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David Carr [309]David M. Carr [3]David R. Carr [2]David Tredway Carr [1]
David L. Carr [1]
  1. Time, Narrative, and History.David Carr - 1986 - Bloomington: 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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  2.  75
    Husserl: An Analysis of His Phenomenology.Paul Ricoeur, David Carr, Edward G. Ballard & Lester E. Embree - 1967 - Evanston, Ill.: Northwestern University Press. Edited by Edward G. Ballard, Lester Embree & David Carr.
    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.
  3. The logic of knowing how and ability.David Carr - 1979 - Mind 88 (351):394-409.
  4.  81
    Phenomenology and the problem of history: a study of Husserl's transcendental philosophy.David Carr - 1974 - Evanston, Ill.: 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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  5. Virtue ethics and moral education.David Carr & Jan Steutel (eds.) - 1999 - New York: 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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  6.  45
    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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  7.  19
    Phenomenology as Critique: Why Method Matters.Andreea Smaranda Aldea & David Carr (eds.) - 2022 - New York: Routledge.
    Drawing on Husserlian resources and existentialist and hermeneutical approaches, this book argues that critique is largely a question of method. It shows that phenomenological discussions of social and political problems draw from a tradition of radically critical investigations in epistemology, social ontology, political theory, and ethics.
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  8. Professionalism and Ethics in Teaching.David Carr - 1999 - New York: 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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  9. Making sense of education: an introduction to the philosophy and theory of education and teaching.David Carr - 2003 - New York: 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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  10. The paradox of subjectivity: the self in the transcendental tradition.David Carr - 1999 - New York: 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.
  11.  57
    Experience and History: Phenomenological Perspectives on the Historical World.David Carr - 2014 - New York, NY: 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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  12.  92
    Knowledge in Practice.David Carr - 1981 - American Philosophical Quarterly 18 (1):53 - 61.
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  13.  25
    Cultivating Moral Character and Virtue in Professional Practice.David Carr (ed.) - 2018 - New York: Routledge.
    "[This book is] focused on the place of character and virtue in professional practice. Professional practices usually have codes of conduct designed to ensure good conduct; but while such codes may be necessary and useful, they appear far from sufficient, since many recent public scandals in professional life seem to have been attributable to failures of personal moral character. This book argues that there is a pressing need to devote more attention in professional education to the cultivation or development of (...)
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  14.  25
    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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  15.  28
    The paradox of subjectivity: The self in the transcendental tradition.David Carr - 1999 - Philosophical Review 110 (3):454-456.
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  16. Varieties of Gratitude.David Carr - 2013 - Journal of Value Inquiry 47 (1-2):17-28.
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  17. 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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  18.  25
    Professionalism and Ethics in Teaching.David Carr - 1999 - New York: 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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  19.  27
    The paradox of subjectivity: The self in the transcendental tradition.David Carr - 1999 - Philosophical Review 110 (3):454-456.
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  20.  17
    Perfectionism.David Carr - 1995 - Philosophical Quarterly 45 (178):115-117.
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  21.  77
    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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  22. 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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  23. 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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  24. 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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  25.  9
    Varieties of Moral Personality: Ethics and Psychological Realism.David Carr - 1993 - Philosophical Quarterly 43 (170):104-107.
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  26. Personal identity is social identity.David Carr - 2020 - Phenomenology and the Cognitive Sciences 20 (2):341-351.
    The question of the identity or persistence of the self through time may be interesting for philosophers, but it is hardly a burning question for most individuals. On the other hand, the question of who I am, what or who I take myself to be, can be a vital, even burning question for most of us at some time in our lives. This is the notion of personal identity I take up in this paper. It is an identity that is (...)
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  27. Virtue Ethics and Moral Education.David Carr & Jan Steutel - 2001 - Philosophical Quarterly 51 (204):411-414.
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  28. 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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  29.  31
    Where's the Educational Virtue in Flourishing?David Carr - 2021 - Educational Theory 71 (3):389-407.
    Educational Theory, Volume 71, Issue 3, Page 389-407, June 2021.
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  30. Husserl's Problematic Concept of the Life-World.David Carr - 1970 - American Philosophical Quarterly 7 (4):331 - 339.
  31.  61
    Where's the Merit if the Best Man Wins?David Carr - 1999 - Journal of the Philosophy of Sport 26 (1):1-9.
  32.  48
    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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  33.  47
    Interpreting Husserl: critical and comparative studies.David Carr - 1987 - Hingham, MA, USA: Distributors for the U.S. and Canada, Kluwer Academic.
    Husserl's Lengthening Shadow: A Historical Introduction In the Maurice Merleau- Ponty wrote an essay called 'Le philosophe et son ombre'. ...
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  34.  70
    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.
    It is beyond serious dispute that post-war reflection upon and research into moral education and development has been well nigh dominated by an extensive and ambitious research programme influenced and initiated by the modem cognitive developmental theorist Lawrence Kohlberg — a programme which can also be seen, moreover, as standing in a tradition of philosophical reflection about the nature of moral life going back to such significant enlightenment thinkers as Kant and Rousseau. It will also be familiar, however, that a (...)
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  35. 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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  36.  63
    Rival conceptions of practice in education and teaching.David Carr - 2003 - Journal of Philosophy of Education 37 (2):253–266.
