Search results for 'Karen Carr' (try it on Scholar)

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  1. Karen Carr & Philip Ivanhoe (2011). Response to L Ee Jung. Dao: A Journal of Comparative Philosophy 10 (2):251-252.score: 240.0
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  2. Karen L. Carr (1996). The Offense of Reason and the Passion of Faith. Faith and Philosophy 13 (2):236-251.score: 240.0
    This essay considers and rejects both the irrationalist and the supra-rationalist interpretations of Kierkegaard, arguing that a new category---Kierkegaard as “anti-rationalist”---is needed. The irrationalist reading overemphasizes the subjectivism of Kierkegaard’s thought, while the suprarationalist reading underemphasizes the degree of tension between human reason (as corrupted by the will’s desire to be autonomous and self-sustaining) and Christian faith. An anti-rationalist reading, I argue, is both faithful to Kierkegaard’s metaphysical and alethiological realism, on the one hand, and his emphasis on the continuing (...)
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  3. Harvir Bansal, Chatura Ranaweera, Adrian N. Carr, Sid Lowe, Andrew J. Czaplewski, Thomas W. Gruen, Dg Brian Jones, Eric H. Shaw, Karen Fa Fox & Irina I. Skorobogatykh (2005). Index Volume 5, 2005. Thought 5 (2):221-231.score: 240.0
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  4. David Carr (2006). Scholar's Symposium: The Work of David Carr. [REVIEW] Human Studies 29 (4):491-501.score: 180.0
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  5. H. Wildon Carr (1920). Dr. Wildon Carr's Theory of the Relation of Mind and Body. Journal of Philosophy, Psychology and Scientific Methods 17 (21):579-580.score: 180.0
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  6. A. J. Finberg & H. W. Carr (1902). "Appearance and Reality": A Reply to Mr. Carr [with Discussion]. Proceedings of the Aristotelian Society 3:29 - 46.score: 180.0
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  7. Henry Carr (1969). Henry Carr: Lectures and Speeches. Ibadan, Oxford University Press.score: 180.0
    The requirements of education at Lagos. 15 Apr. 1892.--Primary, elementary, secondary, and supplementary education. 22 Jan. 1902.--Christian marriage. 26 May 1909.--Religious instruction in church schools. 28 May 1909.--Education of women. 18 May 1911.--The Rt. Rev. Bishop James Johnson, M.A., D.D. 1918.--The problems of education in Southern Nigeria. 9 Nov. 1920.--Our religion and our social life. 2 Oct. 1923.--Moral character. 5 July 1924.--The truth about my background and my career. 1924.--Religion as the basis of education. 1934.--Overseas scholarships for deserving Nigerian youths. (...)
     
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  8. Jung Lee (2011). Carr, Karen L., and Philip J. Ivanhoe, The Sense of Antirationalism: The Religious Thought of Zhuangzi and Kierkegaard. Dao: A Journal of Comparative Philosophy 10 (2):245-249.score: 120.0
  9. David Carr (1999). The Paradox of Subjectivity: The Self in the Transcendental Tradition. Oxford University Press.score: 60.0
    Challenging prevailing interpretations of the development of modern philosophy, this book proposes a reinterpretation of the transcendental tradition, as represented primarily by Kant and Husserl, and counters Heidegger's influential reading of these philosophers. Author David Carr defends their subtle and complex transcendental investigations of the self and the life of subjectivity, and seeks to revive an understanding of what Husserl calls "the paradox of subjectivity"--an appreciation for the rich and sometimes contradictory character of experience.
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  10. David Carr (2000). Professionalism and Ethics in Teaching. Routledge.score: 60.0
    Professionalism and Ethics in Teaching examines the ethical issues of teaching. After discussing the moral implications of professionalism, David Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally he gives a detailed analysis of a range of issues concerning the role of the teacher and the management of educational issues. Professionalism and Ethics in (...)
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  11. David Carr (1974/2009). Phenomenology and the Problem of History: A Study of Husserl's Transcendental Philosophy. Northwestern University Press.score: 60.0
    In Phenomenology and the Problem of History. David Carr examines the paradox involving Husserl's transcendental philosophy and his later historicist theory.
