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  1. Harald Atmanspacher & Jack Martin, An Authentic Life for Process Thinking.
    Jason Brown started his career as a neurologist specializing in language disorders, perceptive illusions, and impaired action. But beyond his activity as a physician he is a man of genuinely theoretical appetite. As satisfying as it is to help improve the situation of sick fellow humans, this alone does not characterize him well. Those who know him closer know his insistent urge to find a philosophical framework for his clinical practice and research, together with his desire for a more humane (...)
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  2. Jack Martin (forthcoming). A Case Against Heightened Self-Esteem as an Educational Aim. Journal of Thought.
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  3. Jack Martin (2013). Life Positioning Analysis: An Analytic Framework for the Study of Lives and Life Narratives. Journal of Theoretical and Philosophical Psychology 33 (1):1-17.
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  4. Jack Martin (2012). Agent Causation and Compatibilism Reconsidered The Evolutionary and Developmental Emergence of Self-Determining Persons. Journal of Consciousness Studies 19 (5-6):5-6.
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  5. Jack Martin & Mark H. Bickhard (eds.) (2012). The Psychology of Personhood: Philosophical, Historical, Social-Developmental and Narrative Perspectives. Cambridge University Press.
    Machine generated contents note: 1. Introducing persons and the psychology of personhood Jack Martin and Mark H. Bickhard; Part I. Philosophical, Conceptual Perspectives: 2. The person concept and the ontology of persons Michael A. Tissaw; 3. Achieving personhood: the perspective of hermeneutic phenomenology Charles Guignon; Part II. Historical Perspectives: 4. Historical psychology of persons: categories and practice Kurt Danziger; 5. Persons and historical ontology Jeff Sugarman; 6. Critical personalism: on its tenets, its historical obscurity, and its future prospects James T. (...)
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  6. Jack Martin (2011). The Interactivist Social Ontology of Persons: A Descriptive and Evaluative Synthesis, with Two Suggestions. [REVIEW] Axiomathes 21 (1):173-183.
    Within the interactivist, process approach to metaphysics, Bickhard (Social life and social knowledge: toward a process account of development. Lawrence Erlbaum, New York, 2008a; Topoi 27: 139–149, 2008b; New Ideas Psychol, in press) has developed a social ontology of persons that avoids many well-known philosophical difficulties concerning the genesis, development, and application of the rational and moral capabilities and responsibilities that characterize persons. Interactivism positions developing persons inside sets of social conventions within which they participate in their own constitution as (...)
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  7. Jack Martin & Nathan Martin (2010). Rousseau's 'Émile'and Educational Legacy. In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. 85.
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  8. Jack Martin & Jeff Sugarman (2009). Does Interpretation in Psychology Differ From Interpretation in Natural Science? Journal for the Theory of Social Behaviour 39 (1):19-37.
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  9. Jack Martin & Ann-Marie McLellan (2008). The Educational Psychology of Self-Regulation: A Conceptual and Critical Analysis. Studies in Philosophy and Education 27 (6):433-448.
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  10. Jack Martin (2007). Educating Communal Agents: Building on the Perspectivism of G.H. Mead. Educational Theory 57 (4):435-452.
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  11. Jack Martin (2007). Interpreting and Extending G. H. Mead's "Metaphysics" of Selfhood and Agency. Philosophical Psychology 20 (4):441 – 456.
    G. H. Mead developed an alternative "metaphysics" of selfhood and agency that underlies, but is seldom made explicit in discussions of, his social developmental psychology. This is an alternative metaphysics that rejects any pregiven, fixed foundations for being and knowing. It assumes the emergence of social psychological phenomena such as mind, self, and deliberative agency through the activity of human actors and interactors within their biophysical and sociocultural world. Of central importance to the emergence of self-consciousness and deliberative forms of (...)
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  12. Jack Martin (2005). Perspectival Selves in Interaction with Others: Re-Reading G.H. Mead's Social Psychology. Journal for the Theory of Social Behaviour 35 (3):231–253.
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  13. Jack Martin (2004). What Can Theoretical Psychology Do? Journal of Theoretical and Philosophical Psychology 24 (1):1-13.
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  14. Jack Martin (2002). Hermeneutic Psychology: Understandings and Practices. In Serge P. Shohov (ed.), Advances in Psychology Research. Nova Science Publishers. 14--97.
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  15. Jack Martin & Jeff Sugarman (2002). Agency and Soft Determinism in Psychology. In Harald Atmanspacher & Robert C. Bishop (eds.), Between Chance and Choice: Interdisciplinary Perspectives on Determinism. Thorverton Uk: Imprint Academic. 407.
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  16. Jack Martin & Jeff Sugarman (2001). Is the Self a Kind of Understanding? Journal for the Theory of Social Behaviour 31 (1):103–114.
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  17. Jack Martin & Jeff Sugarman (1999). Psychology's Reality Debate: A "Levels of Reality" Approach. Journal of Theoretical and Philosophical Psychology 19 (2):177-194.
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  18. Jack Martin & Jeff Sugarman (1997). Societal-Psychological Constructionism: Societies, Selves, Traditions, and Fusions. Journal of Theoretical and Philosophical Psychology 17 (2):120-136.
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  19. Lisa Tsoi Hoshmand & Jack Martin (1996). Epistemology is More Than Method: A Reply to Yanchar and Kristensen. Journal of Theoretical and Philosophical Psychology 16 (2):103-110.
  20. Jack Martin (1996). Psychological Research as the Formulation, Demonstration, and Critique of Psychological Theories. Journal of Theoretical and Philosophical Psychology 16 (1):1-18.
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  21. Jack Martin & Jeff Sugarman (1996). Bridging Social Constructionism and Cognitive Constructivism: A Psychology of Human Possibility and Constraint. Journal of Mind and Behavior 17:291-320.
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  22. Lisa Tsoi Hoshmand & Jack Martin (1994). Naturalizing the Epistemology of Psychological Research. Journal of Theoretical and Philosophical Psychology 14 (2):171-189.
    It is proposed that psychologists need a working theory of knowledge for conceptual and discourse purposes. Arguments are made from a pragmatist view of science for a conception of inquiry practice that may resolve current paradigm conflicts and support a viable methodological pluralism. The suggestion is made that a naturalized approach to research practice, such as historical-descriptive case study, may illuminate the judgments and intentions constitutive of our applied epistemology and methodological choices. Implications of such meta-methodological understanding for research training (...)
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