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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 (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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  3. 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.
    The central argument of this paper is that compatibilist theories that understand human agent causation as self-determination are consistent with, and can accommodate, important insights from evolutionary and developmental psychology. Agent causation is nothing more than the non-mysterious self-determining capability of persons, understood as embodied, emergent ontological entities whose nature is not fixed due to their uniquely evolved and developed capabilities of language use, cultural construction, self-consciousness and self-understanding, and moral concern. Relevant arguments of Dennett and Searle are adapted to (...)
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  4. 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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  5. 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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  6. 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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  7. 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.
    Following an initial discussion of the general nature of interpretation in contemporary psychology, and social and natural science, relevant views of Charles Taylor and Thomas Kuhn are considered in some detail. Although both Taylor and Kuhn agree that interpretation in the social or human sciences differs in some ways from interpretation in the natural sciences, they disagree about the nature and origins of such difference. Our own analysis follows, in which we consider differences in interpretation between the natural and social (...)
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  8. 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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  9. Jack Martin (2007). Educating Communal Agents: Building on the Perspectivism of G.H. Mead. Educational Theory 57 (4):435-452.
    In their search for more communal forms of agency that might guide education, contemporary educational psychologists have mostly neglected the theorizing of George Herbert Mead. In this essay, Jack Martin aims to remedy such oversight by interpreting Mead’s social‐psychological and educational theorizing of selfhood and agency through the lenses of the perspectival realism Mead developed in the last decade of his life. This interpretation understands education as concerned with the cultivation and coordination of cultural, societal, interpersonal, and personal perspectives. Within (...)
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  10. 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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  11. 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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  12. Jack Martin (2004). What Can Theoretical Psychology Do? Journal of Theoretical and Philosophical Psychology 24 (1):1-13.
    A wide variety of theoretical tasks is inescapably part of psychological research, practice, and public policy initiatives. A classification and illustrated summary of these theoretical tasks is provided, an important purpose of which is to remind providers and users of psychological research and interventions of important theoretical dimensions of these activities. A larger purpose, however, is the promotion of theoretical psychology as an orientation toward, and a set of understandings and tools with which psychologists might approach, an appropriately contextualized self-understanding (...)
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  13. 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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  14. 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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  15. 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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  16. Jack Martin & Jeff Sugarman (1999). Psychology's Reality Debate: A "Levels of Reality" Approach. Journal of Theoretical and Philosophical Psychology 19 (2):177-194.
    For different reasons, some modern and postmodern psychologists are skeptical about the reality of psychological phenomena as irreducible, influential entities. Nonetheless, much psychological inquiry presumes precisely such a reality. The authors present a "levels of reality" approach to psychological reality that they believe can assuage some of the concerns of psychological skeptics. This approach treats psychological reality as inseparably embedded in sociocultural, biological, and physical levels of reality, without being reducible to any of these other levels. The authors develop their (...)
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  17. Jack Martin & Jeff Sugarman (1999). The Psychology of Human Possibility and Constraint. Monograph Collection (Matt - Pseudo).
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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.
    Frequently cited problems of dualism, as it pertains to the relation of psychological mind to sociocultural world, arise from assumptions of fixed societal and psychological ontologies. If, instead, societal and psychological ontologies are understood to be both emergent and mutable, as a consequence of their dynamic relation, many of the metaphysical and epistemological difficulties encountered by classic psychological-sociocultural dualism are avoided. To this end, an ontological and epistemological position, called societal-psychological constructionism, is presented. The merits of this position relative to (...)
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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.
    Responds to S. C. Yanchar and K. B. Kristensen's comments on L. T. Hoshmand and J. Martin's proposal for a naturalistic epistemological approach. Further clarification of the proposal is provided and implications for the development of a theory of method and issues of communal evaluation and intelligibility are discussed. 2012 APA, all rights reserved).
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  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.
    The subject matter of psychology is humans and their experiences and actions. This subject matter differs from the subject matter of physical science by being more highly contextualized, uncertain, and morally saturated. As a consequence, psychological theory must concern itself with context and moral significance and with the formulation of principles rather than causal laws. The development of psychological theory can be assisted by programs of inquiry that emphasize conceptual clarification and moral consideration, in addition to empirical demonstration. Programs of (...)
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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 (4):291-320.
    A theory intended to bridge social constructionist and cognitive constructivist thought is presented, and some of its implications for psychotherapy and education are considered. The theory is mostly concerned with understanding the emergence and development of the psychological from its biological and sociocultural origins. It is argued that the psychological is underdetermined by the biological and sociocultural, and possesses a shifting, dynamic ontology that emerges within a developmental context. Increasingly sophisticated capabilities of memory and imagination mediate and support the emergence (...)
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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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  23. Jack Martin (1994). The Construction and Understanding of Psychotherapeutic Change Conversations, Memories, and Theories. Monograph Collection (Matt - Pseudo).
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