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Daniel Carr
University of Colorado, Boulder
  1. Husserl’s Crisis and the Problem of History.David Carr - 1974 - Southwestern Journal of Philosophy 5 (3):127-148.
  2. Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching.David Carr - 2003 - 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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  3. Virtue Ethics and Moral Education.David Carr & J. W. Steutel (eds.) - 1999 - 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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  4.  11
    Futures Past: On the Semantics of Historical Time.David Carr, Reinhart Koselleck & Keith Tribe - 1987 - History and Theory 26 (2):197.
  5.  84
    Professionalism and Ethics in Teaching.David Carr - 1999 - 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 the managements (...)
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  6.  57
    Time, Narrative, and History.David Carr - 1986 - Indiana University Press.
    "For description and defense of the narrative configurations of everyday life, and of the practical and social character of those narratives, there is no better treatment than Time, Narrative, and History.... a clear, judicious, and truthful account, provocative from beginning to end." —Journal of the British Society for Phenomenology "... a superior work of philosophy that tells a unique and insightful story about narrative." —Quarterly Journal of Speech.
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  7.  28
    Modernity, Post-Modernity and the Philosophy of History.David Carr - 1994 - Proceedings of the American Catholic Philosophical Association 68:45.
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  8. Educating Character Through Stories.David Carr & Tom Harrison - 2015 - Imprint Academic.
    What could be the point of teaching such works of bygone cultural and literary inheritance as Cervantes' _Don Quixote_ and Shakespeare’s _The Merchant of Venic_e in schools today? This book argues that the narratives and stories of such works are of neglected significance and value for contemporary understanding of human moral association and character. However, in addition to offering detailed analysis of the moral educational potential of these and other texts, the present work reports on a pioneering project, recently pursued (...)
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  9.  46
    On the Contribution of Literature and the Arts to the Educational Cultivation of Moral Virtue, Feeling and Emotion.David Carr - 2005 - Journal of Moral Education 34 (2):137-151.
    This paper sets out to explore connections between a number of plausible claims concerning education in general and moral education in particular: (i) that education is a matter of broad cultural initiation rather than narrow academic or vocational training; (ii) that any education so conceived would have a key concern with the moral dimensions of personal formation; (iii) that emotional growth is an important part of such moral formation; and (iv) that literature and other arts have an important part to (...)
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  10. The Logic of Knowing How and Ability.David Carr - 1979 - Mind 88 (351):394-409.
  11.  96
    Is Gratitude a Moral Virtue?David Carr - 2015 - Philosophical Studies 172 (6):1475-1484.
    One matter upon which the already voluminous philosophical and psychological literature on the topic seems to be agreed is that gratitude is a psychologically and socially beneficial human quality of some moral significance. Further to this, gratitude seems to be widely regarded by positive psychologists and virtue ethicists as a moral virtue. This paper, however, sets out to show that such claims and assumptions about the moral character of gratitude are questionable and that its status as a moral virtue is (...)
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  12.  20
    Educating the Virtues: An Essay on the Philosophical Psychology of Moral Development and Education.Robin Attfield & David Carr - 1992 - Philosophical Quarterly 42 (168):379.
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  13.  63
    Varieties of Gratitude.David Carr - 2013 - Journal of Value Inquiry 47 (1-2):17-28.
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  14.  33
    Character in Teaching.David Carr - 2007 - British Journal of Educational Studies 55 (4):369-389.
    Qualities of personal character would appear to play a significant role in the professional conduct of teachers. It is often said that we remember teachers as much for the kinds of people they were than for anything they may have taught us, and some kinds of professional expertise may best be understood as qualities of character After (roughly) distinguishing qualities of character from those of personality, the present paper draws on the resources of virtue ethics to try to make sense (...)
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  15. PART 4 107 Weakness and Integrity 8 Moral Growth and the Unity of the Virtues 109.Bonnie Kent, Jan Steutel, David Carr, John Haldane, Paul Crittenden, Eamonn Callan, Joel J. Kupperman, Ben Spiecker & Kenneth A. Strike - 1999 - In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge.
     
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  16.  10
    Time, Narrative, and History.Noel Carroll & David Carr - 1988 - History and Theory 27 (3):297.
  17. Professionalism and Ethics in Teaching.David Carr - 2005 - 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 the managements (...)
