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

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  1. Alexandre Monnin, Harry Halpin & Carr Leslie, Proceedings of the WWW2012 Conference Workshop PhiloWeb 2012: "Web and Philosophy, Why and What For?".
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  2. Karen Leslie Carr & P. J. Ivanhoe (2000). The Sense of Antirationalism the Religious Thought of Zhuangzi and Kierkegaard. Monograph Collection (Matt - Pseudo).
     
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  3.  44
    Leslie Carr & Stevan Harnad, Evidence of Hypertext in the Scholarly Archive.
    Dalgaard's recent article [3] argues that the part of the Web that constitutes the scientific literature is composed of increasingly linked archives. He describes the move in the online communications of the scientific community towards an expanding zone of secondorder textuality, of an evolving network of texts commenting on, citing, classifying, abstracting, listing and revising other texts. In this respect, archives are becoming a network of texts rather than simply a classified collection of texts. He emphasizes the definition of hypertext (...)
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  4.  26
    David Carr (2006). Scholar's Symposium: The Work of David Carr. [REVIEW] Human Studies 29 (4):491-501.
  5.  10
    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.
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    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.
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  7. Henry Carr (1969). Henry Carr: Lectures and Speeches. Ibadan, Oxford University Press.
    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. Peter Carr (2008). Port of Culture: Liverpool Through the Photography of Pete Carr. Liverpool University Press.
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  9. Bertrand Russell & Brian Carr (1975). Bertrand Russell an Introduction; Edited Selections From His Writings [by] Brian Carr. --. Allen and Unwin.
     
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  10.  57
    David Carr (1999). Professionalism and Ethics in Teaching. Routledge.
    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 (1999). The Paradox of Subjectivity: The Self in the Transcendental Tradition. Oxford University Press.
    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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  12. John Leslie (1992). Time and the Anthropic Principle. Mind 101 (403):521-540.
    Carter’s anthropic principle reminds us that intelligent life can find itself only in life-permitting times, places or universes. The principle concerns a possible observational selection effect, not a designing deity. It has no special concern with humans, nor does it say that intelligent life is inevitable and common. Barrow and Tipler, who discuss all this, are not biologically ignorant. As argued in "Universes" (Leslie, 1989) they may well be right in thinking that "fine tuning" of force strengths and particle (...)
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  13.  7
    David Carr (2014). The Human and Educational Significance of Honesty as an Epistemic and Moral Virtue. Educational Theory 64 (1):1-14.
    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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  14.  10
    Ori Friedman & Alan M. Leslie (2004). A Developmental Shift in Processes Underlying Successful Belief‐Desire Reasoning. Cognitive Science 28 (6):963-977.
    Young children’s failures in reasoning about beliefs and desires, and especially about false beliefs, have been much studied. However, there are few accounts of successful belief-desire reasoning in older children or adults. An exception to this is a model in which belief attribution is treated as a process wherein an inhibitory system selects the most likely content for the belief to be attributed from amongst several competing contents [Leslie, A. M., & Polizzi, P. (1998). Developmental Science, 1, 247–254]. We (...)
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  15.  7
    John Leslie (1996). The End of the World: The Science and Ethics of Human Extinction. Routledge.
    Are we in imminent danger of extinction? Yes, we probably are, argues John Leslie in his chilling account of the dangers facing the human race as we approach the second millenium. The End of the World is a sobering assessment of the many disasters that scientists have predicted and speculated on as leading to apocalypse. In the first comprehensive survey, potential catastrophes - ranging from deadly diseases to high-energy physics experiments - are explored to help us understand the risks. (...)
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  16.  34
    David Carr (1974). Phenomenology and the Problem of History: A Study of Husserl's Transcendental Philosophy. Northwestern University Press.
    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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  17.  27
    John Leslie (2001). Infinite Minds: A Philosophical Cosmology. Oxford University Press.
    The cosmos exists just because of the ethical need for it We, and all the intricate structures of our universe, exist as thoughts in a divine mind that knows everything worth knowing. There could also be infinitely many other universes in this mind....It may be hard to believe that the universe is as Leslie says it is--but it is also hard to resist his compelling ideas and arguments.