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  12. David Carr (2014). The Human and Educational Significance of Honesty as an Epistemic and Moral Virtue. Educational Theory 64 (1):1-14.score: 60.0
    While honesty is clearly a virtue of some educational as well as moral significance, its virtue-ethical status is far from clear. In this essay, following some discussion of latter-day virtue ethics and virtue epistemology, David Carr argues that honesty exhibits key features of both moral and epistemic virtue, and, more precisely, that honesty as a virtue might best be understood as the epistemic component of Aristotelian practical wisdom. In the wake of arguments to be found in Plato's Laws, as (...)
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  13. Wilfred Carr (1980/1995). For Education: Towards Critical Educational Inquiry. Open University Press.score: 60.0
    A recent review of his work describes Wilfred Carr as 'one of the most brilliant philosophers now working in the rich British tradition of educational philosophy ... His work is rigorous, refreshing and original ... and examines a number of fundamental issues with clarity and penetration'. In For Education Wilfred Carr provides a comprehensive justification for reconstructing educational theory and research as a form of critical inquiry. In doing this, he confronts a number of important philosophical questions. What (...)
     
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  14. David Carr (2003). Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Routledgefalmer.score: 30.0
    Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring recent developments as well as important ideas from the twentieth century, this book aims to make philosophy of education relevant to everyday practice for teachers and student teachers, as well as those studying education as an academic subject.
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  15. David Carr & J. W. Steutel (eds.) (1999). Virtue Ethics and Moral Education. Routledge.score: 30.0
    This book takes a major step in the philosophy of education by moving back past the Enlightenment and reinstating Aristotelian Virtue at the heart of moral education.
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  16. David Carr (2008). 1. Narrative Explanation and its Malcontents. History and Theory 47 (1):19–30.score: 30.0
  17. David Carr (2009). Virtue, Mixed Emotions and Moral Ambivalence. Philosophy 84 (1):31-46.score: 30.0
    Aristotelian virtue ethics invests emotions and feelings with much moral significance. However, the moral and other conflicts that inevitably beset human life often give rise to states of emotional division and ambivalence with problematic implications for any understanding of virtue as complete psychic unity of character and conduct. For one thing, any admission that the virtuous are prey to conflicting passions and desires may seem to threaten the crucial virtue ethical distinction between the virtuous and the continent. One recent attempt (...)
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  18. Paul H. Carr (2010). Truth and Tension in Science and Religion. By Varadaraja V. Raman. Zygon 45 (2):527-528.score: 30.0
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  19. David Carr (1974). Husserl's Crisis and the Problem of History. Southwestern Journal of Philosophy 5 (3):127-148.score: 30.0
  20. David Carr (1998). Phenomenology and Fiction in Dennett. International Journal of Philosophical Studies 6 (3):331-344.score: 30.0
    In Consciousness Explained and other works, Daniel Dennett uses the concept of phenomenology (along with his variant, called heterophenomenology) in almost complete disregard of the work of Husserl and his successors in German and French philosophy. Yet it can be argued that many of the most important ideas of Husserl, Merleau-Ponty and others (and not just the idea of intentionality) reappear in Dennett's work in only slightly altered form. In this article I try to show this in two ways, first (...)
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  21. David Carr (1991). What Relevance has Plato for Education Today? Journal of Philosophy of Education 25 (1):121–128.score: 30.0
  22. David Carr (1979). The Logic of Knowing How and Ability. Mind 88 (351):394-409.score: 30.0
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  23. Paul Henry Carr (2001). Science and Religion: Original Unity and the Courage to Create. Zygon 36 (2):255-259.score: 30.0
  24. David Carr (1977). Kant, Husserl, and the Nonempirical Ego. Journal of Philosophy 74 (11):682-690.score: 30.0
  25. David Carr (1999). Professional Education and Professional Ethics Right to Die or Duty to Live? Journal of Applied Philosophy 16 (1):33–46.score: 30.0
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  26. David Carr (2004). Music, Meaning, and Emotion. Journal of Aesthetics and Art Criticism 62 (3):225–234.score: 30.0
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  27. David Carr (2003). Character and Moral Choice in the Cultivation of Virtue. Philosophy 78 (2):219-232.score: 30.0
    It is central to virtue ethics both that morally sound action follows from virtuous character, and that virtuous character is itself the product of habitual right judgement and choice: that, in short, we choose our moral characters. However, any such view may appear to encounter difficulty in those cases of moral conflict where an agent cannot simultaneously act (say) both honestly and sympathetically, and in which the choices of agents seem to favour the construction of different moral characters. This paper (...)
