Results for 'Don Skinner David Carr'

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  1.  57
    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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  2.  27
    Scholar's Symposium: The Work of David Carr[REVIEW]David Carr - 2006 - Human Studies 29 (4):491-501.
  3.  67
    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 (...)
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  4. 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.
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  5.  16
    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, (...)
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  6.  46
    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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  7.  24
    Moralized Psychology or Psychologized Morality? Ethics and Psychology in Recent Theorizing About Moral and Character Education.David Carr - 2007 - 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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  8.  8
    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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  9. 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 (...)
     
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  10. 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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  11.  6
    Professionalism in Education and Physical Education: A Reply to David Best.D. Carr - 1981 - British Journal of Educational Studies 29 (2):152 - 158.
    (1981). Professionalism in education and physical education: A reply to David best. British Journal of Educational Studies: Vol. 29, No. 2, pp. 152-158.
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  12.  56
    Don’T Stop Believing.Jennifer Rose Carr - 2015 - Canadian Journal of Philosophy 45 (5):744-766.
    It’s been argued that there are no diachronic norms of epistemic rationality. These arguments come partly in response to certain kinds of counterexamples to Conditionalization, but are mainly motivated by a form of internalism that appears to be in tension with any sort of diachronic coherence requirements. I argue that there are, in fact, fundamentally diachronic norms of rationality. And this is to reject at least a strong version of internalism. But I suggest a replacement for Conditionalization that salvages internalist (...)
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  13. David Hume : Principles of Political Economy.Andrew S. Skinner - 2008 - In David Fate Norton & Jacqueline Taylor (eds.), The Cambridge Companion to Hume. Cambridge University Press.
  14.  5
    Now You See It, Now You Don't: Relations Between Semantic Activation and Awareness.Thomas H. Carr & Dale Dagenbach - 1986 - Behavioral and Brain Sciences 9 (1):26.
  15.  4
    David O. M. Charles, Ed. , Ancient Theories of Definition . Reviewed By.Jeffrey Carr - 2011 - Philosophy in Review 31 (3):181-183.
  16.  5
    David Winfield and June Winfield, The Church of the Panaghia Tou Arakos at Lagoudhera, Cyprus: The Paintings and Their Painterly Significance. Washington, D.C.: Dumbarton Oaks Research Library and Collection, 2003. Pp. 349 Plus 35 Color Plates and 309 Black-and-White Figures; Color Frontispiece and 50 Black-and-White Text Figures. $100. [REVIEW]Annemarie Weyl Carr - 2005 - Speculum 80 (3):999-1001.
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  17.  2
    The Church of the Panaghia Tou Arakos at Lagoudhera, Cyprus: The Paintings and Their Painterly Significance. David Winfield, June Winfield.Annemarie Weyl Carr - 2005 - Speculum 80 (3):999-1001.
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  18.  1
    Professionalism in Education and Physical Education: A Reply to David Best.D. Carr - 1981 - British Journal of Educational Studies 29 (2):152-158.
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  19. David Cockburn, Other Trines: Philosophical Perspectives on Past, Present and Future.D. Carr - 1999 - History and Theory 38:365-377.
     
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  20. Science Looks at Spirituality David Hay and Spirituality as a Natural Phenomenon: Bringing Pawel M. Socha Biological and Psychological Perspectives Together Ellen Goldberg Cognitive Science and Hathayoga.Harold J. Morowitz, Charley D. Hardwick, Ann Pederson, Gregory R. Peterson, Karl E. Peters, Nicole Schmitz-Moormann, James F. Salmon, S. J. Paul H. Carr, Michael W. DeLashmutt & James E. Huchingson - 2005 - Zygon 40 (3-4):788.
     
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  21.  14
    Prototype Abstraction and Classification of New Instances as a Function of Number of Instances Defining the Prototype.Homa Donald, Cross Joseph, Cornell Don, Goldman David & Shwartz Steven - 1973 - Journal of Experimental Psychology 101 (1):116.
  22.  1
    Survey of Career Choices in Surgery.David B. Skinner - 1980 - Perspectives in Biology and Medicine 23 (2-2):S54-S57.
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  23. 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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  24. 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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  25.  40
    Varieties of Gratitude.David Carr - 2013 - Journal of Value Inquiry 47 (1-2):17-28.
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  26.  33
    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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  27. Husserl's Crisis and the Problem of History.David Carr - 1974 - Southwestern Journal of Philosophy 5 (3):127-148.
  28. The Logic of Knowing How and Ability.David Carr - 1979 - Mind 88 (351):394-409.
  29. Virtue and Knowledge.David Carr - 2016 - Philosophy 91 (3):375-390.
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  30.  66
    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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  31.  1
    Futures Past: On the Semantics of Historical Time.David Carr, Reinhart Koselleck & Keith Tribe - 1987 - History and Theory 26 (2):197.
  32.  41
    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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  33.  27
    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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  34. 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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  35.  5
    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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  36.  68
    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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  37. 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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  38.  4
    Educating Gratitude: Some Conceptual and Moral Misgivings.Blaire Morgan, Liz Gulliford & David Carr - 2015 - Journal of Moral Education 44 (1):97-111.
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  39.  40
    Rival Conceptions of Practice in Education and Teaching.David Carr - 2003 - Journal of Philosophy of Education 37 (2):253–266.
  40.  15
    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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  41.  39
    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.
  42. 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.
  43.  42
    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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  44.  34
    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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  45.  43
    Knowledge in Practice.David Carr - 1981 - American Philosophical Quarterly 18 (1):53 - 61.
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  46.  3
    Time, Narrative, and History.Noel Carroll & David Carr - 1988 - History and Theory 27 (3):297.
  47. 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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  48.  29
    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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  49.  66
    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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  50.  13
    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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