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  18. Wilfred Carr (1980). For Education: Towards Critical Educational Inquiry. Open University Press.
    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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  19.  16
    David Carr (2007). Moralized Psychology or Psychologized Morality? Ethics and Psychology in Recent Theorizing About Moral and Character Education. Educational Theory 57 (4):389-402.
    Moral philosophy seems well placed to claim the key role in theorizing about moral education. Indeed, moral philosophers have from antiquity had much to say about psychological and other processes of moral formation. Given this history, it may seem ironic that much systematic latter‐day theorizing about moral education has been social scientific, and that some of the major trends in the field have been led by empirical or other psychologists. Moreover, while acknowledging the influence of such major past philosophers as (...)
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  20. Thomas M. Carr (2009). Descartes and the Resilience of Rhetoric: Varieties of Cartesian Rhetorical Theory. Southern Illinois University Press.
    A careful analysis of the rhetorical thought of René Descartes and of a distinguished group of post-Cartesians. Covering a unique range of authors, including Bernard Lamy and Nicolas Malebranche, Carr attacks the idea, which has become commonplace in contemporary criticism, that the Cartesian system is incompatible with rhetoric. Carr analyzes the writings of Balzac, the Port-Royalists Arnauld and Nicole, Malebranche, and Lamy, exploring the evolution of Descartes’ thought into their different theories of rhetoric. He constructs his arguments, probing (...)
     
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  21. John Leslie (2002). The End of the World: The Science and Ethics of Human Extinction. Routledge.
    Are we in imminent danger of extinction? Yes, we probably are, argues John Leslie in his chilling account of the dangers facing the human race as we approach the second millenium. _The End of the World_ is a sobering assessment of the many disasters that scientists have predicted and speculated on as leading to apocalypse. In the first comprehensive survey, potential catastrophes - ranging from deadly diseases to high-energy physics experiments - are explored to help us understand the risks. (...)
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  22.  5
    Thomas H. Carr (2015). Strengths and Weaknesses of Reflection as a Guide to Action: Pressure Assails Performance in Multiple Ways. Phenomenology and the Cognitive Sciences 14 (2):227-252.
    The current status of Beilock and Carr's "execution focus" theory of choking under pressure in performance of a sensorimotor skill is reviewed and assessed, mainly from the perspective of cognitive psychology, and put into the context of a wider range of issues, attempting to take philosophical analysis into account. These issues include other kinds of skills, pre-performance practice, post-performance evaluation and repair, and integrating new and creative achievements into repertoires of heavily practiced routines. The focus is on variation in (...)
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  23. Thomas M. Carr (1989). Descartes and the Resilience of Rhetoric: Varieties of Cartesian Rhetorical Theory. Southern Illinois University Press.
    A careful analysis of the rhetorical thought of René Descartes and of a distinguished group of post-Cartesians. Covering a unique range of authors, including Bernard Lamy and Nicolas Malebranche, Carr attacks the idea, which has become commonplace in contemporary criticism, that the Cartesian system is incompatible with rhetoric. Carr analyzes the writings of Balzac, the Port-Royalists Arnauld and Nicole, Malebranche, and Lamy, exploring the evolution of Descartes’ thought into their different theories of rhetoric. He constructs his arguments, probing (...)
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  24.  2
    David Carr (2014). Experience and History: Phenomenological Perspectives on the Historical World. OUP Usa.
    David Carr outlines a distinctively phenomenological approach to history. Rather than asking what history is or how we know history, a phenomenology of history inquires into history as a phenomenon and into the experience of the historical.
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  25. David Carr (1999). Professionalism and Ethics in Teaching. Routledge.
    _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, 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 David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and (...)
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  26. David Carr (2005). Professionalism and Ethics in Teaching. Routledge.
    _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, 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 David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and (...)
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  27. John Leslie (2001). Infinite Minds a Philosophical Cosmology: A Philosophical Cosmology. Oxford University Press Uk.
    'A refreshingly daring book.' -Laval théologique et philosophique 'A wonderful piece of speculative metaphysics, consistent with contemporary physics and cosmology... Leslie has produced a wonderfully well worked out and quite attractive system of metaphysics. In any case in the course of his argument there is a succession of ingenious discussions of particular matters, including, as one would expect from him, discussions in the philosophy of cosmology.' -Australasian Journal of Philosophy 'Provocative and ambitious.' -A. W. Moore, Times Literary SupplementIn this (...)
