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Exploring systematically the mind-pedagogy connection, this collection starts with an examination of what is believed about human development, then challenges those beliefs. Both the biological and cultural origins of education are examined, as are the how and what of learning. This simple summary statement is not meant to mislead readers. Each of the chapters, 15-30 pages in length, is densely packed with information, often predicated on basic background knowledge of psychology and education. The underlying premise of these writers from 11 countries is that education both creates and is created by culture, a premise echoed in the presentation of human development and knowledge as fostering and being fostered by learning. The author and subject indexes will be much used, as will the lengthy reference lists accompanying each chapter. Although part of an innovative integrated whole, the chapters can also stand on their own as scholarly access points to the understanding of human nature and the mind's relation to the physical and social world of learning. This handbook will be most useful when chapter titles and authors appear in notes fields in academic library catalogs. A worthwhile addition to academic libraries; for upper-division undergraduates through faculty. L. L. Scarth Mount Mercy College