    Some initial reflections on the theoretical status of philosophy of education suggest that it seems appropriate to regard education and teaching as practices in some sense. Following a distinction between teaching as an institutional and professional role and teaching as a more basic form of moral association, however, some key aspects of this distinction are explored via a contrast between MacIntyrean notions of moral and social practice and more mainstream Aristotelian virtue-ethics concepts of moral character and agency. The paper proceeds (...)
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  37. The "fifth meditation" and Husserl's cartesianism.David Carr - 1973 - Philosophy and Phenomenological Research 34 (1):14-35.
  38.  21
    Varieties of Virtue Ethics.David Carr (ed.) - 2016 - London: Palgrave-Macmillan.
    This book explores recent developments in ethics of virtue. While acknowledging the Aristotelian roots of modern virtue ethics – with its emphasis on the moral importance of character – this collection recognizes that more recent accounts of virtue have been shaped by many other influences, such as Aquinas, Hume, Nietzsche, Hegel and Marx, Confucius and Lao-tzu. The authors also examine the bearing of virtue ethics on other disciplines such as psychology, sociology and theology, as well as attending to some wider (...)
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  39.  12
    Knowledge and Truth in Virtuous Deliberation.David Carr - 2020 - Philosophia 48 (4):1381-1396.
    The overall aim of this paper is to explore the role of knowledge and truth in the practical deliberation of candidate virtuous agents. To this end, the paper considers three criticisms of Julia Driver’s recent defence of the prospect of ‘virtues of ignorance’ or virtues for which knowledge may be considered unnecessary or untoward. While the present essay agrees with the general drift of Driver’s critics that we should reject such virtues construed as traits that deliberately embrace ignorance, it is (...)
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  40.  47
    Virtue and Character in Higher Education.David Carr - 2016 - British Journal of Educational Studies 65 (1):109-124.
  41. 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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  42.  19
    Rival Conceptions of Practice in Education and Teaching.David Carr - 2003 - Journal of Philosophy of Education 37 (2):253-266.
    Some initial reflections on the theoretical status of philosophy of education suggest that it seems appropriate to regard education and teaching as practices in some sense. Following a distinction between teaching as an institutional and professional role and teaching as a more basic form of moral association, however, some key aspects of this distinction are explored via a contrast between MacIntyrean notions of moral and social practice and more mainstream Aristotelian virtue-ethics concepts of moral character and agency. The paper proceeds (...)
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  43.  18
    The Practical Wisdom of Phronesis in the Education of Purported Virtuous Character.David Carr - 2023 - Educational Theory 73 (2):137-152.
    In the context of the recent revival of virtue ethics, the notion of character formation under the rational guidance of Aristotle's notion of phronesis, or practical wisdom, has been exalted as the principal aim of moral education. However, this is not unproblematic insofar as the promotion of Aristotelian phronesis seems to operate on rather different levels or to be ambivalent between the two rather different (and demonstrably separable) aims or goals of fostering reasonably sound deliberation and judgment concerning “right” or (...)
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  44.  46
    Education, learning and understanding: The process and the product.David Carr - 1992 - Journal of Philosophy of Education 26 (2):215–225.
    ABSTRACT Recent educational theorising about the nature of teaching, learning and assessment has made much of a distinction between processes and products and of so-called process models of education und curriculum. Following on from reflections on the historical provenance and subsequent evolution of process talk in psychology and the philosophy of mind it is argued in this article that such talk can only import serious conceptual confusion and ambiguity into our attempts to understand clearly and adequately the business of human (...)
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  45. 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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  46. Interpreting Husserl: Critical and Comparative Studies.David CARR - 1987 - Tijdschrift Voor Filosofie 51 (2):372-373.
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  47.  37
    Knowledge and truth in religious education.David Carr - 1994 - Journal of Philosophy of Education 28 (2):221–238.
    It is reasonable to expect, with regard to any traditional academic subject, that it should be capable of being made good sense of as a rational form of knowledge or enquiry focused upon the discernment of truths of one sort or another concerning the world or human affairs. One curriculum area which has generally been held to be problematic in this respect, for a mixture of epistemological, social, ethical and pedagogical reasons, is that of religious education. In the first place, (...)
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  48.  77
    Moral values and the teacher: Beyond the paternal and the permissive.David Carr - 1993 - Journal of Philosophy of Education 27 (2):193–207.
    ABSTRACT Teachers are regularly blamed–especially in times of moral panic–for failing to set a good example and teach proper moral standards to their pupils. As well as familiar issues about moral values and the legitimacy of different modes of moral pedagogy this also raises the question of the degree of connection between a teacher's private and personal values, attitudes and behaviour and his or her professional conduct and responsibilities. Two common responses to these problems–paternalism and liberalism–are here criticised and an (...)
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  49. Professional education and professional ethics right to die or duty to live?David Carr - 1999 - Journal of Applied Philosophy 16 (1):33–46.
    Despite the undeniable ethical dimensions of paid occupations — trades and services — other than the traditional professions, it is still natural to associate courses of professional ethics with medicine, law, nursing or teaching, rather than auto‐repair, supermarket assistance or window‐cleaning. Indeed, it seems plausible to hold that if there is anything more to the traditional distinction of professions from trades or other services than considerations of social and economic status, it might well reside in the distinctive ethical or moral (...)
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  50. Virtue ethics and the virtue approach to moral education.Jan Steutel & David Carr - 1999 - In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge. pp. 3--18.
     
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