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  28. Lambert Zuidervaart, Allyson Carr, Matthew J. Klassen, Ronnie Shuker & Matthew J. Klaassen (2014). Truth Matters: Knowledge, Politics, Ethics, Religion. Mcgill-Queen's University Press.
    Why should we seek and tell the truth? Does anyone know what truth is? Many are skeptical about the relevance of truth. Truth Matters endeavours to show why truth is important in a world where the very idea of truth is contested. Putting philosophers in conversation with educators, literary scholars, physicists, political theorists, and theologians, Truth Matters ranges across both analytic and continental philosophy and draws on the ideas of thinkers such as Aquinas, Balthasar, Brandom, Davidson, Dooyeweerd, Gadamer, Habermas, Kierkegaard, (...)
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  29. Sarah-Jane Leslie (2008). Generics: Cognition and Acquisition. Philosophical Review 117 (1):1-47.
    Ducks lay eggs' is a true sentence, and `ducks are female' is a false one. Similarly, `mosquitoes carry the West Nile virus' is obviously true, whereas `mosquitoes don't carry the West Nile virus' is patently false. This is so despite the egg-laying ducks' being a subset of the female ones and despite the number of mosquitoes that don't carry the virus being ninety-nine times the number that do. Puzzling facts such as these have made generic sentences defy adequate semantic treatment. (...)
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  30. Joshua Knobe, Adam Cohen & Alan Leslie (2006). Acting Intentionally and the Side-Effect Effect: 'Theory of Mind' and Moral Judgment. Psychological Science 17:421-427.
    The concept of acting intentionally is an important nexus where ‘theory of mind’ and moral judgment meet. Preschool children’s judgments of intentional action show a valence-driven asymmetry. Children say that a foreseen but disavowed side-effect is brought about 'on purpose' when the side-effect itself is morally bad but not when it is morally good. This is the first demonstration in preschoolers that moral judgment influences judgments of ‘on-purpose’ (as opposed to purpose influencing moral judgment). Judgments of intentional action are usually (...)
     
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  31. John Leslie (1989). Universes. Routledge.
    One of the first books to address what has come to be known as the philosophy of cosmology, Universes asks, "Why does the universe exist?", arguing that the universe is "fine tuned for producing life." For example, if the universe's early expansion speed had been smaller by one part in a million, then it would have recollapsed rapidly; with an equivalently tiny speed increase, no galaxies would have formed. Either way, this universe would have been lifeless.
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  32. Alan M. Leslie & Brian J. Scholl (1999). Modularity, Development and 'Theory of Mind'. Mind and Language 14 (1):131-153.
    Psychologists and philosophers have recently been exploring whether the mechanisms which underlie the acquisition of ‘theory of mind’ (ToM) are best charac- terized as cognitive modules or as developing theories. In this paper, we attempt to clarify what a modular account of ToM entails, and why it is an attractive type of explanation. Intuitions and arguments in this debate often turn on the role of develop- ment: traditional research on ToM focuses on various developmental sequences, whereas cognitive modules are thought (...)
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  33. Sarah-Jane Leslie (forthcoming). The Original Sin of Cognition: Fear, Prejudice, and Generalization. Journal of Philosophy.
  34. Brian J. Scholl & Alan M. Leslie (1999). Modularity, Development and "Theory of Mind". Mind and Language 14 (1):131-153.
    Psychologists and philosophers have recently been exploring whether the mechanisms which underlie the acquisition of ‘theory of mind’ (ToM) are best charac- terized as cognitive modules or as developing theories. In this paper, we attempt to clarify what a modular account of ToM entails, and why it is an attractive type of explanation. Intuitions and arguments in this debate often turn on the role of _develop-_ _ment_: traditional research on ToM focuses on various developmental sequences, whereas cognitive modules are thought (...)
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  35. Sarah-Jane Leslie (2007). Generics and the Structure of the Mind. Philosophical Perspectives 21 (1):375–403.
