenge the belief that people resist change while embracing the idea that change is necessary to lead. Cultivating leaders to orchestrate conflict with deliberate intention is a skill leaders can learn. Yet, skill alone is insufficient to lead. Using three models, Communicative Intelligence, Adaptive Leadership, and Adaptive Schools, we tell the story of how we developed leaders to think adaptively and communicate authentically to collaborate across diverse communities to bring their visions to fruition. This chapter describes the models and their integration from three perspectives illustrating how we focused the cultivation of leaders. First, the personal development of their dispositions related to communication, collaboration, and systems thinking. Second we worked on developing the skills to build relationships and think politically. And third, we focused on identifying and implementing systems to address the critical issues facing their schools.

I investigate the efficacy of adopting two mental aptitudes in the financial industry: mindfulness and compassion.

A conceptual link is drawn between the powerful mental acuteness obtained from practicing Mindfulness (defined by Jon Kabat-Zinn) and Ruthless Compassion (defined by Chögyam Trungpa Rinpoché) and the pursuit of a noble purpose for finance, which is to channel resources into the most deserving social and/or economic activities that raise community and societal welfare.

These techniques allow decision-makers to reach new levels of awareness, giving them a competitive advantage for instance in terms of avoiding behavioral traps. Making money remains an important by-product of financial services, but not the overriding or sole criterion. An interview of Solomon Halpern, longstanding disciple of Chögyam Trungpa Rinpoché, expert in Buddhist meditation, and president of Highlander Wealth Services, illustrates how these mental tools are applied for running a small US equity fund.

The present study provides a starting point for further survey research on how these practices are becoming adopted in the industry.

This chapter is the first to analyze the impact of both ruthless compassion and mindfulness in the business of finance not only in terms of raised morality but also as an added tool to resolve informational asymetries proper to the finance business.

The application of physiological methods to the study of psychological phenomena has garnered considerable interest in recent years. These methods have proved especially useful to the study of emotions, since evidence suggests that validly measuring a person’s emotional state using traditional, psychometric methods such as surveys or observation is considerably more difficult than once thought. The present chapter reviews the challenges associated with measuring emotions from a purely psychological perspective, and suggests that the study of emotions in organizations can benefit from the use of physiological measurement to complement traditional assessment methods. We review more established approaches to physiological measurement, including those related to hormone secretion, cardiovascular activity, and skin conductance. We then highlight somewhat more recent attempts to use neurological scanning. A theme of this chapter is that both psychological and physiological measures are relevant to understanding and assessing emotions in organizations. Accordingly, we propose a multi-method approach involving both types of assessment. Finally, we discuss the practical and ethical implications of employing various forms of physiological measurement in the study of emotions, specifically in the context of organizations.