     
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  18. Book Review: The Divine Symphony: The Bible's Many VoicesThe Divine Symphony: The Bible's Many VoicesbyKnohlIsraelJewish Publication Society, Philadelphia. 2003. 208 Pp. $30.00 . ISBN 0-8276-0761-X. [REVIEW]David M. Carr - 2004 - Interpretation: A Journal of Bible and Theology 58 (3):304-307.
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  19. Virtue, Mixed Emotions and Moral Ambivalence.David Carr - 2009 - 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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  20. The Paradox of Subjectivity: The Self in the Transcendental Tradition.David Carr - 1999 - 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.
  21.  26
    The Human and Educational Significance of Honesty as an Epistemic and Moral Virtue.David Carr - 2014 - 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 well (...)
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  22.  45
    Rival Conceptions of Practice in Education and Teaching.David Carr - 2003 - Journal of Philosophy of Education 37 (2):253–266.
  23. Virtue Ethics and Moral Education.David Carr & Jan Steutel - 2001 - Philosophical Quarterly 51 (204):411-414.
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  24.  54
    Knowledge in Practice.David Carr - 1981 - American Philosophical Quarterly 18 (1):53 - 61.
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  25.  42
    Where's the Merit If the Best Man Wins?David Carr - 1999 - Journal of the Philosophy of Sport 26 (1):1-9.
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  26.  76
    Character and Moral Choice in the Cultivation of Virtue.David Carr - 2003 - 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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  27.  2
    The Paradox of Subjectivity: The Self in the Transcendental Tradition.D. Carr - 1999 - Philosophical Review 110 (3):454-456.
  28.  7
    Moral Exemplification in Narrative Literature and Art.David Carr - forthcoming - Journal of Moral Education:1-11.
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  29.  9
    The Crisis as Philosophy of History.D. Carr - 2010 - In David Hyder (ed.), Science and the Life-World. Stanford University Press. pp. 83--98.
    This chapter contends that Husserl's view of history is typical for the early twentieth century, even while the specific form of Husserl's crisis is intimately connected to his personal situation as a Jew in Nazi Germany and to the situation of German philosophy as a whole at this time. It considers the analytical and epistemological aspects of Husserl's theory, examining whether it can also be regarded as a contribution to the critical philosophy of history. It also argues that Husserl cannot (...)
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  30.  33
    Husserl: An Analysis of His Phenomenology.Paul Ricoeur, David Carr, Edward G. Ballard & Lester E. Embree - 1967 - Northwestern University Press.
    Paul Ricoeur was one of the foremost interpreters and translators of Edmund Husserl's philosophy. These nine essays present Ricoeur's interpretation of the most important of Husserl's writings, with emphasis on his philosophy of consciousness rather than his work in logic. In Ricoeur's philosophy, phenomenology and existentialism came of age and these essays provide an introduction to the Husserlian elements which most heavily influenced his own philosophical position.
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  31.  16
    Experience and History: Phenomenological Perspectives on the Historical World.David Carr - 2014 - 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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  32.  58
    Phenomenology and the Problem of History: A Study of Husserl's Transcendental Philosophy.David Carr - 1974 - 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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  33.  41
    Moral Education at the Movies: On the Cinematic Treatment of Morally Significant Story and Narrative.David Carr - 2006 - Journal of Moral Education 35 (3):319-333.
    Much contemporary social theory has emphasised the key role that cultural and other narrative plays in any human understanding of moral self and agency. However, in those modern social contexts in which literacy has been widespread, such access to narrative has also been largely via the written word: those significantly educated in cultural heritage have been the primarily well?read. Still, in an age in which communication is most commonly prosecuted through the electronic media of radio, cinema, television and computer, it (...)
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  34.  56
    Revisiting the Liberal and Vocational Dimensions of University Education.David Carr - 2009 - British Journal of Educational Studies 57 (1):1-17.
    The purposes of higher education in general and of university education in particular have long been subject to controversy. Whereas for some, the main role of universities is to provide professional and vocational education and training and their benefits are to be measured in terms of social or economic utility, their value for others is to be seen more in terms of the liberal development and promotion of certain intrinsically worthwhile qualities of mind and intellect. In this context, indeed, much (...)
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  35. Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching.David Carr - 2005 - British Journal of Educational Studies 53 (1):105-110.
     
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  36.  45
    Personal and Interpersonal Relationships in Education and Teaching: A Virtue Ethical Perspective.David Carr - 2005 - British Journal of Educational Studies 53 (3):255-271.