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  28. David Carr (2010). Dangerous Knowledge: On the Epistemic and Moral Significance of Arts in Education. Journal of Aesthetic Education 44 (3):1-15.score: 30.0
    Plato is usually credited as the source of the "ancient quarrel" between reason and rhetoric—and, for him, the arts fall mostly on the less favorable side of rhetoric.1 To be sure, Plato's harsh verdict on the arts rests on an idealist metaphysics and epistemology (or realism about universals)—enshrining a general pessimism about the epistemic prospects of sense experience—which few, nowadays, would consider persuasive. For Plato, since what is presented to us by the senses is no more than an inaccurate copy (...)
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  29. Jeffrey Carr (2009). Aristotle's Use of 'Genos' in Logic, Philosophy, and Science. Peter Lang.score: 30.0
    Introduction -- The common hellenic meaning of "genus" -- The Pollaxos legomena or things said in many ways -- Genus in the explanation of change : the subject and substratum principles -- To what is Aristotle's theory of change a response? : the pre-socratic and platonic background -- Change : the principles of nature in physics I -- A first mention of matter and form -- Genus in the explanation of change : the definition of change -- Aristotle's definition of (...)
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  30. Brian Carr (1999). Pity and Compassion as Social Virtues. Philosophy 74 (3):411-429.score: 30.0
    The altruistic emotions of pity and compassion are discussed in the context of Aristotle's treatment of the former in the Rhetoric, and Nussbaum's reconstruction of that treatment in a recent account of the latter. Aristotle's account of pity does not represent it as a virtue, the context of the Rhetoric rather rendering his account one of a peculiarly self-centred emotion. Nussbaum's reconstruction builds on the cognitive ingredients of Aristotle's account, and attempts to place the emotion of compassion more squarely in (...)
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  31. Wilfred Carr (2006). Philosophy, Methodology and Action Research. Journal of Philosophy of Education 40 (4):421–435.score: 30.0
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  32. David Carr (2010). Moral Madness. Philosophical Investigations 33 (2):103-125.score: 30.0
    One clear reason why human agents often act badly is because they are insufficiently attentive to moral considerations and concerns, or tempted to ignore these in pursuit of more immediate satisfactions. In so far as madness, insanity or mental instability may be regarded as undermining moral agency, it might also be supposed that such madness attaches more to the non-moral than the moral reasons or motives of agents. Still, the well-known quote from Chesterton at the start of this paper may (...)
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  33. Paul H. Carr (2004). Does God Play Dice? Insights From the Fractal Geometry of Nature. Zygon 39 (4):933-940.score: 30.0
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  34. David Carr (1999). Art, Practical Knowledge and Aesthetic Objectivity. Ratio 12 (3):240–256.score: 30.0
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  35. David Carr (2010). On the Moral Value of Physical Activity: Body and Soul in Plato's Account of Virtue. Sport, Ethics and Philosophy 4 (1):3 – 15.score: 30.0
    It is arguable that some of the most profound and perennial issues and problems of philosophy concerning the nature of human agency, the role of reason and knowledge in such agency and the moral status and place of responsibility in human action and conduct receive their sharpest definition in Plato's specific discussion in the Republic of the human value of physical activities. From this viewpoint alone, Plato's exploration of this issue might be considered a locus classicus in the philosophy of (...)
