What we know now, will know in the future, and possibly cannot ever know in neurosciences.- I. Molecular and Synaptic Organization.- Molecular Organization of Synapses for Chemical Transmission in the Central Nervous System.- Discussion.- Possible Synaptic Mechanisms Subserving Learning.- Synaptic Modulations.- II. Biochemical Mechanisms and Pharmacological Approaches.- Some Brain Protein Changes Reflecting Neuronal Plasticity at Learning.- Discussion.- Norepinephrine in Central Nervous System and its Correlations with behavior.- Discussion.- Some Monoaminergic Mechanisms Controlling Sleep and Waking.- Discussion.- III. Neurophysiological Correlates.- Data Structure and Algorithms in the Primate Somatosensory Cortex.- Cortical Visual Areas and Their Interaction.- Neurophysiological and Psychophysical Correlates in Vision Research.- Integrative Properties of Parastriate Neurons.- Neural Correlates of Learning and Memory.- Electrophysiological Correlates of Positive Reinforcement: Post-Reinforcement Synchronization, Modulation of Sensory Input, and Steady Potentials.- IV. Psychological Aspects.- Nature, Nurture and the Psychological Approach to Learning.- Phylogeny of Memory Development in Vertebrates.- Discussion.- Time, Space, Motivation, Memory, and Decision.- The Ontogeny of Behavior and the Concept of Instinct.- Operational Structures of the Intelligence and Organic Controls.- V. Epistemological Aspects.- In Defense of Teleology.- The Mentality of Man's Brain.- What Difference Does Mind Make?.- Conditions for a Mechanistic Theory of Behaviour.

This volume is based on the Symposium on "The Brain and Human Behavior," held in October of 1969 as a part of the centennial observance of the Loyola Uni versity of Chicago. As President of the University, I was pleased to offer the University's support for the organization of this Symposium and to participate in some of its sessions. The volume which I now have the pleasure to introduce employs the materials of the Symposium as a framework. Its chapters constitute updated and greatly expanded versions of the original presentations, edited and organized so as to constitute an integrated picture of Neurosciences and their epistemological aspects. It seems appropriate for me to describe at this time certain features of this Jesuit University and of its Centennial which are particularly pertinent in the context of the present volume. Loyola University of Chicago opened its classes on September 5, 1870 with a faculty of 4 and a student body of 37. Today, Loyola University is the largest in dependent University in Illinois and the largest institution of higher learning under Catholic sponsorship in the United States of America. The University comprises twelve schools and colleges, a faculty of more than 1,600 and a student body of 16,545. As an institution of learning, this University is dedicated to knowledge; but perhaps more particularly than others, it is dedicated to the integration of truth and the knowledge of man as such.