    This paper sets out to explore apparent contradictions between claims or assumptions to the effect that: (i) teaching is a profession; (ii) good teaching involves the cultivation of positive personal relationships with pupils; (iii) professional relationships should be of an essentially formal or impersonal nature. It is argued that the very real contradictions to which teaching as a professional occupation is prone are a function of fundamental tension between the essentially deontic character of professional principle and regulation, and the inherently (...)
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  37.  48
    After Kohlberg: Some Implications of an Ethics of Virtue for the Theory of Moral Education and Development.David Carr - 1996 - Studies in Philosophy and Education 15 (4):353-370.
  38. 1. Narrative Explanation and its Malcontents.David Carr - 2008 - 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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  39.  72
    Feelings in Moral Conflict and the Hazards of Emotional Intelligence.David Carr - 2002 - Ethical Theory and Moral Practice 5 (1):3-21.
    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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  40.  4
    Rival Conceptions of Practice in Education and Teaching.David Carr - 2003 - Philosophy of Education 37 (2):253-266.
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  41.  78
    The Cultural Roots of Professional Wisdom: Towards a Broader View of Teacher Expertise.David Carr & Don Skinner - 2009 - Educational Philosophy and Theory 41 (2):141-154.
    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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  42.  65
    Narrative and the Real World: An Argument for Continuity.David Carr - 1986 - History and Theory 25 (2):117-131.
    Narrative and the real world are not mutually exclusive. Life is not a structureless sequence of events; it consists of complex structures of temporal configurations that interlock and receive their meaning from within action itself. It is also not true that life lacks a point of view which transforms events into a story by telling them. Our focus of attention is not the past but the future, because we grasp configurations extending into the future. Action involves the adoption of an (...)
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  43.  6
    Collaborating for Health: Health in All Policies and the Law.Dawn Pepin, Benjamin D. Winig, Derek Carr & Peter D. Jacobson - 2017 - Journal of Law, Medicine and Ethics 45 (s1):60-64.
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  44.  8
    Educating Gratitude: Some Conceptual and Moral Misgivings.Blaire Morgan, Liz Gulliford & David Carr - 2015 - Journal of Moral Education 44 (1):97-111.
    In a rapidly expanding academic literature on gratitude, psychologists, philosophers and educational theorists have argued that gratitude is not just of great psycho-social importance but also of moral significance. It would therefore seem to follow that the promotion of gratitude is also of moral educational significance. In this regard, recent attempts by psychologists to develop practical interventions designed to make people more grateful should be of some interest. However, while appreciating some benefits of such work, this article argues that much (...)
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  45. Moral Values and the Arts in Environmental Education: Towards an Ethics of Aesthetic Appreciation.David Carr - 2004 - Journal of Philosophy of Education 38 (2):221–239.
  46.  16
    Education, Contestation and Confusions of Sense and Concept.David Carr - 2010 - British Journal of Educational Studies 58 (1):89-104.
    In the contemporary literature of educational philosophy and theory, it is almost routinely assumed or claimed that 'education' is a 'contested' concept: that is, it is held that education is invested – as it were, 'all the way down' - with socially constructed interests and values that are liable to diverge in different contexts to the point of mutual opposition. It is also often alleged that post-war analytical philosophers of education such as R. S. Peters failed to appreciate such contestability (...)
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  47.  36
    The Lure of Evil: Exploring Moral Formation on the Dark Side of Literature and the Arts.David Carr & Robert Davis - 2007 - Journal of Philosophy of Education 41 (1):95–112.
  48.  31
    Education, Learning and Understanding: The Process and the Product.David Carr - 1992 - Journal of Philosophy of Education 26 (2):215–225.
  49.  31
    Husserl and Foucault on the Historical Apriori: Teleological and Anti-Teleological Views of History.David Carr - 2016 - Continental Philosophy Review 49 (1):127-137.
    It is well known that Husserl and Foucault use the striking phrase “the historical apriori” at certain key points in their work. Yet most commentators agree that the two thinkers mean very different things by this expression, and the question is why these two authors would employ the same terms for such different purposes. Instead of pursuing this question directly I want to look from a broader perspective at the views of history that are reflected in the different uses of (...)
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  50. Professional Education and Professional Ethics Right to Die or Duty to Live?David Carr - 1999 - Journal of Applied Philosophy 16 (1):33–46.
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