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  36. David Carr (1986). Education, Professionalism and Theories of Teaching. Journal of Philosophy of Education 20 (1):113–121.score: 30.0
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  37. Linda L. Carr & Moosa Valinezhad (1994). The Role of Ethics in Executive Compensation: Toward a Contractarian Interpretation of the Neoclassical Theory of Managerial Renumeration. [REVIEW] Journal of Business Ethics 13 (2):81 - 93.score: 30.0
    The topic of Chief Executive Officer (CEO) compensation has been a focus of interest for many years. The purpose of this article is to explore the ethical dimensions of various generally accepted theories of CEO renumeration. We argue that a contractarian approach, based on the Kantian ethical framework, can be used to augment the existing contingent pay models.While the neoclassical economic model of the firm views the maximization of the shareholders'' wealth as the sole responsibility of top management, a contractarian (...)
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  38. David Carr (2009). Experience, Temporality and History. Journal of the Philosophy of History 3 (4):335-354.score: 30.0
    Philosophers' reflections on history have been dominated for decades by two themes: representation and memory. On both of these accounts, historical inquiry is divided by a certain gap from what it seeks to find or wants to know, and its activity is seen by philosophers as that of bridging this gap. Against this background, the concept of experience, in spite of its apparent rootedness in the present, can be revived as a means of thinking about our connection to the past. (...)
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  39. David Carr & Don Skinner (2009). The Cultural Roots of Professional Wisdom: Towards a Broader View of Teacher Expertise. Educational Philosophy and Theory 41 (2):141-154.score: 30.0
    Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy (...)
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  40. C. R. Carr (1978). Speaker Meaning and Illocutionary Acts. Philosophical Studies 34 (3):281 - 291.score: 30.0
  41. David Carr (1981). On Mastering a Skill. Journal of Philosophy of Education 15 (1):87–96.score: 30.0
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  42. David Carr (2007). Review of Rebecca L. Walker, Philip J. Ivanhoe (Eds.), Working Virtue: Virtue Ethics and Contemporary Moral Problems. [REVIEW] Notre Dame Philosophical Reviews 2007 (10).score: 30.0
  43. David Carr (1994). The Question of the Subject: Heidegger and the Transcendental Tradition. Human Studies 17 (4):403 - 418.score: 30.0
  44. Wilfred Carr (2004). Philosophy and Education. Journal of Philosophy of Education 38 (1):55–73.score: 30.0
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  45. David Carr (2010). Professional Ethics Education: Studies in Compassionate Empathy. Journal of Moral Education 39 (1):116-119.score: 30.0
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  46. Craig L. Carr (2010). Liberalism and Pluralism: The Politics of E Pluribus Unum. Palgrave Macmillan.score: 30.0
    Table of Contents: Politics, morality, and pluralism -- Liberal morality and political legitimacy -- Political legitimacy and social justice -- Williams's concept of the political -- Legitimacy, stability, and morality -- The politics of morality -- A moral point of view -- Manners and morality -- Morality and conflict -- Moral conflict and political theory -- The morality of politics -- Feminism and multiculturalism -- A defense of culture -- Politics and normative conflict -- The political as moral viewpoint -- (...)
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  47. Spencer Carr (1976). The Integrity of a Utilitarian. Ethics 86 (3):241-246.score: 30.0
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  48. David Carr (2002). Feelings in Moral Conflict and the Hazards of Emotional Intelligence. Ethical Theory and Moral Practice 5 (1):3-21.score: 30.0
    From some perspectives, it seems obvious that emotions and feelings must be both reasonable and morally significant: from others, it may seem as obvious that they cannot be. This paper seeks to advance discussion of ethical implications of the currently contested issue of the relationship of reason to feeling and emotion via reflection upon various examples of affectively charged moral dilemma. This discussion also proceeds by way of critical consideration of recent empirical enquiry into these issues in the literature of (...)
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  49. David Carr (2006). History as Orientation: Rüsen on Historical Culture and Narration. History and Theory 45 (2):229–243.score: 30.0
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  50. David Carr (2003). Rival Conceptions of Practice in Education and Teaching. Journal of Philosophy of Education 37 (2):253–266.score: 30.0
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