  36. David Carr (2003). Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Routledgefalmer.
    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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  37. David Carr & J. W. Steutel (eds.) (1999). Virtue Ethics and Moral Education. Routledge.
    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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  38.  38
    Wilfred Carr (2004). Philosophy and Education. Journal of Philosophy of Education 38 (1):55–73.
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  39. David Carr (1979). The Logic of Knowing How and Ability. Mind 88 (351):394-409.
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  40. David Carr (2009). Virtue, Mixed Emotions and Moral Ambivalence. Philosophy 84 (1):31-46.
    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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  41. J. Arthur Thomson, H. Wildon Carr, H. R. Mackintosh, J. D. Mackie, C. W., Arthur Robinson, L. J. Russell & R. F. Alfred Hoernlé (1915). New Books. [REVIEW] Mind 24 (93):115-131.
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  42. John Leslie (1990). Is the End of the World Nigh? Philosophical Quarterly 40 (158):65-72.
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  43.  23
    Alan M. Leslie, Shaun Nichols, Stephen P. Stich & David B. Klein (1996). Varieties of Off-Line Simulation. In P. Carruthers & P. Smith (eds.), Theories of Theories of Mind. Cambridge University Press 39-74.
    In the last few years, off-line simulation has become an increasingly important alternative to standard explanations in cognitive science. The contemporary debate began with Gordon (1986) and Goldman's (1989) off-line simulation account of our capacity to predict behavior. On their view, in predicting people's behavior we take our own decision making system `off line' and supply it with the `pretend' beliefs and desires of the person whose behavior we are trying to predict; we then let the decision maker reach a (...)
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  44.  28
    Paul Hirst & Wilfred Carr (2005). Philosophy and Education—a Symposium. Journal of Philosophy of Education 39 (4):615–632.
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  45.  61
    David Carr (2003). Character and Moral Choice in the Cultivation of Virtue. Philosophy 78 (2):219-232.
    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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  46.  22
    Jack G. Kaikati, George M. Sullivan, John M. Virgo, T. R. Carr & Katherine S. Virgo (2000). The Price of International Business Morality: Twenty Years Under the Foreign Corrupt Practices Act. [REVIEW] Journal of Business Ethics 26 (3):213 - 222.
    Last year marked the 20th anniversary of the Foreign Corrupt Practices Act (FCPA) of 1977. The FCPA is the first and only statute prohibiting bribery and other corrupt business practices by U.S. citizens and companies conducting business overseas. This paper provides an overview of the FCPA during the two decades of its existence. More specifically, the objectives of this paper are four-fold. First, the paper provides background information about the FCPA of 1977 and subsequent amendments in 1988. Second, the paper (...)
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  47.  15
    Patricia Carr (2003). Revisiting the Protestant Ethic and the Spirit of Capitalism: Understanding the Relationship Between Ethics and Enterprise. [REVIEW] Journal of Business Ethics 47 (1):7 - 16.
    The last twenty years have been characterised by a significant shift inattitudes towards enterprise, entrepreneurship and small business.However though valued, entrepreneurs and small businesses are underincreasing pressure to be mindful of the social and moral implicationsof their activities. These developments have given the question ofbusiness ethics a central place in organisational research. Much of thisattention has been directed at the large organisation, despite the factthat the majority of businesses are small firms.A significant amount of the research in the area of (...)
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  48.  48
    Wilfred Carr (2006). Philosophy, Methodology and Action Research. Journal of Philosophy of Education 40 (4):421–435.
    The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre‐modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of the contemporary relevance of practical philosophy in order to show how, by embracing the idea of ‘methodology’, action research functions to sustain a distorted (...)
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  49. John Leslie (1983). Observership in Cosmology: The Anthropic Principle. Mind 92 (368):573-579.
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  50. David Carr (2008). 1. Narrative Explanation and its Malcontents. History and Theory 47 (1):19–30.
    In this paper I look at narrative as a mode of explanation and at various ways in which the explanatory value of narrative has been criticized. I begin with the roots of narrative explanation in everyday action, experience, and discourse, illustrating it with the help of a simple example. I try to show how narrative explanation is transformed and complicated by circumstances that take us beyond the everyday into such realms as jurisprudence, journalism, and history. I give an account of (...)
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