As products of the "new biotechnology," genetically modified organisms have provoked a wide-ranging risk debate on potential harm, especially from herbicide-tolerant crops. In response to this legitimacy problem, the European Community adopted precautionary legislation, which left open the definition of environmental harm. When the U.K. proposed Europe-wide market approval of a herbicide-tolerant oilseed rape, the proposal encountered dissent from some countries and environmentalist groups. Further debate on normative judgments became necessary to implement the precaution ary legislation. In dispute were several (...) regulatory boundaries—of administrative re sponsibility, causality, acceptability, and evidence. The boundary disputes expressed divergentframings of biotechnological risk, each with its implicit model of the socionatu ral order. In this way, the disputes can illuminate the sorts of risk framings that have already become embedded and standardized in other regulatory sectors. (shrink)

_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 of educational issues. _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. (shrink)

In Phenomenology and the Problem of History. David Carr examines the paradox involving Husserl's transcendental philosophy and his later historicist theory.

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 (...) by the Jubilee Centre for Character and Virtues, concerned precisely with the use of these and other stories for moral and character education in schools. The success of the 'Knightly Virtues’ project is an inspiring story in its own right and should therefore be of enormous interest to all schools, teachers and parents rightly concerned with this all-important aspect of their children’s educational development. (shrink)

?A highly useful core text for courses in the field?as well as an invaluable reference for any serious student of the ethics of war.??Albert Pierce, U.S. Naval AcademyWhen and why is war justified? How, morally speaking, should wars be fought? The Morality of War confronts these challenging questions, surveying the fundamental principles and themes of the just war tradition through the words of the philosophers, jurists, and warriors who have shaped it.The collection begins with the foundational works of just war (...) theory, as well as those of two competing perspectives, realism and pacifism. Subsequent selections focus on issues related to the resort to war, the conduct of war, and the judgment of war crimes. Both traditional just war concerns and those that have emerged in response to contemporary developments?such as the U.S. ?war on terror??are thoroughly covered.With articles that are crucially relevant to today?s world paired with contextual introductions to each section, the reader is ideally constructed to inform and guide students as they consider the morality of past and current military actions.David Kinsella is associate professor of political science at the Hatfield School of Government, Portland State University. He is editor of International Studies Perspectives and coauthor of World Politics: The Menu for Choice. Craig L. Carr is professor of political science at the Hatfield School of Government. He is author of On Fairness and editor of The Political Writings of Samuel Pufendorf. (shrink)

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 (...) not pre-given a priori but is always in some sense an open question, never completely decided. Here the narrative conception of self is relevant, since it is often a question of what story or kind of story my identity instantiates. This notion of personal identity is inherently temporal, but not in the sense of temporal persistence but of temporal coherence of past, present and future. And here the question of personal identity is inevitably social, since it is largely a question of what group I identify myself with, what social role I take myself to embody. And what complications occur when I identify myself with more than one group? Here many social conflicts and also intrapersonal conflicts have their source. My topic thus turns on ideas of personal identity that are reflected in the popular expressions “identity crisis” and “identity politics.”. (shrink)

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.

David Carr; III*—Two Kinds of Virtue, Proceedings of the Aristotelian Society, Volume 85, Issue 1, 1 June 1985, Pages 47–62, https://doi.org/10.1093/aristotelia.

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.

David Carr; On Mastering a Skill, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 87–96, https://doi.org/10.1111/j.1467-9752.1981.tb0.

In manuscripts from the 1920s Husserl elaborates on what in the Cartesian Meditations he calls “personalities of a higher order.” We might expect the founder of phenomenology to be suspicious of this idea, considering it a mere façon de parler. In fact, Husserl strongly endorses this notion, borrowing the term Gemeingeist from the German Idealists, and defending it against attempts by empirical psychologists to reduce everything to individuals. He attributes to certain forms of community not only personality but also subjectivity, (...) consciousness, unity of consciousness, convictions, memory, and even “so etwas wie Leiblichkeit” - something like corporality. It is this last notion that I want to explore in this paper: what would such communal corporality be like? “We-intentionality” is much discussed these days among phenomenologists. Can we attribute corporality to it, and if so, how? I will consider possible answers to this question, not limiting myself to what Husserl says. (shrink)

