17 found
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  1. Philosophy and education.Wilfred Carr - 2004 - Journal of Philosophy of Education 38 (1):55–73.
    This paper argues that the anxieties being expressed in the UK and elsewhere about the lack of impact that philosophy now has on education are nothing other than the inevitable manifestation of a fundamental intellectual disorder deeply rooted in our contemporary understanding of the philosophy of education. In trying to substantiate this claim, the paper offers an historically informed philosophical analysis of how philosophy is related to education and education to philosophy that concludes by clarifying how any debates about the (...)
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  2.  58
    What is an educational practice?Wilfred Carr - 1987 - Journal of Philosophy of Education 21 (2):163–175.
    Wilfred Carr; What is an Educational Practice?, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 163–175, https://doi.org/10.1111/j.14.
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  3.  64
    Education without theory.Wilfred Carr - 2006 - British Journal of Educational Studies 54 (2):136-159.
    This paper proceeds through four stages. First, it provides an account of the origins and evolution of the concept of educational theory. Second, it uses this historical narrative to show how what we now call 'educational theory' is deeply rooted in the foundationalist discourse of late nineteenth and early twentieth century modernity. Third, it outlines and defends a postfoundationalist critique of the foundationalist epistemological assumptions on which our understanding of educational theory has been erected. Finally, it argues that the only (...)
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  4.  67
    Philosophy and education—a symposium.Paul Hirst & Wilfred Carr - 2005 - Journal of Philosophy of Education 39 (4):615–632.
    This symposium begins with a critique by Paul Hirst of Wilfred Carr's ‘Philosophy and Education’(Journal of Philosophy of Education, 2004, 38.1), where Carr argues that philosophy of education should be concerned with ‘practical philosophy’ rather than ‘theoretical philosophy’. Hirst argues that the philosophy of education is best understood as a distinctive area of academic philosophy, in which the exercise of theoretical reason contributes critically to the development of rational educational practices and their discourse. While he acknowledges that these practices and (...)
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  5.  15
    For education: towards critical educational inquiry.Wilfred Carr - 1980 - Bristol, PA: 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 is educational (...)
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  6.  85
    Philosophy, methodology and action research.Wilfred Carr - 2006 - 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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  7.  32
    Education and democracy: Confronting the postmodernist challenge.Wilfred Carr - 1995 - Journal of Philosophy of Education 29 (1):75–92.
    This paper takes seriously the claim that postmodernism has seriously undermined our‘modern’ understanding of what the role of education in a democratic society should be. It therefore seeks to reinterpret this role in a way that confronts the challenge that postmodernism has posed. In order to do this the paper clarifies how postmodernism has now discredited the‘modern’ assumptions on which our view of the relationship between education and democracy has been erected. Drawing on the philosophy of John Dewey, it then (...)
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  8.  76
    Theories of theory and practice.Wilfred Carr - 1986 - Journal of Philosophy of Education 20 (2):177–186.
    Wilfred Carr; Theories of Theory and Practice, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 177–186, https://doi.org/10.1111/j.146.
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  9.  35
    Professing education in a postmodern age.Wilfred Carr - 1997 - Journal of Philosophy of Education 31 (2):309–327.
    Although this paper is a written version of an inaugural lecture given at the University of Sheffield in December 1995, its central thesis is that, in a postmodern age, the practice of professors of education giving inaugural lectures is incoherent. To advance this thesis in an inaugural lecture entails an obvious contradiction which, it is proposed, can only be resolved by examining the historical origins of the inaugural lecture in the early medieval university. What emerges from this examination is not (...)
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  10.  27
    Can educational research be scientific?Wilfred Carr - 1983 - Journal of Philosophy of Education 17 (1):35–43.
    Wilfred Carr; Can Educational Research be Scientific?, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 35–43, https://doi.org/10.1111.
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  11.  20
    Education for Citizenship.Wilfred Carr - 1991 - British Journal of Educational Studies 39 (4):373 - 385.
  12.  6
    Education for citizenship.Wilfred Carr - 1991 - British Journal of Educational Studies 39 (4):373-385.
  13.  49
    Education for democracy? A philosophical analysis of the national curriculum.Wilfred Carr - 1991 - Journal of Philosophy of Education 25 (2):183–191.
    ABSTRACT This paper shows that the stated principles and content of the National Curriculum are those presupposed in any justification of education in a democracy. What it also shows is that the National Curriculum can only genuinely exercise its democratic role in the kind of society which provides the social and cultural conditions necessary for its practical application. But since the National Curriculum is being implemented in a society which lacks these conditions, any failure to provide an ‘education for democracy’ (...)
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  14.  37
    Critical theory and educational studies.Wilfred Carr - 1987 - Journal of Philosophy of Education 21 (2):287–295.
    Wilfred Carr; Critical Theory and Educational Studies, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 287–295, https://doi.org/10.11.
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  15.  11
    The idea of an educational science.Wilfred Carr - 1989 - Journal of Philosophy of Education 23 (1):29–37.
    Wilfred Carr; The Idea of an Educational Science, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 29–37, https://doi.org/10.1111/j.14.
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  16.  9
    R. S. Peters’ philosophy of education: Review article.Wilfred Carr - 1986 - British Journal of Educational Studies 34 (3):268-274.
  17.  9
    Professing Education in a Postmodern Age.Wilfred Carr - 1997 - Journal of Philosophy of Education 31 (2):309-327.
    Although this paper is a written version of an inaugural lecture given at the University of Sheffield in December 1995, its central thesis is that, in a postmodern age, the practice of professors of education giving inaugural lectures is incoherent. To advance this thesis in an inaugural lecture entails an obvious contradiction which, it is proposed, can only be resolved by examining the historical origins of the inaugural lecture in the early medieval university. What emerges from this examination is not (...)
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