Resolves the fundamental debate between cognitivists and social constructionists concerning the metaphysics of human psychology, and offers new insights into therapy, education, and creativity.

This book addresses one of the most enduring debates within psychology, namely, the conflicting claims of those who adopt an individual, cognitivist perspective and those who adopt a social, culturalist perspective. The authors examine this debate and provide fresh insights that permit the bridging of traditional dualisms between self and society with respect to the subject matter of psychology, and between scientism and relativism with respect to knowledge about this subject matter.

Jack Martin, the author of over 100 articles and chapters in journals and books of education, is a professor of education at Simon Fraser University. His areas of interest include both theoretical and applied psychology, especially in educational and psychotherapeutic settings.

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Jeff Sugarman, PhD, is a professor of education at Simon Fraser University, where he teaches courses in the psychology of education, educational research and teacher professional development. His interests straddle psychology and education, with particular emphasis on theory and philosophy of applied psychology.

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"?a work of great erudition — The authors are excellent guides with impeccable taste." — Theory & Psychology

"This book provides a strong, coherent philosophy of science for psychology that builds upon and is consistent with the American pragmatic, functional tradition and the continental phenomenological, hermeneutic tradition. It provides a 'middle way' between an objectivist, positivist approach and a subjectivist, postmodernist approach while being sympathetic to arguments of each. The book is full of important insights. It bridges the gap between European hermeneutics and more familiar American pragmatism and offers new insights into therapy, education, and creativity." — David F. Barone, Nova Southeastern University

"It is more difficult to explain and defend an integrated, middle-ground position than it is to myopically argue for a simplistic, extreme position. Martin and Sugarman accomplish this more difficult task beautifully." — George Howard, University of Notre Dame