Der vorliegende Band versammelt Beiträge von Philosophen und Philosophinnen innerhalb der phänomenologischen Forschung, speziell derjenigen Husserls. Die Beiträge zeichnen sich durch ihre innovative Kraft aus, da sie Neuland betreten und der phänomenologischen Forschung neue Wege eröffnen. Die Beiträge repräsentieren den gegenwärtigen Forschungsstand auf internationalem Niveau. Forscher und Forscherinnen aus Österreich, Deutschland, Dänemark, Japan, Taiwan, Italien und den USA sind versammelt. Dieser Band enthält fünf Beiträge in englischer Sprache.

The common or lay view of the contribution of Freudian and psychoanalytic theory to our understanding of human sexual conduct seems to be that it is essentially subversive of traditional or conventional sexual morality. For does not the psychoanalytic discovery of psychological causes over which we have no direct control reveal that whatever we may be inclined to do from sexual motives is not a matterfor guilt or shame? Does it not show that much of the sexual guilt and shame (...) that we do experience is merely the product of inhibitions and repressions which are the result of dubiously rational social taboos and parental prohibitions? The main impact of Freudian or psychoanalytic views on modern popular thought about sexual morality andconduct would appear to amount to little more than a collection of such vague beliefs. (shrink)

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.

"[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 (...) such moral qualities as integrity, courage, self-control, service and selflessness... [This] volume looks beyond traditional professions to explore the ethical dimensions of a broad range of important professional practices. Inspired by a successful international and interdisciplinary conference on the topic, the book examines various ways of promoting moral character and virtue in professional life from the general ethical perspective of contemporary neo-Aristotelian virtue theory."--. (shrink)

David Carr; Roughing Out the Ground Rules: reason and experience in practical deliberation, Journal of Philosophy of Education, Volume 29, Issue 1, 30 May 2006.

In the Nicomachean Ethics Aristotle distinguishes fairly sharply between the practical deliberation of moral virtue and the epistemic reflection of theoretical or truth-focused enquiry. However, drawing on insights from Plato and Iris Murdoch, the present paper seeks a more robust epistemic foundation for virtuous deliberation as primarily grounded in clear or correct perception of the world and human association, character and conduct. While such perception may not be sufficient for moral virtue, it is here argued that it is necessary. Murdoch's (...) view that literature may afford especially effective correction of moral misperception is also supported by appeal to literary examples. (shrink)

Terry McLaughlin's sudden death in 2006 deprived the academic world of a leading British philosopher of education, and the author himself of the opportunity to publish a planned synthesis of his work. This volume brings together a collection of his essays from a variety of leading journals. They have been selected by former colleagues well-acquainted with his thinking to celebrate his work and make it available in a convenient and accessible form.

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.

We all know that something is eternal. And it ain’t houses and it ain’t names, and it ain’t earth, and it ain’t even the stars... everybody knows in their bones that something is eternal, and that something has to do with human beings. All the greatest people ever lived have been telling us that for five thousand years and yet you’d be surprised how people are always losing hold of it. There’s something way down deep that’s eternal about every human (...) being. The main aim of this paper is to raise and explore some issues about the possible or actual uses of past and present-day creative and imaginative literature for moral educational purposes—more specifically to the purpose.. (shrink)

Despite much recent concern with the possibilities of moral character education in elementary schooling and professional training, the university and higher educational prospects of such education have only lately received much attention. This paper begins by considering – and largely endorsing – the general case for character education in contexts of pre-adult schooling and adult professional and vocational training. However, it proceeds to argue that the case for intervention in character formation in some educational contexts is not generally applicable to (...) university and higher education. Key points are that there can be no clear normative warrant for such intervention in the case of learners who are: (i) beyond the age of majority and (ii) voluntarily engaged in study wherein significant professional or public implications of personal character development are not a pressing concern. In short, while good moral character is clearly of general human importance, its deliberate or explicit promotion may not be equally warranted in all educational contexts. (shrink)